![](media/image1.png){width="3.770138888888889in"
height="0.8319444444444445in"}

**PROGRAM QUALITY INDICATORS**

**FOR VOLUNTEER LITERACY PROGRAMS**

**Donna D. Sherman**

# September 30, 2003

**Learning Disabilities Training and Dissemination Project**

**A Partnership of ProLiteracy America and the National Institute for
Literacy**

![](media/image2.jpeg){width="1.7465277777777777in"
height="1.4722222222222223in"}

**ProLiteracy America**

### U.S. Programs Division of ProLiteracy Worldwide

1320 Jamesville Avenue, Syracuse, NY 13210

Telephone: (315) 422-9121 Fax: (315) 422-6369

> http://www.proliteracy.org

This publication was funded through a grant from the National Institute
for Literacy (NIFL) to ProLiteracy Worldwide (formerly Laubach Literacy
International and Literacy Volunteers of America, Inc.). The information
that it contains is based upon work supported by the NIFL under Grant
No. X257 B70003. Any opinions, findings, and conclusions or
recommendations expressed in this material are those of the author(s)
and do not necessarily reflect the values of the NIFL.

 

The contents of this document do not represent official statements of
ProLiteracy Worldwide.

 

This document may be reproduced for use by adult literacy programs. It
may not be sold or included as a part of any print, video, or electronic
product that will be sold unless written permission is obtained in
advance from ProLiteracy America, 1320 Jamesville Avenue, Syracuse, NY
13210.

Requests to modify the document to adapt to specific training needs
should be sent in writing to ProLiteracy America, 1320 Jamesville
Avenue, Syracuse, NY 13210.

**Background**

The *Program Quality Indicators for Volunteer Literacy Programs* were
developed to accompany the *Bridges to Practice* guidebooks and
training. *Bridges to Practice: A Research-based Guide for Literacy
Practitioners Serving Adults with Learning Disabilities* was produced in
1999 as part of a National Institute for Literacy project. In this
series of five guidebooks, *Bridges to Practice* describes what is
needed to create systemic reform in the adult education system's
approach to learning disabilities. The guidebooks take programs from the
preparation and planning stages through learner assessment and
instruction to professional development. In order to fully understand
*Bridges to Practice*, literacy leaders are encouraged to participate in
a companion professional development program incorporating the *Program
Quality Indicators for Volunteer Literacy Programs.*

**Development of the *Program Quality Indicators for Volunteer Literacy
Programs***

The basic points in the *Indicators* are taken directly from the
Indicators of High-Quality Services section included in each *Bridges*
guidebook. The *Indicators* are organized into four tables to correspond
with the first four guidebooks. Each table is divided into three topic
areas: staff and tutors, program, and learners.

Although there is some overlap between the areas, in general the staff
activities are those activities that are primarily carried out by
individual program staff, both paid and volunteer. When we use the term
"program staff" we are also including *volunteers* who provide
professional program services such as training, assessment, etc. The
program area addresses the policies and procedures that are generally
set by the board of directors or advisory board and shape the work of
the program. The learner area addresses the learners' participation in
the program.

These *Indicators* originated in the work of the original pilot sites of
the ProLiteracy America Learning Disabilities and Training Dissemination
Hub. The Virginia Adult Learning Resource Center refined the drafted
quality indicators and published *A Self-study for Literacy Programs
Engaged in Systemic Change* in 2001*.* Based on this document and
subsequent experience, the *Indicators* were developed in 2003*.* They
then underwent two rounds of reviews. A total of 32 persons who are
actively involved in the adult education and literacy field and
knowledgeable about *Bridges to Practice* reviewed and commented on the
drafts. As much as possible, their input was incorporated into the final
document. Our deep appreciation goes to those persons who spent time
reviewing the drafts. Their perceptive suggestions for modifications
were very helpful to us.

**Using the *Indicators***

It is important to keep in mind that the *Indicators* are intended to
accompany training in the *Bridges to Practice* systems and principles,
which were specifically developed for use by people working with adults
with **learning** disabilities. We understand that literacy programs
also serve adults with other disabilities, that these disabilities are
often interrelated, and that the laws that relate to people with
disabilities cover a broad range of disabilities. Many of the general
principles in the *Indicators* relate to serving all adults with
disabilities, but the focus of the *Indicators* is learning
disabilities.

