State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))
AEFLA Section 223(1)(a)
The Alabama Community College System (ACCS) Adult Education Division and local providers of adult education services play a crucial role in the state's educational and workforce development landscape by closely collaborating with One-Stop partners. Ou system local providers offer a range of services, including TABE testing, academic remediation, GED, and High School Diploma Option (HSDO) instructional services, as well as employability skills and career pathway development. Many adult education local providers have dedicated adult education classrooms within career centers, facilitating a comprehensive learning environment. Participants are referred to One-Stop partners for WIOA funding opportunities and job placement services, and providers actively engage in job and career fairs within their respective areas.
As an essential credentialing partner for Alabama, adult education contributes significantly to the state's ambitious goal of developing 500,000 credentialed workers by 2025. Programs like Alabama Career Essentials (ACE) and Mobilizing Alabama Pathways (MAP) are designed to equip students with essential digital literacy, 21st-century skills, and employability training tailored to current and future workforce needs. These initiatives focus on the five main career clusters identified as critical for the state: Manufacturing, Logistics, Construction, Healthcare, and IT. Additionally, the development of integrated education and training (IET) are aligned with local workforce needs which create pathways to training and employment through local career centers.
The Alabama Community College System (ACCS) Adult Education Division and local providers actively participate in key workforce development initiatives, such as the Reimagine Workforce Preparation (RWP) grant, titled the Alabama Workforce Stabilization Program (AWSP). This grant strategically supports Alabama employers and provides training opportunities for low-income individuals, including those who are displaced, dislocated, or incumbent workers looking to transition into new fields or advance in their current roles. Local adult education providers also participate with the Alabama Manufacturing Apprenticeship Program (ALAMAP) by developing pre-apprenticeship manufacturing programs that pipeline students into apprenticeship and workplace learning opportunities.
Looking ahead, adult education providers are set to partner with the State of Alabama’s Talent Triad initiative. The Talent Triad, driven by the Governor’s office and the State Workforce Development Board, is the nation’s first full-scale learning ecosystem that centers skills as the unit of transaction in the labor market at the population level. aims to connect job seekers, employers, and education providers through three segments: the Alabama Credential Registry (a skills-based job description generator); and Employer Portal, and the Alabama College and Career Exploration Tool (ACCET). This combination of resources solves the challenges around the adoption and accessibility of learning and employment records (LERs). The system leverages a comprehensive skills-based talent marketplace, which uses the lifecycle of LERs to connect jobseekers to employment and education opportunities, to scale state-wide pathways from entry credentials to middle skills jobs across five industries sectors. Adult education participants are enrolled as part of orientation and each skill-based learning gain is tracked within the system for employers.
The ACCS Adult Education Division and local providers highlight the vital role of the referral system and reverse referral system with One-Stop Partners, emphasizing their significance in fostering the growth of students. The relationship between local program providers and the One-Stop Partner ensures that students have access to wrap around services in addition to education and training. Overall, the One-Stop Partnership is a healthy relationship for the ACCS Adult Education Division as our goal and mission are aligned to serve and aid in the success of every Alabamian who has need of our workforce and training services.
AEFLA Section 223(1)(b)
Professional development for adult education teachers and staff is of paramount importance to the Alabama Community College System (ACCS). ACCS plays a crucial role in enhancing teaching effectiveness, improving student outcomes, and keeping adult education educators up to date with the latest research based educational practices and advances. ACCS goal is to provide professional development programs that provide teachers with opportunities to learn about innovative teaching methodologies, strategies, and tools. This allows teachers to refine their instructional techniques and adapt their approaches to meet the diverse needs of our adult education students.
Effective professional development directly impacts Alabama’s adult education student learning outcomes. When teachers develop skills and knowledge, they are better equipped to engage students, promote critical thinking, and create a positive learning environment.
Adult education is constantly evolving due to advancements in technology, research, and instructional approaches. Alabama’s professional development programs help Alabama’s adult education teachers stay current with the latest trends and best practices in education, as well as equipping teachers with strategies to address the needs of students with diverse learning styles, abilities, and backgrounds, hence providing more inclusive adult education.
Engaging in professional development demonstrates to our adult education teachers and staff commitment to growth and improvement, resulting in increases in teachers’ motivation, job satisfaction and overall engagement in their profession. Teachers learn about evidence-based practices supported by research and data. This ensures that instructional decisions are informed by data-driven insights.
