State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))
AEFLA Section 223(1)(a)
Training and Technical Assistance: Activities in PY 2021-2022 that support and implement the strategies identified in the Arizona Unified Workforce Development Plan include:
- WIOA Title II Local Provider Assistance Guide- Document developed by state staff, fully aligned with grant
- Provides practical steps and examples to aid in meeting grant requirements
- Updated regularly with additional information and guidance
- IET Planning and Implementation
- Completed training series, “Creating Effective IET Programs,” started in PY 2020-2021 that was based on the OCTAE IET Design Camp.
- Initiated use of the “IET Implementation Plan” for programs in order to provide structure in planning for implementation, ensuring that all IET components and requirements are addressed, and for documentation for monitoring purposes. Plans are submitted to state staff for review, additional technical assistance, and final approval.
- Implemented the AIR LEAD Institute for 24 new and continuing adult education administrators and state staff. All participants created an IET implementation plan for their local program.
- Pipeline AZ- Piloted a series of training courses on the platform designed to assist students with identifying career pathways of interest and developing individual portfolios. State office staff revised the training based on pilot feedback for full roll-out in September 2022.
AEFLA Section 223(1)(b)
Professional Learning System: Arizona’s professional learning system incorporates required training activities for local providers to fulfill grant contract requirements; and provides required and optional state leadership initiatives to improve the effectiveness of programs and adult educators that result in improving student outcomes. Arizona Adult Education is a standards-based system and the framework for this system is based on the Learning Forward-Standards for Professional Learning, the Arizona Adult Education Teacher Standards, and the Arizona Adult Education Content Standards. The PL Standards provide guidance for planning, implementing, and evaluating effective professional learning at the state and local program levels. The teacher standards address what adult education teachers need to know and be able to do to plan and implement effective instruction in English Language Arts, mathematics, and English language proficiency. The content standards guide what students need to know and be able to do to be college and career ready and guide the instructional content for adult educators. Professional learning opportunities and initiatives are aligned to the required and permissible state leadership activities and to the standards as previously described. In addition, all state leadership initiatives are based on research and evidence-based practices that integrate professional learning models, such as learning communities and study groups.
Due to ongoing COVID restrictions, all state leadership offerings were delivered virtually. The state office provided multiple resources for local providers and adult educators including asynchronous and synchronous trainings in standards-based instruction and virtual instruction, online curricula and educational technology resources, a teaching and learning repository, and the development of an Adult Education YouTube Channel. Please refer to the State Leadership Activities Chart below for more information.
Grant Contract Requirements: There are multiple grant contract requirements and assurances in place to assist local providers in planning, implementing, and evaluating high-quality PL, such as: 1) Local providers must set aside and expend a minimum of 10% of adult education grant funds and any earned income for PL that is aligned to the AZ AE Standards and the Learning Forward Standards for Professional Learning; 2) Adult educators must hold a valid AZ Adult Education Certificate; 3) Certified teachers are to be compensated by local programs for participating in PL initiatives and planning time for instruction; 4) Instruction and print and digital curricula must be aligned to the AZ AE Content Standards; 5) Providers are required to submit proposed professional learning implementation plans for state review; and 6) Annual PL reports are required to be submitted to describe the interventions and strategies that were implemented at the local program level with the 10% PL set- aside.
During this PY, the state office, in collaboration with the AZ Department of Education-Certification Division and Pearson Evaluation Systems, implemented four adult educator proficiency tests now available through the AZ Educator Proficiency Assessment (AEPA) System. These assessments in Adult Education English Language Arts, Mathematics, English Language Acquisition, and Professional Knowledge were developed and piloted over four years.