It is our hope that the *Indicators* will be useful to *all* literacy
programs, even though they were designed primarily as a *Bridges to
Practice* tool. The *Indicators* incorporate the language of the
*Bridges to Practice* guidebooks and follow the sequence of topics
addressed in the guidebooks. The *Bridges* materials are inclusive and
research-based, but neither they nor these *Indicators* could possibly
include all of the thinking on learning disabilities that exists in the
adult education field*.*

The legal issues related to serving adults with disabilities are very
complex and may vary from area to area. All literacy programs need to be
aware of these issues. When learners with diagnosed learning
disabilities disclose this, staff should be able to discuss with them
their rights and responsibilities as well as the accommodations to which
the learners are legally entitled. For learners with the characteristics
of learning disabilities, the discussion generally centers on their
learning strengths and difficulties. We have grouped these two
categories of learners together in some places in the *Indicators*, but
program staff should be aware of the differences.

Because each of the four tables in the *Indicators* corresponds to one
of the *Bridges* books, there is some redundancy among them---just as
there is among the four book topics: preparing, assessment, planning,
and teaching/learning. Issues of staff development, for example, are
relevant to each of these areas and are repeated in each of the tables,
although with a different focus each time. Each table is intended to
stand alone with the corresponding *Bridges* book so that it can be used
as a tool for programs as they begin to address systemic change and how
they can increase the quality of their services to people with learning
disabilities.

It is important to remember that *Bridges to Practice* is a tool to help
create **systemic** change in services for people with learning
disabilities. As with any systemic change, this change will require time
and must involve the whole delivery system if it is to be successful.
Each time we look at the system, we will see new ways to improve it.
*Bridges to Practice* is intended to be a catalyst for this change,
helping practitioners, programs, and policymakers improve their systems
for providing literacy services to adults with learning disabilities*.*

### Action Plan

As programs use *Bridges to Practice* for systemic change work, they
will develop action plans with specific steps to be taken, areas of
responsibility, and follow-up to check the progress. It is not possible
to include that level of detail in the *Indicators,* and each program
needs to shape a plan that meets its specific areas of need. However, in
the context of ongoing training and systemic change, the *Indicators*
can be used as a general tool to measure progress. A program using the
*Indicators* in this way could circulate the document among its staff
and board members annually and compare the Action Needed sections in
order to study progress from one year to the next*.*

The level of detail that should be addressed in a program's action plan
is different from the general standards in the *Indicators.* For
example, one reviewer pointed out some of the supports that are
important in her program's screening process: counseling prior to
testing, guidance through the process, a tester with experience in
screening adults, a bilingual tester, and post-test counseling. Another
reviewer mentioned the importance of developing "sensitivity to the
needs of adult learners"; yet another stressed the need for
"professionalism." Each program needs to determine what factors are most
important for its clientele and then include these in its action plan.
Another reviewer asked, "Whose responsibility is it to carry out this
work?" That is an operational decision that needs to be addressed in the
action plan.

### 

### Companion Publications for Adult Education Programs and TANF Agencies

The *Program Quality Indicators for Volunteer Literacy Programs* are
designed specifically for programs that serve adults in volunteer
literacy programs. Companion publications, *Program Quality Indicators
for Adult Education Programs* and *Program Quality Indicators for TANF
Agencies,* are also available from ProLiteracy America.