At a national level the ACCS Adult Education Division participated in high quality professional development events such as:
- Teaching Skills That Matter (TSTM) with a second cohort attending the national training in Washington D.C. Participation has resulted in the ACCS Adult Education Division integrating both cohorts of trained instructors into a cohesive TSTM team, developing regional TSTM Instructional Leaders, and developing state-wide PD sessions and a TSTM webinar series.
- EL SIA training provided by the NRS at the beginning of 2023. The information provided in this training was disseminated to the local programs through the non-profit organization, Alabama Association for Public Continuing and Adult Education (ALAPCAE). Future trainings will be developed and provided via zoom to ensure local programs have the information they need to properly instruct and scaffold English Language Proficiency (ELP) standards into student learning.
- A cohort participated in the AIR Advance IET Design Camp, resulting in the creation of the Alabama Statewide IET Initiative, and the creation of regional IET teams, along with state-wide IET training events.
- Finally, a cohort of attended the NRS “Continuing the Journey” training in San Diego with intent to follow up on implementation in Washington D.C.
Locally, the AACS Adult Education Division participated in the state’s annual ALAPCAE Summer Conference as well as the 2023 COABE Conference. Professional Development sessions were specifically designed and provided to Alabama’s local directors at the annual AE Directors’ Retreat hosted by the association which included topics on monitoring, strategic plan implementation, effective professional development developing teacher standards, and fiscal management. The ACCS Adult Education Division has also been in the process of developing its own Career Navigator Training Courses to be launched in 2024.
The ACCS Adult Education Division professional development programs ensure that adult educators and staff are well-prepared, adaptable, and equipped to provide high-quality education that meets the evolving needs of students, employers, and society.
AEFLA Section 223(1)(c)
The Alabama Community College System (ACCS) Adult Education Division consistently provides technical assistance based on program data and program self-evaluation. As with professional development, technical assistance is derived from national, state, and local evidence-based practices and innovative strategies designed for continuous program improvement.
The ACCS Adult Education Division has three identified regions of the state providing technical assistance and support. Each region has an assigned Regional Director that is a Title II liaison to assist with collaborative growth with required and strategic partners, such as career centers, business and industry, WIOA partners, and non-profit community-based stakeholders. The regional team provides technical assistance in supporting local programs to ensure equity and access to adult education services throughout all thirty-five one-stop comprehensive and satellite career center locations in Alabama.
Technical assistance is based on the local program's needs as shown through the results of desktop monitoring performed quarterly by the regional directors and the real-time data system performance reports. Areas of need are addressed and targeted with additional professional development delivered by state experts based on best practices with continuous improvement plans and performance goals established to benchmark program improvement.
Technical and program training is also provided to new directors by the ACCS Adult Education Division through the New Director Training, created in Canvas and available on-demand along with specific data and fiscal management training modules. Grant-related training, such as expenditure reporting, is also designed and delivered to ensure the accountability of grant funds. These trainings are combined with mentoring efforts delivered by regional or local program directors.
Courses from LINCS are often utilized on a programmatic level and trainings are shared from other states, adapted for use by the ACCS Adult Education Division for specific assistance in utilizing researched best practices in teaching and learning which could include: reading, writing, speaking, mathematics, English language, and workforce skills. The ACCS Adult Education Division produces a range of in-demand resources, toolkits, and programmatic guidance through webinars and face to face training based on researched based best practices in workplace readiness, career pathway development, English language acquisition, and distance education. Within the data management system, Alabama Adult Education System for Accountability and Performance (AAESAP), resources and the recording of trainings are archived. Recordings include but are not limited to presentations on MSG reporting, IET/IELCE programs, programmatic data analysis, and retention strategies for serving those who are most in need.
AEFLA Section 223(1)(d)
The Alabama Community College System (ACCS) is responsible for ensuring that each grant recipient of AEFLA funds is monitored and evaluated on a continuing basis. Regional directors are tasked with working directly with local providers in conducting quarterly desktop monitoring virtually along with the systemic comprehensive review of each provider within the grant cycle.