|
|
Accountability |
Required |
Permissible |
|
AZ Adult Education Data Management System (AAEDMS) Training |
Description: Multiple training sessions on using AAEDMS, including entering data, reviewing, and approving data, generating and analyzing reports, and performance measures. Audience: Administrators, data entry staff Delivery: Virtual |
223(1)(D) |
223(2)(E) |
|
AZ Adult Educator Proficiency Assessments-Standards Setting Conference |
Description: This four-day conference was the last phase of a four-year process to develop and pilot four adult educator assessments for the AZ Educator Proficiency Assessments (AEPA) Program. The assessments in the areas of Adult Education English Language Arts, Mathematics, English Language Acquisition, and Professional Knowledge, were designed to assess content knowledge and adult education professional knowledge for AZ adult educators. Audience: Selected adult educator task force members |
223(1)(B) 223(1)(D)
|
223(2)(J) 223(2)(M) |
|
Administrator Orientation & Refresher Training Series
|
Description: Virtual webinar series to assist program administrators new in their roles to assume program leadership responsibilities and selected administrators, who would benefit from review. Modules delivered by AES unit teams to provide guidance on grant requirements. Audience: Administrators Delivery: Virtual |
223(1)(C) 223(1)(D) |
223(2)(A) 223(2)(E) 223(2)(M) |
|
Annual Business Meeting |
Description: Meeting to provide technical assistance to adult education providers with closing out PY 2021-2022 and preparing for PY 2022-2023, including changes to processes or policies. Audience: Administrators Delivery: Virtual |
223(1)(C) 223(1)(D) |
223(2)(A) 223(2)(E) 223(2)(M) |
|
Creating Effective IETs |
Description: This training series was developed based on the OCTAE sponsored IET Design Camp. Module 1 was delivered at the end of FY20 and Modules 2-3 were delivered in FY21. Audience: Administrators, College and Career Navigators, IET Coordinators Delivery: Virtual |
223(1)(A) |
223(2)(D) 223(2)(H) 223(2)(I) |
|
Pipeline AZ Training and Assistance
|
Description: Training on the implementation of Pipeline AZ, a career planning and transition platform, connected with Arizona employers. Audience: College and Career Navigators, administrators Delivery: Virtual, in-person |
223(1)(C)
|
223(2)(E) 223(2)(F) 223(2)(M) |
|
TABE Coordinator Training Assessment |
Description: This training provided an overview of the DRC INSIGHT portal permissions available to the TABE Coordinator in adult education programs. Session outcomes include adding and editing test proctors, examinees, and test sessions, as well as reviewing current guidelines on remote proctoring and the Arizona Adult Education Assessment Policy. Audience: TABE administrators Delivery: Webinar
|
223(1)(C) 223(1)(D) |
223(2)(K) |
|
TABE Proctor Online Course Assessment |
Description: On-demand online course required for WIOA Title II program personnel who will be proctoring sessions of the TABE 11&12 & TABE CLAS-E assessments. Some topics covered in this course include preparing testing locations, accessing sections in the DRC INSIGHT portal, getting students started with their online testing sessions, and monitoring for testing violations. Audience: TABE proctors Delivery: Virtual
|
223(1)(C) 223(1)(D) |
223(2)(K) |
|
TABE Coordinator Certification Online Course Assessment |
Description: On-demand online course required for Arizona WIOA Title II program personnel who oversee site implementation of the TABE 11&12 and TABE CLAS-E assessment. Some topics covered in this course include: the Arizona Adult Education Assessment Policy, creating and editing student profiles in the DRC INSIGHT Portal, creating testing sessions in INSIGHT, scoring assessment responses, and proctoring the TABE assessments. Audience: TABE administrators Delivery: Virtual
|
223(1)(C) 223(1)(D) |
223(2)(K) |
|
HSE PLUS Career Readiness Pathway Training Assessment |
Description: A series of training sessions designed for adult education staff responsible for implementing the HSE PLUS Career Readiness Pathway. This training provides guidance on the requirements and the supporting documentation to successfully complete this HSE pathway. Audience: Administrators, College and Career Navigators Delivery: Virtual |
223(1)(D)
|
223(2) (E) |