***BRIDGES TO PRACTICE***

**PROGRAM QUALITY INDICATORS FOR VOLUNTEER LITERACY PROGRAMS**

**TABLE 1: Preparing to Serve Adults with Learning Disabilities**

+-------------------------------+-----+-----+-----+-----+------------+
| **INDICATOR**                 | *   | **A | **D | *   | ##### ACT  |
|                               | *ST | GRE | ISA | *ST | ION NEEDED |
|                               | RON | E** | GRE | RON |            |
|                               | GLY |     | E** | GLY |            |
|                               | A   |     |     | D   |            |
|                               | GRE |     |     | ISA |            |
|                               | E** |     |     | GRE |            |
|                               |     |     |     | E** |            |
+-------------------------------+-----+-----+-----+-----+------------+
| **Our literacy program staff  |     |     |     |     |            |
| and tutors:**                 |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Are trained to recognize  |     |     |     |     |            |
|     the characteristics of    |     |     |     |     |            |
|     learning disabilities.    |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Understand how learning   |     |     |     |     |            |
|     disabilities may affect   |     |     |     |     |            |
|     learners and the learning |     |     |     |     |            |
|     process.                  |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Understand the law and    |     |     |     |     |            |
|     the legal requirements    |     |     |     |     |            |
|     regarding adults with     |     |     |     |     |            |
|     learning disabilities in  |     |     |     |     |            |
|     adult literacy programs.  |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
|                               |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| **Our literacy program:**     |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Has adopted a written     |     |     |     |     |            |
|     definition of learning    |     |     |     |     |            |
|     disabilities that is      |     |     |     |     |            |
|     based on current          |     |     |     |     |            |
|     knowledge in the field of |     |     |     |     |            |
|     adult education.          |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Follows written policies  |     |     |     |     |            |
|     and procedures for        |     |     |     |     |            |
|     serving adults with       |     |     |     |     |            |
|     learning disabilities.    |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Evaluates policies and    |     |     |     |     |            |
|     procedures annually to    |     |     |     |     |            |
|     maintain and improve      |     |     |     |     |            |
|     services for adults with  |     |     |     |     |            |
|     learning disabilities.    |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Maintains community links |     |     |     |     |            |
|     to strengthen and expand  |     |     |     |     |            |
|     services for adults with  |     |     |     |     |            |
|     learning disabilities.    |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Provides staff, tutors,   |     |     |     |     |            |
|     and board/advisory group  |     |     |     |     |            |
|     members with ongoing      |     |     |     |     |            |
|     professional development  |     |     |     |     |            |
|     opportunities and         |     |     |     |     |            |
|     resources focused on      |     |     |     |     |            |
|     improving services for    |     |     |     |     |            |
|     adults with learning      |     |     |     |     |            |
|     disabilities.             |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Informs learners about    |     |     |     |     |            |
|     learning disabilities as  |     |     |     |     |            |
|     detailed below.           |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
|                               |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| **Our learners:**             |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Understand that people    |     |     |     |     |            |
|     learn in different ways   |     |     |     |     |            |
|     and that some people have |     |     |     |     |            |
|     specific learning         |     |     |     |     |            |
|     disabilities.             |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Are informed of their     |     |     |     |     |            |
|     legal right to request    |     |     |     |     |            |
|     reasonable accommodations |     |     |     |     |            |
|     for diagnosed learning    |     |     |     |     |            |
|     disabilities.             |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Understand their legal    |     |     |     |     |            |
|     responsibilities          |     |     |     |     |            |
|     regarding disability      |     |     |     |     |            |
|     disclosure and            |     |     |     |     |            |
|     documentation.            |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+

**TABLE 2: The Assessment Process**

+-------------------------------+-----+-----+-----+-----+------------+
| **INDICATOR**                 | *   | **A | **D | *   | **ACTION   |
|                               | *ST | GRE | ISA | *ST | NEEDED**   |
|                               | RON | E** | GRE | RON |            |
|                               | GLY |     | E** | GLY |            |
|                               | A   |     |     | D   |            |
|                               | GRE |     |     | ISA |            |
|                               | E** |     |     | GRE |            |
|                               |     |     |     | E** |            |
+-------------------------------+-----+-----+-----+-----+------------+
| **Our literacy program staff  |     |     |     |     |            |
| and tutors:**                 |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Use an intake process     |     |     |     |     |            |
|     that assesses the         |     |     |     |     |            |
|     strengths and needs of    |     |     |     |     |            |
|     learners, including those |     |     |     |     |            |
|     with learning             |     |     |     |     |            |
|     disabilities.             |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Conduct a learning style  |     |     |     |     |            |
|     assessment to determine   |     |     |     |     |            |
|     best modalities for each  |     |     |     |     |            |
|     learner's education.      |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Recognize patterns of     |     |     |     |     |            |
|     performance that are      |     |     |     |     |            |
|     consistent with learning  |     |     |     |     |            |
|     disabilities and          |     |     |     |     |            |
|     recommend instructional   |     |     |     |     |            |
|     modifications as needed.  |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Work collaboratively with |     |     |     |     |            |
|     learners to tailor        |     |     |     |     |            |
|     services to each          |     |     |     |     |            |
|     learner's instructional   |     |     |     |     |            |
|     needs and goals.          |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
|                               |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| **Our literacy program:**     |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Uses an ongoing screening |     |     |     |     |            |
|     process utilizing         |     |     |     |     |            |
|     multiple resources over a |     |     |     |     |            |
|     period of time to         |     |     |     |     |            |
|     identify learners with    |     |     |     |     |            |
|     possible learning         |     |     |     |     |            |
|     disabilities.             |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Uses a research-based     |     |     |     |     |            |
|     learning disabilities     |     |     |     |     |            |
|     screening tool when       |     |     |     |     |            |
|     appropriate.              |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Has access to diagnostic  |     |     |     |     |            |
|     testing for learners when |     |     |     |     |            |
|     use is indicated through  |     |     |     |     |            |
|     screening and discussion  |     |     |     |     |            |
|     with the learner.         |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Has a system for          |     |     |     |     |            |
|     requesting documentation  |     |     |     |     |            |
|     of a learner's disability |     |     |     |     |            |
|     when the learner has      |     |     |     |     |            |
|     previously been           |     |     |     |     |            |
|     diagnosed.                |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Has a referral process    |     |     |     |     |            |
|     that makes appropriate    |     |     |     |     |            |
|     community resources       |     |     |     |     |            |
|     available to learners.    |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Has a system for          |     |     |     |     |            |
|     monitoring the progress   |     |     |     |     |            |
|     that a learner is making  |     |     |     |     |            |
|     in the program, allowing  |     |     |     |     |            |
|     accommodations as needed. |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
|                               |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| **Our learners:**             |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Know how to obtain        |     |     |     |     |            |
|     information about         |     |     |     |     |            |
|     learning disabilities     |     |     |     |     |            |
|     screening and diagnosis.  |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Are involved throughout   |     |     |     |     |            |
|     the screening process in  |     |     |     |     |            |
|     developing reasonable     |     |     |     |     |            |
|     adaptations as needed.    |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Are referred to other     |     |     |     |     |            |
|     community resources for   |     |     |     |     |            |
|     additional screening or   |     |     |     |     |            |
|     diagnosis when referral   |     |     |     |     |            |
|     is requested or           |     |     |     |     |            |
|     indicated.                |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Receive a clear           |     |     |     |     |            |
|     explanation of their      |     |     |     |     |            |
|     areas of strengths and    |     |     |     |     |            |
|     weaknesses based on       |     |     |     |     |            |
|     program assessment.       |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Participate in developing |     |     |     |     |            |
|     a plan for instruction    |     |     |     |     |            |
|     that is appropriate to    |     |     |     |     |            |
|     their strengths and       |     |     |     |     |            |
|     weaknesses,               |     |     |     |     |            |
|     goal-oriented, and based  |     |     |     |     |            |
|     on disability             |     |     |     |     |            |
|     documentation.            |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+