The quarterly monitoring includes a review of each program’s AAESAP performance as detailed in their custom dashboard. The dashboard contains NRS data regarding the program’s enrollment by educational functioning level, measurable skills gains, post-test rate, career pathway achievement, High School Equivalency attainment and certificate completion. Desktop monitoring, along with routine data collection and reports received from providers, provides insight as to how the local programs are performing against expected results. Programs not making continuous improvement receive technical assistance related to the area of need from their respective regional director and system staff, as needed.
The on-site compliance monitoring conducted during the state’s three-year grant cycle is conducted by a team consisting of regional directors and system level subject matter experts, as needed. The monitoring schedule allows for an evaluation of at least eight programs per year. The order in which programs are monitored is determined by a risk analysis. The risk analysis is based on indicators that reflect program performance, fiscal responsibility, and data reporting. Programs are placed in quartiles, with the fourth quartile being the “goal quartile”. Programs in the first quartile, based on the risk-analysis, may have the greatest risk of not meeting performance measures and will be monitored earliest in the grant period with follow-up targeted monitoring, if needed. Programs are assessed using an ACCS-approved monitoring instrument. The monitoring instrument is based on program performance and management and follows five modules aligned with WIOA standards:
- Performance Accountability Standard
- Program Performance Standard
- Adult Education and Literacy Activities
- Fiscal Considerations Standard
- Supplemental One Stop Partnerships
The ACCS Adult Education Division uses Corrective Action Plans (CAP) to support grantees in their continuous improvement efforts. A CAP is required when programs receive a score less than a "3 – Needs Improvement” (based on a five-point scale), on any part of the monitoring instrument. A score less than a “3” results in a finding. A CAP template is provided to guide local program directors/grantees in documenting strategies, improvement steps, timelines, and results. Additionally, each plan provides an opportunity for thought partnership and dialogue between the ACCS Adult Education Division and grantee. Follow-up to the CAP can lead to technical assistance and/or targeted monitoring. These actions are to verify the satisfactory completion of findings identified during an on-site monitoring. Once evidence of the CAP has been submitted the CAP is then closed.
For PY 2022-23 the following providers received an on-site monitoring:
|
Provider Monitored |
Date of Monitoring |
|
Trenholm State Community College |
October 25-27, 2022 |
|
Gadsden State Community College |
November 1-3, 2022 |
|
Southern Union Community College |
November 28-30, 2022 |
|
Wallace State Community College |
January 24-26, 2023 |
|
Enterprise State Community College |
January 30-February 1, 2023 |
|
Lurleen B. Wallace Community College |
February 27-March 1, 2023 |
|
Bevill State Community College |
March 7-8, 2023 |
|
Coastal Alabama Community College |
March 14-16, 2023 |
For the upcoming program year, a review of the monitoring tool will be conducted to identify alignment with the grant application and future requests for funding proposals (RFP).
AEFLA Section 223(a)(2)
Leadership funds were used to support the Alabama Adult Education System for Accountability and Performance (AAESAP) which is the state’s data management system for adult education. AAESAP is owned by the Alabama Community College System (ACCS) and operated through an annual contract with the Alabama Supercomputer Authority (ASA). ASA programmers are assigned to the management, review, security and operation of AAESAP. ASA programmers function as an extension of the adult education state staff to ensure that all aspects of federally and state required adult education services are recordable, trackable, and provide the usability to make data driven decisions at the state and local level. Currently, efforts are underway in streamlining the data system by reducing the data entry through the development of Application Programming Interfaces (API), enhance data validity checks and increase visualization for data analytics.
Performance Data Analysis
Data analysis is the foundational base for continuous program improvement. There are 24 awarded providers of adult education and literacy services that operate in 67 counties in Alabama. The management information system, Alabama Adult Education System for Accountability and Performance (AAESAP) is designed to capture the requirements under the Workforce Innovation and Opportunity Act and to provide feedback for data analysis.
Regional Directors analyze each program within their respective area on a quarterly basis. If any anomalies or errors occur during data entry, the management information system, AAESAP, will prevent further data entry until the error is resolved.