|
|
Leadership Development |
Required |
Permissible |
|
2021 Virtual Adult Education Institute
|
Description: The annual three-day institute for adult educators featured an Administrator Strand and an Instructor and Support Staff Strand. A variety of concurrent sessions were delivered focused on standards-based instruction, language acquisition strategies, educational technology, and program operations. Audience: Program directors, administrators, instructional leaders, instructors and support staff. Delivery: Virtual |
223(1)(B) 223(1)(C) 223(1)(D) |
223(2)(C) 223(2)(I) 223(2)(J) 223(2)(L) 223(2)(M) |
|
AZ Shop Talk
|
Description: Bi-monthly webinars to provide information and updates to Title II providers. Audience: Program directors, administrators, other key personnel Delivery: Webinar Series |
223(1)(D) |
223(2)(A) 223(2)(E) 223(2)(M) |
|
2021-2022 LEAD Institute |
Description: The LEAD Institute was developed by AIR to build leadership skills for adult education administrators. The AZ LEAD Institute also focused on building and expanding IET programs at the local program level. Audience: Program administrators, instructional leaders, and selected state staff Delivery: Virtual |
223(1)(B) 223(1)(C) 223(1)(D) |
223(2)(C) 223(2)(G) 223(2)(I) 223(2)(K)
|
|
Identifying the Best HSE Pathway for Learners
|
Description: Overview of the three AZ pathways to earn an AZ High School Equivalency diploma. The training included criteria for pathway eligibility, requirements, the process for completion, and how to guide HSE candidates to the most appropriate pathway. Audience: Administrators, College and Career Navigators Delivery: Virtual
|
223(1)(D)
|
223(2) (E) |
|
Identifying the Three AZ HSE Pathways to Students at Rio Salado College – College Bridge Pathways
|
Description: A panel from Rio Salado College-College Bridge Pathways, shared their experience introducing the three Arizona HSE Pathways to their Adult Education students and the process they have implemented to assist students as they complete their journey to earn a High School Equivalency Diploma. Audience: Administrators, College and Career Navigators Delivery: Virtual |
223(1)(D)
|
223(2) (E)
|
|
Assessment Coordinator Update Webinar
|
Description: An informational webinar for Assessment Coordinators at WIOA Title II Adult Education Programs. The webinar focuses on the Adult Education Assessment Policy, the TABE certification process, and updates from DRC. Audience: Assessment Coordinators Delivery: Virtual
|
223(1)(D)
|
223(2) (E) |
|
Using GED Manager in WIOA Title II Adult Education Programs
|
Description: This webinar session was developed for Adult Education users with access to the GED Manager system. Participants learned how to use the system to track their adult education students’ GED testing progress, instructional tools available in the system, and how to contact students interested in enrolling in Adult Education classes using GED Manager. Audience: Administrators/Coordinators, College and Career Navigators Delivery: Virtual
|
223(1)(D) |
223(2) (E)
|
|
Managing Program Improvement through Distance Learning
|
Description: A four module workshop series to review programmatic practices in the areas of orientation, assessment, and data analysis to improve distance learning services. Audience: Administrators, Instructional Leaders, and data staff Delivery: Virtual Blended (synchronous session per module & asynchronous assignments) |
223(1)(C) 223(1)(D) |
223(2)(B) 223(2)(E) |
|
2022 Mountain Plains Adult Education Association (MPAEA) Annual Conference |
Description: This annual conference was held in Tempe, AZ and was a collaboration with the MPAEA and AZ Association for Lifelong Learning (AALL) Boards and ADE Adult Education state staff. The three-day hybrid conference featured keynote speakers and presenters for adult educators from the nine MPAEA states. Audience: Adult educators Delivery: Hybrid |
223(1)(B) 223(1)(C) 223(1)(D) |
223(2)(C) 223(2)(I) 223(2)(J) 223(2)(L) 223(2)(M)
|
|
Planning for Effective Professional Learning
|
Description: A series of webinars focused on the AZ Planning Professional Learning Guide and PL Implementation Plan to assist program staff to effectively plan, implement, and evaluate effective professional learning at the program level. Audience: Administrators, instructional leaders, PL coordinators Delivery: Virtual |