**TABLE 3: The Planning Process**

+-------------------------------+-----+-----+-----+-----+------------+
| **INDICATOR**                 | *   | **A | **D | *   | **ACTION   |
|                               | *ST | GRE | ISA | *ST | NEEDED**   |
|                               | RON | E** | GRE | RON |            |
|                               | GLY |     | E** | GLY |            |
|                               | A   |     |     | D   |            |
|                               | GRE |     |     | ISA |            |
|                               | E** |     |     | GRE |            |
|                               |     |     |     | E** |            |
+-------------------------------+-----+-----+-----+-----+------------+
| **Our literacy program staff  |     |     |     |     |            |
| and tutors:**                 |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Include representative    |     |     |     |     |            |
|     adult learners with       |     |     |     |     |            |
|     learning disabilities in  |     |     |     |     |            |
|     collaborative planning    |     |     |     |     |            |
|     processes to ensure that  |     |     |     |     |            |
|     program services are      |     |     |     |     |            |
|     designed to meet learner  |     |     |     |     |            |
|     needs.                    |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Share with learners       |     |     |     |     |            |
|     instructional plans       |     |     |     |     |            |
|     appropriate for learner   |     |     |     |     |            |
|     needs and present them in |     |     |     |     |            |
|     a format that learners    |     |     |     |     |            |
|     can understand.           |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Regularly review          |     |     |     |     |            |
|     individual learner        |     |     |     |     |            |
|     progress with learners    |     |     |     |     |            |
|     and adjust plans of       |     |     |     |     |            |
|     instruction as needed.    |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Incorporate self-advocacy |     |     |     |     |            |
|     information in            |     |     |     |     |            |
|     instructional plans.      |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
|                               |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| **Our literacy program:**     |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Develops and implements   |     |     |     |     |            |
|     action plans for          |     |     |     |     |            |
|     assessment, instruction,  |     |     |     |     |            |
|     and progress measurement  |     |     |     |     |            |
|     that take into account    |     |     |     |     |            |
|     individual learner        |     |     |     |     |            |
|     profiles, learner         |     |     |     |     |            |
|     choices, and learning     |     |     |     |     |            |
|     disability documentation. |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Has a variety of          |     |     |     |     |            |
|     resources and curricular  |     |     |     |     |            |
|     options available to      |     |     |     |     |            |
|     learners with learning    |     |     |     |     |            |
|     disabilities.             |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Plans for ongoing         |     |     |     |     |            |
|     professional development  |     |     |     |     |            |
|     for staff and tutors in   |     |     |     |     |            |
|     order to continually      |     |     |     |     |            |
|     upgrade and promote       |     |     |     |     |            |
|     research-based learning   |     |     |     |     |            |
|     disability services.      |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
|                               |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| **Our learners:**             |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Are able to identify      |     |     |     |     |            |
|     their needs and know how  |     |     |     |     |            |
|     to access/ask for program |     |     |     |     |            |
|     and community services.   |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Are involved in planning  |     |     |     |     |            |
|     their program of          |     |     |     |     |            |
|     instruction so that it    |     |     |     |     |            |
|     meets individual goals.   |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Participate in making     |     |     |     |     |            |
|     instructional changes     |     |     |     |     |            |
|     based on periodic         |     |     |     |     |            |
|     progress reviews.         |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+