The chart below shows the MSG performance outcomes for Program Year 2022-23.
|
PY22-23 MSG Performance Outcomes |
PY22-23 MSG Percentage |
|
|
ABE Beginning Literacy |
587 |
35.09% |
|
ABE Beginning Basic |
4,759 |
41.37% |
|
ABE Intermediate Low |
4,755 |
47.41% |
|
ABE Intermediate High |
2,656 |
59.26% |
|
ASE Low |
449 |
55.90% |
|
ASE High |
69 |
47.82% |
|
|
|
|
|
ESL Beginning Literacy |
837 |
17.80% |
|
ESL Low Beginning |
390 |
26.92% |
|
ESL High Beginning |
336 |
28.27% |
|
ESL Low Intermediate |
375 |
36.80% |
|
ESL High Intermediate |
301 |
26.57% |
|
ESL Advanced |
149 |
18.57% |
|
Total |
15,654 |
43.94% |
Highlights from the Alabama’s Indicators of Performance:
- Enrollment increase in PY22 was 8.84% compared to the previous year.
- In PY 22 Alabama achieved a 43.94% overall MSG. Alabama is continually working toward improvement and drilling into discovering bright spots of innovation to share and highlight toward increasing performance. A significant shift in IET completions and gains through MSG 4 and 5 impacted the outcomes, however, renewed efforts in retention for Carnegie unit completion and progress testing was noted by the programs.
- Alabama saw a decrease in the number of IET students in PY 22 (1,624 students served).
- PY 22: Employment rates 2nd quarter after exit: 38.43%.
- PY 22: Employment rates 4th quarter after exit: 39.24%.
- PY 22: Median earnings 2nd quarter after exit: $5,715.70.
- PY 22: Credential attainment: 41.55%.
During PY 22, the Alabama Community College System (ACCS) Adult Education Division and local providers focused on achievement of an MSG through workplace literacy (WPL) and integrated education and training (IET) activities by reviewing programmatic implementation and quality indicators of the activities being offered. Being workforce centered, many providers are aligned to opportunities within their areas of engaging with employers and are actively developing or expanding workplace literacy activities to accelerate learning basic skills to assist with promotions and future growth within the company. Additional technical assistance and training was held to increase the awareness of qualifying for eligible MSG types by activity.
An IET template was created to be used by all programs in developing and implementing their approved IET activity. The template ensures that all grantees are using the same definitions for MSG types and including all required elements in their IET activity. The template allows approval of the intended activity prior to implementation while capturing innovative practices and defining future areas of training.
Local adult education providers have awarded over 20,000 various types of certificates during program year 2022-23. The National Career Readiness Certification (NCRC) and the Alabama Certified Employee Certificate (ACE) are two recognized certifications earned through participation in adult education. These certifications help address the local workforce shortages and promote workforce preparation, contextual integration, and effectively transitioning adult education students to careers by equipping students with skills based on labor market demand.
The data management system, AAESAP, continues to evolve to best represent accurate and efficient data elements for state and federal reporting. Class type enrollment had been tracking career pathway activities which included employability skill development and career exploration as well as participation in integrated education and training (IET). While all students being served were engaged in elements associated with an effective IET, additional monitoring reviewed the quality of the reporting and implemented adjustments to include a renewed approval process, extensive technical assistance, and participation in IET design camps. Along with the targeted professional development, the ACCS Adult Education Division has contracted in PY23-24 with the American Institute of Research to offer a series of face to face and webinar-based coaching to ensure that every effort continues to support the development of the highest caliber of integrated education and training activities. Additionally, individuals are now reported as IET participants in AAESAP which has impacted a portion of Alabama’s reported MSG completion by types.
Alabama’s adult education unemployment rates after exit decreased during PY22-23 despite the reported historically low unemployment rate. While adult education is working to address employment barriers, employers have responded by increasing wages for entry level positions and removing educational requirements to attract employees. It is very likely that potential participants are prioritizing employment over education, while also being affected by staffing shortages and working longer hours with less time to attend to their educational needs. The state of Alabama is taking a deeper dive into addressing the impact of labor force participation by developing statewide strategies.
Future actions include a systemic review of the data matching for performance indicators with adult education participants to ensure all processes are optimized for the data returned. Additionally, local adult education providers will participate in the full implementation of reporting skill attainment through the Alabama Talent Triad – an innovative approach to align applicants with job postings based on skills in PY23-24.