223(1)(B) 223(1)(C)
|
223(2)J 223(2)M |
|
|
Standards-Based Instruction |
Required |
Permissible |
|
2021 Virtual Adult Education Institute
|
Description: The annual three-day institute for adult educators featured an Administrator Strand and an Instructor and Support Staff Strand. A variety of concurrent sessions were delivered focused on standards-based instruction, language acquisition strategies, educational technology, and program operations. Audience: Program directors, administrators, instructional leaders, instructors and support staff. Delivery: Virtual |
223(1)(B) 223(1)(C) 223(1)(D) |
223(2)(C) 223(2)(I) 223(2)(J) 223(2)(L) 223(2)(M) |
|
2021-2022 Teaching and Learning Webinar Series
|
Description: This bi-weekly webinar series was designed to build teacher content and instructional skills in the areas of English language arts, mathematics, English language acquisition, and best practices in virtual instruction. All webinars supported the implementation of the AZ Adult Education content and teacher standards. Audience: Administrators, ABE & ESOL Instructors, Instructional Leaders Delivery: Virtual |
223(1)(B) 223(1)(C) 223(1)(D) |
223(2)(C) 223(2)(I) 223(2)(J) 223(2)(L) 223(2)(M) |
|
Teaching Civic Engagement Seminar Series
|
Description: This three-part seminar series was facilitated by trainers with Street Law, Inc. and was designed to assist ABE and ESOL teachers to effectively integrate civics into instruction for adult learners. The seminar included an overview of the new Arizona Adult Education Literacy Through Social Studies Standards. Audience: Administrators and ABE and ESOL Instructors Delivery: Virtual |
223(1)(C) 223(1)(D) |
223(2)(I) 223(2)(K) |
|
2022 Civic Learning Conference
|
Description: A one-day conference sponsored by the ADE-K-12 Standards Division and ADE-Adult Education, focused on the six proven practices of civics learning. Audience: K-12 and adult educators Delivery: F2F |
223(1)(C) 223(1)(D) |
223(2)(I) 223(2)(K) |
|
English Language Standards in Action 2.0
|
Description: Two state staff and five adult educators, selected from local programs, completed the three-week SIA Training Series. This cohort was charged with planning the statewide training series in FY22, to roll-out the newly revised Arizona Adult Education English Language Proficiency Standards, incorporating the SIA activities. Delivery: Virtual |
223(1)(B) 223(1)(C) 223(1)(D) |
223(2)(C) 223(2)(G) 223(2)(I) 223(2)(K) |
|
IDEAL 103: Designing an EdTech Maker Space
|
Description: Service-learning professional development process where educators learn new skills using edtech while co-creating reusable learning resources. Audience: Instructional Leaders Delivery: Virtual Blended (synchronous session per module with asynchronous assignments) |
223(1)(C) |
223(2)(B) |
|
IDEAL 103: Building an EdTech Strategy Toolkit
|
Description: Designed to walk instructors through a thoughtful process of designing strategic, sustainable instructional routines that leverage edtech and are centered around the factors that most impact their learners. Audience: Teachers Delivery: Virtual Blended (synchronous session per module with asynchronous assignments) |
223(1)(C) |
223(2)(B) |
|
LINCS ESL Pro Module 2: Digital Literacy and Language Acquisition and ESL Pro Coaching
|
Description: This training series, led by Dr. Kathy Harris, was designed to assist ESOL teachers to build instructional strategies in digital literacy skills to deliver effective instruction in language acquisition. Teachers practiced applying these strategies using the state provided ESOL online curriculum, Burlington English. Audience: ESOL teachers Delivery: Virtual |
223(1)(B) 223(1)(C) 223(1)(D) |
223(2)(C) 223(2)(G) 223(2)(I) 223(2)(K) |
|
Online Curriculum Training for Odysseyware
|
Description: Monthly training sessions were developed and provided for instructors to understand and gain access to the state-provided ABE online curricula, to support the implementation of blended instructional models for ABE students. Audience: Administrators, ABE Instructors Delivery: Virtual (synchronously and asynchronously) |
223(1)(B) 223(1)(C) |
223(2)(B) 223(2)(C) |
|
Online Curriculum Training for Burlington English
|
