Making Measurable Skill Gains Count: Strategies from Adult Education Regions 13 and 14

One of the most important strategies we have emphasized is making MSG attainment an ongoing priority rather than something addressed only at the end of a semester or program year.

From the moment students enter our program, we focus on identifying their educational goals, assessing their academic skills, and developing an instructional plan that supports measurable progress. Our instructors use TABE assessment results to identify areas of academic need and provide targeted instruction designed to help students advance educational functioning levels.

We also emphasize the importance of monitoring instructional hours and identifying students who are approaching eligibility for post-testing. Regular communication between instructors and support staff helps ensure that students are assessed at appropriate intervals and that opportunities to document progress are not missed.

While educational functioning level gains remain an important component of our MSG performance, we also recognize that student progress can be demonstrated through other allowable measures.

Our Integrated Education and Training (IET) programs provide opportunities for students to develop academic, technical, and workforce skills simultaneously. By collaborating with workforce training partners, including commercial truck driving and power line worker programs, we are working to identify and document qualifying milestones that demonstrate students' progress toward industry-recognized credentials and employment.

This approach encourages program managers to look beyond traditional post-testing and consider all applicable MSG measures, provided they meet state and federal reporting requirements.

One of the most valuable lessons we have learned is that improving MSG attainment often begins by addressing the barriers that prevent students from attending class and completing their educational goals.

In rural communities such as those served by Regions 13 and 14, students frequently face challenges that extend well beyond the classroom. Transportation difficulties, financial instability, housing insecurity, childcare responsibilities, and employment demands can quickly derail even the most motivated adult learner.

Recognizing these challenges, we have worked to strengthen partnerships with community organizations, workforce development agencies, social service providers, college departments, and other local resources to connect students with the support they need to remain enrolled and make progress.

Through partnerships with Virginia Career Works, the Southside Virginia Community College Foundation, workforce training programs, and other community organizations, we help students access resources such as transportation assistance, gas cards, emergency financial support, career coaching, tuition assistance, and referrals to additional community services when available and appropriate.

Our Road to Success in Virginia Program (RSVP) has also provided valuable opportunities to support eligible students enrolled in workforce training programs by helping address financial and transportation barriers that might otherwise prevent program completion.

For example, when a student experiences an unexpected financial hardship, connecting that individual with available community or institutional resources may make the difference between withdrawing from classes and continuing toward a credential.

Together, our partnerships allow our instructors to focus on teaching while ensuring students have access to additional assistance when challenges arise.

We have found that wrap-around support is not separate from student achievement; it is an essential part of creating the conditions in which measurable skill gains can occur.

Accurate and timely data collection is essential to MSG attainment. Our support staff regularly review student attendance, assessment results, and instructional progress in LACES to identify students who may be ready for post-testing or who need additional support.

Rather than waiting until the end of the program year, we encourage ongoing data reviews to identify potential gaps and address them early.

For example, students who have accumulated sufficient instructional hours but have not completed a post-test can be identified for follow-up. Similarly, students who have stopped attending can be contacted to determine whether additional support might help them return and continue making progress.

These efforts not only improve accountability but also help us better understand the needs of our students.

One lesson we have learned is that MSG attainment cannot rest solely on the shoulders of instructors or data staff. It requires a coordinated effort across the entire adult education team.

Instructors are responsible for delivering effective instruction and communicating student progress. Recruitment and retention staff help maintain student engagement and encourage participation in assessments. Career coaches and community partners help students overcome barriers that interfere with attendance and completion. Data personnel ensure that instructional hours, assessments, and qualifying outcomes are accurately documented. Program leadership provides oversight, monitors performance, and identifies opportunities for improvement.

When everyone understands how their responsibilities contribute to MSG attainment, the process becomes more consistent and manageable.