Integration with One-stop Partners
The Alabama Community College System (ACCS) Adult Education Division is responsible for the requirements under 34 CFR part 463, subpart J, and carries out this responsibility throughout the state in the designated one-stop comprehensive career centers. ACCS aligns with the state's Department of Labor, encompassing the Wagner-Peyser program and the Alabama Department of Commerce, WIOA’s Title I services. Collaborative efforts are established by a close link between adult education (AE) programs and Title I and III services, all housed within comprehensive career centers throughout the state.
Our career centers serve as the cornerstone of Alabama's One-Stop delivery system, providing a seamless integration of labor exchange, career, and training services. We strive for universal access, ensuring that workers, job seekers, and employers can conveniently access comprehensive services under one roof or through distance delivery options.
However, challenges persist for smaller programs, particularly in coordinating schedules within one-stop centers with limited foot traffic and low unemployment rate within the regions. Career services provided by job center Employment Service specialists are done in collaboration with adult education staff in the provision of job seeker and employer services, including skill assessments, career guidance, and Alabama Career Essentials (ACE) to enhance job-seeking skills and employment readiness. Referrals to partner agencies and support programs are documented as a strategy for supporting and/or retaining participants.
Regarding infrastructure costs, Alabama has a framework in place to calculate space and operational costs based on leased areas and equipment used by adult education providers engaged in career services within the career centers. Technology, furniture, and associated operational expenses are accounted for in a standardized manner across centers.
The infrastructure funding agreement, negotiated at the state level, serves as a master agreement facilitating the development of invoicing among state agencies and partners. The cost calculation and allocation for adult education grants within the Alabama Department of Labor align with this framework, ensuring transparency and accountability in funding distribution.
Integrated English Literacy and Civics Education
IELCE Funds and grants
The Alabama Community College System (ACCS) Adult Education Division held a multi-year competition for IELCE funding in early 2021 for PY2021-24. The IELCE Request for Funding Proposal (RFP) was released on February 24, 2021 and proposals were due on April 5, 2021. Announcements of the competition were posted, and a bidder’s webinar was held. Questions from the field were received and responded to during the bidder’s webinar and listed in the Frequently Asked Questions (FAQ) document which was posted on the Request for Funding (RFP) website for all interested parties to see. Eight IELCE proposals were received and reviewed. A key component of the review was the demonstration of sufficient need for IELCE services in the community to warrant additional programming. All eight applicants were selected for funding based on a demonstrated need in their service area and the ability to provide IELCE instruction and services to English language learners. The total amount awarded for IELCE in PY 2022-23 was $305,189.
Training activity
To meet the requirement of providing IELCE services in combination with integrated education and training, the State team has provided training to the programs regarding the requirements, as well as access to resources and toolkits available through LINCS and other sources. Targeted technical assistance is provided to help local programs with designing and delivering high quality IELCE instructional activities, such as the integration of literacy and English language instruction with occupational skill training, which lead to employment. Local program activities have reflected the local, regional, and state specific workforce sector strategies.
Incorporating work-based learning opportunities into IELCE services, such as pre-apprenticeship, worksite tours, and scaffolding stackable certifications such as the Manufacturing Skills Standards Council Certified Production Technician credential (MSSC CPT), helps to matriculate IELCE participants into integrated education and training activities. Pairing adult education services and the acquisition of digital literacy with work skills literacy and additional manufacturing certification through an IET, lead to job placement.
Key activities associated with the ACCS Adult Education Division and local providers to enhance the quality of IETs have been noted, and are an integral part of the efforts with the eight awarded Section 243 providers including the design camp participation and the upcoming PY23-24 training with AIR.
IELCE Section 243(c)(1)
In PY2022-2023, there were 2,229 IELCE participants statewide. Integrated Education and Training (IET) programs were offered in occupational clusters including manufacturing, healthcare, construction, information technology, transportation/logistics, and hospitality/customer service.
Regarding how the Alabama Community College System (ACCS) Adult Education Division and local providers are progressing towards program goals of providing and placing IELCE participants in employment, leading to self-sufficiency as described in 243(c)(1), please see the data below:
|
Alabama’s IELCE Core Performance Measures for PY 2022-2023: |
|
|
Employment 2nd QTR after exit |
10.55% |
|
Median Wage Earnings 2nd QTR after exit |
$ 8,307.46 |
|
Employment 4th QTR after exit |
11.90% |
|
Attainment of postsecondary credential while enrolled or within one year of exit |
3.79% |
|
Measurable Skill Gain |
24.74% |
Alabama’s statewide goal of producing 500,000 skilled workers by 2025 will incorporate all residents, none are more important than the English as a Second Language population. Professional development and technical assistance focused on expanding integrating English literacy civics education with Integrated Education and skills Training (IET) based on the demand occupations in alignment with the state workforce system goals as established by the Governor.