Description: Monthly training sessions for instructors to understand and gain access to the state-provided online EL curricula, to support the implementation of blended instructional models to transform the learning experience in ESOL classes. Audience: Administrators, ESOL Instructors Delivery: Virtual (synchronously and asynchronously) |
223(1)(B) 223(1)(C) |
223(2)(B) 223(2)(G) 223(2)(I) |
|
Online Curriculum Training for EdReady
|
Description: Multiple training sessions for instructors to understand and gain access to the state-provided online ABE curricula, to support the implementation of blended instructional models to transform the learning experience in ABE classes. Audience: Administrators, Instructors Delivery: Virtual (synchronously) |
223(1)(B) 223(1)(C) |
223(2)(B) 223(2)(C) |
|
Online Curriculum Training for Discovery Education
|
Description: Multiple training sessions for instructors to understand and gain access to the state-provided online curricula, to support the implementation of blended instructional models to transform the learning experience in ABE classes. Audience: Administrators, Instructors Delivery: Virtual (synchronously) |
223(1)(B) 223(1)(C) |
223(2)(B) 223(2)(C) |
|
2021-2022 STAR Training Series
|
Description: The STAR program was designed to teach ABE instructors to use evidence-based reading instruction (EBRI) to help learners improve skills in the four essential components of reading. The AZ STAR Initiative focused on building the capacity of the previously trained STAR cohorts through refresher trainings and targeted technical assistance. Classroom observations were conducted, and team meetings were held with state STAR trainers and program teams. Audience: AZ STAR Trained Administrators and Instructors Delivery: Virtual |
223(1)(A) 223(1)(B) |
223(2)(C) 223(2)(I) 223(2)(J) 223(2)(K) |
|
2022 Teachers ‘N’ Technology 2.0 Conference
|
Description: A one-day virtual conference to provide quality professional development in the realm of educational technology in adult education. Audience: Administrators, Instructional Leads, and Teachers Delivery: Virtual |
223(1)(C) |
223(2)(B) |
|
Training Catalog Requests
|
Description: Multiple training sessions held at the request of local providers on a range of topics including using specific digital tools, instructional strategies for virtual delivery, and the Hyflex model. Audience: ABE and ESOL teachers and instructional leaders Delivery: Virtual |
223(1)(C)
|
223(2)(B)
|
AEFLA Section 223(1)(c)
Essential Components of Reading: Several state leadership initiatives were offered on effective instruction incorporating the essential components of reading.
- STAR Training Series- A virtual STAR Training Series was held for program teams in the Year 1 cohort. The STAR Trained program cohorts in Year 2 participated in STAR refresher webinars, technical assistance from AZ STAR coaches, virtual teacher observations and coaching sessions, using the AZ STAR Teacher Observation Protocol.
- ESL Pro Module 2- Digital Literacy for English Language Learners- This training series for ELAA teachers focused on incorporating digital literacy skills through language acquisition strategies to teach reading and writing.
- 2021 Adult Education Institute and the PL Teaching and Learning Series- Multiple webinars on effective reading instruction and curricula resources, and the AZ Adult Education English Language Arts Standards.
Educational Technology: Arizona has a long history of educational technology and digital literacy for adult learners as a State Leadership priority. In PY 2021-2022, the statewide requirement to provide blended/virtual learning options for students, the provision of multiple statewide online curricular licenses, and a comprehensive training and technical assistance system for adult educators resulted in programs being able to continue to provide instruction when in-person services were restricted or prohibited.
- EdTech Training Catalog- This catalog was developed in response to the number of local providers electing to continue to offer virtual classes after in-person services reopened. It features training options available at the local provider’s request for both specific edtech tools and strategies for virtual instruction. In total, nine sessions were requested and delivered on topics such as, Using Digital Portfolios in the Classroom, Best Practices of HyFlex Instruction, and Khan Academy.