**TABLE 4: The Teaching/Learning Process**

+-------------------------------+-----+-----+-----+-----+------------+
| **INDICATOR**                 | *   | **A | **D | *   | **ACTION   |
|                               | *ST | GRE | ISA | *ST | NEEDED**   |
|                               | RON | E** | GRE | RON |            |
|                               | GLY |     | E** | GLY |            |
|                               | A   |     |     | D   |            |
|                               | GRE |     |     | ISA |            |
|                               | E** |     |     | GRE |            |
|                               |     |     |     | E** |            |
+-------------------------------+-----+-----+-----+-----+------------+
| **Our literacy program staff  |     |     |     |     |            |
| and tutors:**                 |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Provide an environment    |     |     |     |     |            |
|     that supports effective   |     |     |     |     |            |
|     learning while promoting  |     |     |     |     |            |
|     independence and          |     |     |     |     |            |
|     self-advocacy.            |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Assure that learners      |     |     |     |     |            |
|     understand their learning |     |     |     |     |            |
|     strengths.                |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Adapt instructional       |     |     |     |     |            |
|     strategies and provide    |     |     |     |     |            |
|     reasonable accommodations |     |     |     |     |            |
|     or adaptations as         |     |     |     |     |            |
|     necessary to meet the     |     |     |     |     |            |
|     needs of adults with      |     |     |     |     |            |
|     learning disabilities.    |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Monitor individual        |     |     |     |     |            |
|     learning plans and        |     |     |     |     |            |
|     accommodations or         |     |     |     |     |            |
|     adaptations with the      |     |     |     |     |            |
|     learner to help ensure    |     |     |     |     |            |
|     that they are being       |     |     |     |     |            |
|     implemented.              |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Implement an              |     |     |     |     |            |
|     instructional system of   |     |     |     |     |            |
|     teaching, reviewing, and  |     |     |     |     |            |
|     planning that includes    |     |     |     |     |            |
|     learner input.            |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
|                               |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| **Our literacy program:**     |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Follows written policies  |     |     |     |     |            |
|     for curriculum use and    |     |     |     |     |            |
|     adaptation during         |     |     |     |     |            |
|     instructional activities. |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Provides models of        |     |     |     |     |            |
|     learning                  |     |     |     |     |            |
|     disability-appropriate    |     |     |     |     |            |
|     instruction to guide and  |     |     |     |     |            |
|     evaluate                  |     |     |     |     |            |
|     teaching/tutoring         |     |     |     |     |            |
|     activities.               |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Provides access to        |     |     |     |     |            |
|     appropriate devices,      |     |     |     |     |            |
|     materials, and assistive  |     |     |     |     |            |
|     technology for learners   |     |     |     |     |            |
|     with learning             |     |     |     |     |            |
|     disabilities.             |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Trains staff and tutors   |     |     |     |     |            |
|     in research-based         |     |     |     |     |            |
|     principles, instructional |     |     |     |     |            |
|     strategies, and best      |     |     |     |     |            |
|     practices for teaching    |     |     |     |     |            |
|     adults with learning      |     |     |     |     |            |
|     disabilities.             |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Provides one-to-one       |     |     |     |     |            |
|     instruction or small      |     |     |     |     |            |
|     group instruction by a    |     |     |     |     |            |
|     qualified individual.     |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
|                               |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| **Our learners:**             |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Are offered additional    |     |     |     |     |            |
|     instructional and support |     |     |     |     |            |
|     services as needed.       |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Receive specific          |     |     |     |     |            |
|     accommodations and        |     |     |     |     |            |
|     adaptations throughout    |     |     |     |     |            |
|     the instructional process |     |     |     |     |            |
|     that are supported by     |     |     |     |     |            |
|     their disability          |     |     |     |     |            |
|     documentation.            |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Receive instruction that  |     |     |     |     |            |
|     is taught using the most  |     |     |     |     |            |
|     effective strategies.     |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+
| -   Regularly give feedback   |     |     |     |     |            |
|     regarding the             |     |     |     |     |            |
|     effectiveness of the      |     |     |     |     |            |
|     instructional methods.    |     |     |     |     |            |
+-------------------------------+-----+-----+-----+-----+------------+