IELCE Section 243(c)(2)
The Alabama Community College System (ACCS) Adult Education Division awarded IELCE Section 243 funds to eight programs with the expectation that IET programs aligned with local workforce needs would be developed for participants. The funds played a crucial role in supporting various aspects of these programs, including the employment of both full-time and part-time instructors, procurement of essential materials, facilitation of leadership and professional development, and investment in advertising efforts. Beyond the standard English and civics instruction, each program placed a significant emphasis on workforce development.
Several challenges were noted in the development of an IET for the IELCE Section 243 program, chief among them being the diverse goals and proficiency levels of ESL students. Another challenge was that many ESL students were already employed and were pursuing ESL classes strictly for English language acquisition. Resource constraints, such as a shortage of instructors, especially instructors skilled in multilevel instruction or technical training, further complicated Section 243 IET program development. Retaining students, especially those entering at lower language levels, was a persistent challenge. Coordinating on-campus IET training with off-campus ESL classes posed significant challenges. The separate locations made it nearly impossible for ESL students to effectively participate in and benefit from the IET program, highlighting the need for better planning and logistical solutions.
Much discussion over the past year has centered around these challenges with varied solutions being offered. To navigate these challenges, tailored curricula can be developed to cater to diverse student needs, and stakeholder collaborations can be fostered to align the curriculum with workforce demands. Expanding resources by recruiting and training additional instructors, implementing retention strategies and providing logistical support like transportation or flexible scheduling can further enhance the effectiveness and accessibility of IELCE Section 243 programs. In addition, mobile IET training labs can be provided for off-site locations to better serve our IELCE participants to ensure that students are being provided workforce training that aligns with local workforce needs.
The information gleaned from this year’s monitoring requires the ACCS Adult Education Division to provide stronger guidance and technical assistance to the eight local programs allocated Section 243 funds to help providers serve more participants and achieve a higher rate of engagement in IET services within their regions.
Adult Education Standards
The Alabama Community College System (ACCS) Adult Education Division has adopted the College and Career Readiness (CCR) standards promulgated through the Office of Career, Technical, and Adult Education (OCTAE). These standards serve as the instructional blueprint for instructors to create plan(s) of instruction for students and to provide accountability for student results. Each local program provider utilizes a Plan of Instruction (POI) document for each student allowing for a structured, targeted path for successful outcomes.
Standards in Action and Teaching Skills That Matter reinforces the use of the CCR and English Language Proficiency (ELP) standards by instructors as implemented during statewide training events. Efforts in PY23-24 will focus on the review of the ELP Standards to ensure providers are prepared for the alignment of the standards with new assessments in Alabama’s Assessment Policy Guidelines.
Programs for Corrections Education (AEFLA Section 225)
Alabama uses both federal and state funds to serve correction and institutionalized individuals by offering classes in prisons, local jails, day reporting centers, and substance abuse centers. While the Alabama Community College System (ACCS) Adult Education Division has moved to a single provider for all state correctional centers, several other providers allocate funds to serve individuals in local jails, day reporting centers as well as substance abuse centers. During 2020-2021, Alabama served 1,470 students identified as correctional students throughout the state. Based on the information matched with the Alabama Department of Corrections, 1,001 were identified as being in a state correctional institution and 51.6% (517) were released.
Recidivism is defined as the tendency of a convicted criminal to repeat or reoffend a crime after already receiving punishment or serving their sentence. According to the National Institute of Justice, almost 44% of criminals released return before the first year out of prison. Alabama defines the recidivism rate as returning to custody within three years of release. Alabama Department of Corrections reported in 2023 that the prisons' recidivism rate is 28.7%. Of those participants identified as being served with adult education services and released (517), only one (1) was reported as being readmitted through a new or repeat offense resulting in a conviction and sentencing, resulting in a recidivism rate of 0.193%.