- Managing Program Improvement through Distance Learning (MPIDL)- This initiative came out of the NRS’s Virtual State Workshops held in July that focused on distance learning. MPIDL was a workshop for local providers to focus on all aspects of the distance and technology side of a student’s learning experience, from the first contact to the last. Participants were guided through a reflection of program processes to improve student outcomes in four key areas (modules): Orientation, Assessment, Data Analysis, Brining it All Together (planning for the future). Each module utilized data to help illuminate areas of strength and areas in need of improvement. It followed a blended model in that there will were synchronous sessions for each module with asynchronous work completed before and after each module.
- Request for Proposals (RFP) for ABE/ASE Online Curriculum- From March through June, an RFP process was held for a new ABE/ASE online curriculum to provide to the field as our five-year contract with the former curriculum expired at the end of PY 21-22. Feedback we had received over the 5-year period, AZ Adult Education’s content standards, and current trends in adult education instruction helped guide our search for a quality curriculum to assist our field in delivering effective blended and distance learning.
- Teacher Verification Model (TVM)- Throughout PY 2021-2022, the TVM continued to be a popular option due to its flexibility and the choices it offers students and teachers; the statewide lesson repository had over 1,500 submissions by the end of the program year. Due to its increased usage, a new lesson repository was needed to make the lessons more accessible for teachers to utilize around the state. Work began in March of PY 21-22 to research platform that could both house the lesson data and display it in way that was easy for end users to make use of. The final product was completed early into PY 22-23.
- Teachers ‘N’ Technology (TNT) 2.0- In its second year, the TNT event which was designed for teachers & administrators from around the state to learn about ways to refine their instructional & programmatic strategies by leveraging technology was a success. We had close to 150 participants (which was an increase from the first year’s attendance) and were able to add two sessions to the program. Presenters included national and statewide subject matter experts.
Assessment Processes: TABE 11/12 Online and TABE CLAS-E Online continued to be the required assessments during PY 2021-2022. Programs were required to re-implement assessment administration to all students. “Provisional EFLs” remained as an option to be used with those students unable to test, but only under limited circumstances and with prior approval from the state office. Remote proctoring continues to be an alternative modality to administer TABE 11&12 and TABE CLAS-E for those students who need it. TABE Administrator Trainings were re-designed and made available virtually (asynchronous) to meet the needs of programs, with a clear distinction between the type of training available for TABE Proctors and TABE Coordinators.
AEFLA Section 223(1)(d)
Comprehensive Monitoring: PY 2021-2022 was the second year of implementation of a comprehensive monitoring tool, addressing all grant requirements. Comprehensive monitoring was conducted by all state staff teams, primarily through desk monitoring. Observations of virtual classes were also conducted in order to determine levels of technology implementation and provide targeted technical assistance. Where potential compliance issues were found in any monitoring, technical assistance was provided to make corrections. The overall monitoring results were very positive, with minimal findings going uncorrected by the end of the program year.
Case Reviews: The focus was on those local providers whose PY 2020-2021 performance was below the state levels and whose first quarter PY 2021-2022 enrollment and/or MSG rate did not indicate being on track for adequate improvement. Each provider created a corrective action plan (CAP), and state staff provided intense technical assistance to assist in meeting the goals of the plan. By May 2022 most providers on CAPs showed significant improvement.
Local Provider Final Narrative Reporting: Local providers were required to submit narrative reports by August 1st to provide analysis of primary indicators of performance data, implementation of IET programming, professional learning activities, digital literacy efforts, and their collaboration with workforce partners. For primary indicators of performance, they specifically addressed 1) Areas of strength, 2) Areas targeted for improvement, 3) How outcomes were impacted by the pandemic, and 4) What was done to help mitigate the pandemic’s impact. PY 2021-2022 was the second year of including these details in the report template, and we have found that reports are far more meaningful than in previous reports. Additionally, state staff provided comments on the PY 2020-2021 narrative reports in October 2021. Feedback from local providers was highly positive, and this process was repeated with PY 2021-2022 narrative reports.
