A. "Going to Scale" (How successful are you at designing and implementing statewide initiatives to improve the quality of adult education services? How satisfied are you with your project management system that monitors and supports the steps below? How have you fared in these steps?)

B. Coordinating Funding Streams and Supporting Services (e.g., Family Literacy, Workplace Literacy, Corrections Education) Adult learning happens in a context. Other funding sources either support adult education services or collaborative services that make learning more meaningful to the learner. How satisfied are you with your success in identifying those other funding streams and integrating them with yours? How well do you work with other partner agencies and organizations? How satisfied are you with these elements of your system?

1. Identifying other funding streams that complement adult education services.
2. Learning the priorities of each and where those priorities match with yours.
3. Learning the "language" and limitations of the funding stream.
4. Identifying the key person in the funding stream management; the most approachable, the most informed about adult education, the risk taker who has enough authority to commit and act.
5. Developing common purposes and compatible expectations and committing them to a memorandum of agreement.
6. Negotiating with Budget and Finance to coordinate intra-agency or inter-agency funding.
7. Monitoring and reporting success to satisfy each partner.
8. Celebrating success involving the CEOs of each partner.
9. Other

C. State and Local Coordination in Support of Adult Education in One-Stop Services (Have you developed clear strategies with the One-Stop partners at the state level and communicated those procedures to local ABE program managers? How satisfied are you with the collaboration with your partners? Have you communicated clear guidance to your local program managers? How satisfied are you with your progress in the following areas?)

1. Established, ongoing communications with the Title I managers.
2. Avenues to influence key decisions makers.
3. Memoranda of Understanding at the state level that specifies expectations and roles of the state partners.
4. State level strategies regarding how One-Stop services will be coordinated.
5. State level strategies regarding how One-Stop services will be paid for.
6. State level strategies regarding how One-Stop administration will be paid for.
7. Clear communication of these strategies from your office to the local adult education program manager.
8. Clear guidance for local programs for their roles and responsibilities in the One-Stop.
9. Integrated planning, training, and implementation strategies to support continuous collaboration.
10. Feedback loops to keep partners and stakeholders advised of successes and trouble spots.
11. Process to monitor local integration of services by the One-Stop.
12. Other

D. Leveraging Staff Expertise and Professional Development Resources through State Leadership Funds. (Because of the reduction of 353/Ancillary funds [now known as State Leadership], have you explored working with other states or USDOE to fund program development initiatives? Have you pondered how the 20 states interested in web-based data systems have worked together to accomplish that task; with the support of USDOE and NAEPDC? How do you feel about using some of the strategies below?)

1. Rather than tackling program development/improvement initiatives alone, joining a workgroup with other states who have the same program development interests to share insights, resources, and plans.
2. Leveraging USDOE National Technical Assistance funds and state leadership funds to support your program development/improvement work.
3. If state law allows it, develop with your budget/finance office means to jointly fund development projects with other states.
4. Use the "Going to Scale" strategies above (III A) to develop and design a program development/improvement effort.
5. Within your state, exchange professional development expertise in other partner and stakeholder systems.
6. Other

E. Developing a Performance Funding System (How do you go about developing a funding system for local programs that is based on performance? At least one state already has it in place. Are you interested in going there? What are the pros and cons of a performance based system? How do you keep services in the rural, poorer, part-time areas of the state and not end up funding only the urban/suburban sophisticated programs?)

1. Have you defined what the critical elements of performance are?
2. Do you have an accurate, valid, reliable way to assess those elements in each program?
3. Do you have a process for gaining support from local providers?
4. Do you have a responsive technical assistance system to help deficient programs use data to improve performance?
5. Do you have a "grand fathering" procedure or "safety nets" for low performers, especially the first year?
6. Other

F. Distance Learning/Non-Classroom Delivery: At most, we reach 10% of the adults who could benefit from improved foundation skills. If you have ventured into distance learning options, how do you feel about these system elements?

1. Recruiting learners who can benefit from distance/non-classroom delivery systems.
2. Assessing learner needs at a distance.
3. Selecting the appropriate distance learning option for non-classroom learners.
4. Mutually developing an individualized learning plan for distance/non-classroom learners.
5. Providing support (e.g., teacher on the phone, roving tutors) for distance learners.
6. Preparing teachers/tutors to support distance/non-classroom learners.
7. Counting and reporting distant/non classroom learner hours.
8. Linking existing non-classroom delivery systems.
9. Using learner and stakeholder feedback to evaluate and modify system components.
10. Other