In Massachusetts, ABE programs and practitioners have several tools available to help design and implement quality programming for adult learners. Two of the most fundamental tools are the Massachusetts Indicators of ABE Program Quality (www.doe.mass.edu/acls/rfp/indicators.html) and the Massachusetts Guidelines for Effective Adult Basic Education (www.doe.mass.edu/acls/abeguide.doc). The Indicators of Quality identify seven fundamental areas of consideration, such as curriculum and instruction, student progress, support services, community linkages, administration, program planning, and professional development, that are important to take into account in evaluating the overall merit of an educational program. The Guidelines address essential program components and processes such student services, administration, and program and staff development.

In the late 1980's and early 1990's, the Adult and Community Learning Services (ACLS) unit of the Massachusetts Department of Education (MADOE) developed both of these documents in dialogue with ABE practitioners and other stakeholders through task forces, public hearings and other venues, and in consideration of research and performance data. Together, the Quality Indicators and the Guidelines outline the essential program components and processes that characterize high quality and effective educational services for adults.

The importance of program development and staff development is referenced in both the Quality Indicators and the Guidelines. Both effective program planning (indicator #5) and exemplary professional development opportunities (indicator #6) have been identified as signs of quality in an adult education program. These areas are further addressed in the "Program and Staff Development" section of the Massachusetts Guidelines for Effective Adult Basic Education.

Program Continuous Improvement Planning
Program Continuous Improvement Planning refers to a systemic approach to assessing programmatic needs, defining and prioritizing goals for program improvement, developing a plan to meet those goals, and engaging in activities to meet those goals. A "systemic" approach to planning and evaluation entails incorporating processes for soliciting and incorporating input from students, staff and ABE Advisory Council and for collecting and using data. The overall goal of continuous improvement planning is to improve program effectiveness in a way that enables programs to more effectively support learners in attaining literacy skills. All MADOE-funded ABE programs are expected provide paid hours for some number of key staff to engage in meaningful continuous improvement planning, including at least 2-4 weeks of paid time during weeks that classes are not in session, and to use formal e.g., staff meetings) and informal (individual and/or team assignments) approaches to engage all staff in the continuous improvement process. Continuous Improvement activities might include but are not limited to: curriculum development; developing and adjusting the program design and services based upon an analysis of student performance data; creating a student handbook; revising intake procedures; etc.

Professional Development
Professional development focuses on the learning needs of individual practitioners; it is a systemic approach to assessing individual needs for professional development, defining and prioritizing goals, developing a plan to meet those learning goals, and engaging in learning activities to meet those goals. MADOE-funded programs are expected to provide paid time for each staff member to engage in professional development activities. The minimum amount of paid time required annually is equal to 2.5% of each staff member's paid time or 12 hours, whichever is greater. This applies to both full and part-time staff. For example, a full time staff member working 40 hours/week throughout the year receives support for and is required to complete 52 hours of professional development each year. When we think of professional development, we usually think of attending a course, training, workshop or conference, but other activities may be considered professional development as well. In some circumstances, professional development may take the form of presenting or facilitating a training for others, conducting in-class participatory research or other independent study, publishing a piece of writing, or participating in a study circle. Often, these activities are most effective when several people from a program take on a joint professional development activity intended to help achieve program improvement goals. Such activities may even take place at the program.

Integrated Program and Staff Development
The full power and impact of these investments in program planning for continuous improvement and the professional development of program staff can best be achieved when the two are joined systematically. MADOE-funded ABE programs are expected to use a process (a set of steps and tools) that integrates Program Continuous Improvement planning and Professional Development. The process should include input from stakeholders and the analysis of data, and should include the following steps: assess needs and strengths, prioritize goals, develop an action plan to achieve the goal/s, implement the action plan, document the activities, and evaluate the efforts. Each step should address both the program and the staff. In this model, professional development is connected to the strategic goals the program has identified and adopted to increase the effectiveness of its services. All MADOE-funded ABE programs are required to identify a staff person—a "Program and Staff Development Facilitator"—who will be responsible for assisting the program to develop and implement a program planning process that links program development activities and staff/professional development (see "Required Positions," below).

Required Trainings

• New Staff Orientation: Massachusetts' Orientation for New ABE Staff, offered several times annually by SABES, provides an overview and introduction to the field of adult basic education. All MADOE-funded ABE programs are expected to ensure that all direct service staff (e.g., teachers, counselors) and administrators new to ABE complete the Orientation within 12 months of their start date in the program.
• Orientation for New Directors: MADOE's Adult and Community Learning Services unit offers an Orientation for New Directors annually. All MADOE-funded programs are expected to ensure that new Directors attend this Orientation within 12 months of being hired.
• System for Managing Accountability and Results Through Technology (SMARTT) Training: Massachusetts' Internet-based data collection and reporting database, the System for Managing Accountability and Results Through Technology (SMARTT), is the most comprehensive system of its kind in the country. The System tracks program and state performance, helps programs and the Department meet their reporting requirements, and provides an important picture of how well we're assisting our students to meet their academic and other goals. Proficiency in using SMARTT is a critical skill for every agency with federal or state adult education funding. All MADOE-funded programs are expected to maintain a minimum of two staff proficient in the SMARTT system; appropriate staff are required to attend SMARTT trainings as turnover and/or re-training requires in order to maintain the minimum requirement of two SMARTT-proficient staff.

Required Positions
All MADOE-funded ABE programs are expected to maintain the following part-time positions as a part of someone's job. Each of these required positions is supported with a combination of foundation funding plus additional rate-based funding, and SABES provides guidance and support to each in fulfilling the role:

• Program and Staff Development Facilitator — to lead the program in using a planning process that links program development activities and staff/professional development.
• Technology Coordinator — to provide support to staff and students in the areas of developing and implementing training for users of computer technology, integrating technology in the classroom, troubleshooting problems, etc.
• Americans With Disabilities (ADA) Coordinator — to provide, coordinate and document all counseling and ADA support services and to provide support services and guidance to assist them in meeting their educational goals.

Questions?
Questions about MADOE policies and expectations related to program continuous improvement planning and professional development, the Massachusetts Indicators of ABE Program Quality, the Massachusetts Guidelines for Effective Adult Basic Education, or how the Massachusetts ABE rate system provides funding to support these policies can be directed to Helen Jones at ACLS.

Helen Jones is a program developer for professional development at Adult and Community Learning Services (ACLS) of the Massachusetts Department of Education. She can be reached at: hjones@doe.mass.edu