Data and Data Management System: The Arizona Adult Education Data Management System (AAEDMS) was monitored on a daily basis, working with the vendor to address issues that arose and working to ensure accurate data was always readily available. Statistical program data was analyzed on a monthly basis, allowing the state office to have a timely understanding of program performance as well as to address low performance issues or anomalies of any kind. Program liaisons reviewed the previous month’s data with local providers during their monthly calls, creating opportunity for targeted technical assistance and broader discussion of program performance.
AEFLA Section 223(a)(2)
A full outline of Arizona’s State Leadership activities in PY 2021-2022, including permissible activities, is provided in the State Leadership Activities Chart in the section above that refers to the establishment or operation of high-quality professional development programs as described in section 223(1)(b).
Performance Data Analysis
Data Collection and Verification Processes:
- Local adult education providers submitted annual Data Quality Certifications, indicating that they understood and would follow protocol for ensuring accurate data.
- By the 15th of each month, local providers submitted a Data Confirmation form, indicating that all data had been entered and approved for the month prior.
- By July 15, 2022,
local providers confirmed that all PY 2021-2022 data had been entered and approved by submitting their final Data Confirmation form for the year. - State staff downloaded all federal tables and cross-checked for validity, extracting a percentage of participant- level data to check for accuracy.
- Staff worked with the data management system vendor where anomalies or errors were identified, ensuring corrections to coding were made as needed, verifying calculations followed OCTAE guidance, and correcting data entry errors.
Analysis of Results: Local program performance targets were the same as the state’s targets.
PY 2021 – 2022 Performance:
|
|
Qualified Participants |
MSGs |
Credential Attainment |
Employment 2nd Qtr |
Employment 4th Qtr |
Median Earnings 2nd Qtr After Exit |
|
ABE |
5,351 |
30.87% |
|
|
|
|
|
ESL |
5,158 |
39.42% |
|
|
|
|
|
Total |
10,509 |
35.07% |
15.64% |
49.03% |
48.82% |
$7,246 |
We saw the number of qualified participants in PY 2021-2022 trending back up to pre-pandemic levels. Local providers have worked diligently on outreach, Corrective Action Plan goals for several programs, and are seeing the results of their efforts. However, MSG rate was still below the target by a significant amount. This was primarily due to assessment issues with Arizona’s second largest program despite intense targeted technical assistance in this area. By the end of the program year, the issue had been resolved to a great extent, and the program is on track to meet performance targets in PY 2022-2023, paving the way for Arizona to surpass the MSG target for the current year. Further, the Corrective Action Plan process is continuing this program year for those programs who are not on track for adequate performance improvement from last program year.
Additionally, Credential Attainment was significantly lower than in years past, and we believe this is due to the exit period being during the height of the COVID-19 pandemic.
Arizona continues to have a high rate of participants agreeing to data match and providing social security numbers.
HSE Outcomes: GED testing rates and HSE attainment in PY 2021-2022 saw an overall increase when compared to PY 2020-2021, but still below pre-pandemic levels. This increase was due to several factors, including the reopening of several official HSE Testing Centers.
|
Program Year |
PY 2021-2022 |
PY 2020-2021 |
PY 2019-2020* |
PY 2018-2019 |
|
GED Passers |
4,300 |
3,409 |
4,151 |
5,889 |
*Majority of testing centers were closed during the last 4 months of PY 2019-2020 due to COVID-19
Integration with One-stop Partners
One-Stop Collaboration: In PY 2021-2022, two Title II programs were co-located in ARIZONA@WORK Job Centers. There was increased effort with all local providers to ensure that MOUs had appropriate focus on co-enrollment and greater collaboration among WIOA title partners. Progress made in PY 2020-2021 in the area of utilizing Title IB funding for training was built upon in PY 2021-2022, and we anticipate this trend continuing in PY 2022-2023. Several workforce areas are in either development or implementation stages on systems to track co-enrollment and services to participants, and to improve the co-enrollment process.
