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April 1999

5.1 State Level Performance Measures

The State's performance measures consist of the three Core Indicators of Performance identified in Section 212 (b) (2) (A) of Title II, Adult Education and Literacy, of the Workforce Investment Act of 1998 and include:
(1) demonstrated improvements in literacy skill levels in reading, writing, and speaking the English language, numeracy, problem solving, English language acquisition, and other literacy skills;

(2) placement in, retention in, or completion of, postsecondary education, training, unsubsidized employment, or career advancement;

(3) receipt of a secondary school diploma or its recognized equivalent, the Ohio High School Equivalence Diploma.

5.2 Additional Indicators: Indicators of Program Quality

The State's Indicators of Program Quality for Adult Basic and Literacy Education (2/99) will be used as an additional set of performance indicators by the State. Levels of performance against target standards shall be considered as State estimated levels of performance for purposes of this plan. The primary purposes of adding these additional indicators are to provide an established and field requested structure to help guide program plaCtrl-Entering, evaluation, and for helping address areas of low or declining performance in the Core Indicators of Performance areas. They will help guide the local application process and program performance evaluations for the life of this plan. This set of Indicators of Program Quality includes the following areas and are outlined in further detail in Appendix C.
(1) demonstrated learner progress toward attainment of basic literacy skills including reading, writing, and speaking in English, computing, and solving problems at levels of proficiency necessary to function on the job, in the family of the individual and in society;

(2) completion of basic educational requirements that allow them to be placed in, retained in, or complete post secondary education, training, unsubsidized employment or career advancement.;

(3) offering of services in safe physical environments with adequate space and access to facilities and equipment which contribute to creating an adult- appropriate learning environment;

(4) conduct of program plaCtrl-Entering and administration process that is based on a written plan, is implemented, and guided by evaluation;

(5) use of a written curriculum and instructional practices that match individual student needs and learning styles;

(6) use of a professional development process that is linked to a professional development plan which supports program and organizational goals;

(7) use of a system for support services that promotes student achievement of goals;

(8) recruitment of students from the populations in the community identified in the Adult Education and Family Literacy Act as needing literacy services, especially those at the lowest levels of literacy and in greatest need.

5.3 Estimated Levels of Performance

The estimated state levels of performance for the three required Core Indicators of Performance for the program year July 1, 1999 - June 30, 2000 are intended to be shown in objective, quantifiable, and measurable form. They are intended to lead to the demonstration of progress of the State into subsequent years of authorization under authority of this Title.

(1) Core Indicator 1: demonstrated improvements in literacy skill levels in reading, writing, and speaking the English language, numeracy, problem-solving, English language acquisition, and other literacy skills.

Performance Measure	Estimated Performance Level
a. BegiCtrl-Entering literacy ABLE (0-1.9 GL, 000-200 CASAS)	30% will complete level 40% will progress in level
b. BegiCtrl-Entering ABLE (2-5.9 GL, 200-210 CASAS)	40% will complete level 30% will progress in level
c. Intermediate ABLE (6.0-8.9 GL, 211-235 CASAS)	50% will complete level 20% will progress in level
d. Advanced ABLE (ASE) (9.0-12.9 GL, > 235 CASAS)	60% will complete level 10% will progress in level
e. BegiCtrl-Entering Literacy ESL (165-180 CASAS, SPL 0-1)	20% will complete level 30% will progress in level
f. BegiCtrl-Entering ESL (180-200 CASAS, SPL 2-4)	20% will complete level 30% will progress in level
g. Intermediate ESL (201-220 CASAS, SPL 5-6)	30% will complete level 20% will progress in level
h. Advanced ESL (221+ CASAS, SPL 7-10)	40% will complete level 20% will progress in level

(2) Core Indicator 2: placement in, retention in, or completion of, postsecondary education, training, unsubsidized employment or career advancement.

a. Placement in postsecondary education or training, including vocational education	6,000 will be placed
b. Placement in unsubsidized employment (# obtaining employment / # unemployed enrolled)	20% will be placed
c. Retained in job or advance on job or advance on job	7,000 will be retained

(3) Core Indicator 3: Receipt of a secondary school diploma or the Ohio High School Equivalence Diploma (OHSED)

a. Earned a high school diploma or the OHSED

11,000 will be earned

5.4 Factors Related to Proposed Levels of Performance

In preparing state proposed levels of performance on the Core Indicators of Performance, reported levels of completion for selected literacy levels of all other states and the mid-west area were considered. In addition, state and local performance data on the Core Indicators of Performance for the past seven years was reviewed.

Among those entering the program with the lowest levels of literacy, a proposed lower rate of completions was used that was comparable to the estimated rate of participants progressing in those same levels. As participants are placed in higher literacy instructional levels, the estimated level of completions increases as the estimated rate of progression declines. The establishment of the estimated levels of performance in this plan will establish a base-line of performance data for the state to use in promoting continuous improvement of performance and help to ensure optimal return on the investment of public funds.

Until a new State Workforce Investment Board is established it is not yet possible to identify and describe the process to be used for identifying and reporting on performance indicators common to other programs authorized by the Workforce Investment Act. During the development of the full State Plan, it is anticipated that this process as well as processes and procedures for the state to develop and submit an application to compete for a state incentive award will be established.