With several new program directors, the ADE/AES Workforce Development Specialist provided targeted technical assistance in working with one-stops and ensuring understanding of the co-enrollment process, benefits to students, and ensuring that MOUs captured appropriate components.
Title II Representation on Workforce Boards: In PY 2021-2022, Title II representatives from local providers were in place for all workforce areas. The ADE/AES Workforce Development Specialist provided training and technical assistance to the local program directors who were in this role, including assisting with strategies to engage all Title II providers in a workforce area where there was more than one program. Most workforce board meetings continued to be held virtually, and this has resulted in greater attendance by Title II providers in an area, rather than by the Title II representative only. Further, there was significant effort on the part of local providers in two workforce areas to facilitate understanding by the local board and the one-stops to fully understand Title II and the participants we serve. This was in response to an ongoing issue of the local authority preventing MOUs from being fully put in place.
The State Director of Adult Education continued to participate on the Workforce Arizona Council (State Workforce Board) and was a core member of the team responsible for the modification of the Arizona Unified Workforce Development Plan, which was submitted to DOL in 2022.
Integrated English Literacy and Civics Education
IELCE Funds and grants
The latest competitive grant application process was conducted in January – May 2020 for the purpose of awarding multi- year contracts for educational services under WIOA, July 1, 2020, through June 30, 2024. Twenty local providers were awarded contracts under this application process, with thirteen of those approved for funding to provide services under WIOA section 243. Applicants applying for funds under section 243 were required to submit and were evaluated on additional application responses specific to the requirements of section 243. Additionally, section 243 funds are allocated and accounted for in a separate funding stream in the Arizona Grants Management Enterprise (GME) system.
Training activity
PY 2020 – 2021 was the first year of the current four-year grant cycle with the implementation of IET programs as a priority under this grant contract. As such, IET participation has continued to grow, with PY 2021-2022 seeing a significant jump from 8.6% to 15.57% of first PoPs enrolling in one or more IET courses.
|
IET Enrollment Trends: |
PY 2021-2022 |
PY 2020-2021 |
PY 2019-2020 |
PY 2018-2019 |
|
Total Number of IET Students |
1628 |
601 |
701 |
478 |
|
Percent of Total Participants in IET |
15.57% |
8.6% |
6.2% |
3.7% |
|
ABE/ASE in IET |
691 |
249 |
357 |
282 |
|
Percent of ABE/ASE in IET |
13.40% |
6.1% |
6.0% |
3.9% |
|
ELLs in IET |
937 |
352 |
344 |
196 |
|
Percent of ELLs in IET |
17.35% |
12.4% |
6.4% |
3.4% |
ADE/AES finalized the Arizona Adult Education Literacy Through Social Studies Standards, a three-year state leadership project, developed by a standards task force and state staff. These standards include an emphasis on civics education and the integration of the Arizona Adult Education English Language Arts Standards and are to be used for both ABE and ESOL instruction. The standards were introduced through a virtual webinar series, Building Civic Engagement for Adult Educators, for ABE and ESOL teachers and at the Arizona Department of Education Civic Learning Conference, in a concurrent session for adult educators.
ADE/AES staff delivered the second half of the IET training series started in PY 2020-2021, as well as providing the recordings of the training series to new program staff. Feedback was very positive, though we had concerns about how to better meet the needs of a field with high turnover. One solution was for state staff to create video recordings of modules presented in the training series in order to provide just-in-time micro learning as well as refreshers to anyone who might need it. As of December 2022, half of those recordings have been developed and will be published soon. Both the training series and the recorded modules provide(d) have components that specifically target providing IET services under section 243.
IELCE Section 243(c)(1)
Arizona continues to make good progress toward preparing IELCE program participants for placement in unsubsidized employment in in-demand industries and occupations. Greater organizational knowledge at the state office has translated to stronger technical assistance and thereby program performance in identifying workforce system needs, creating employer partnerships to provide on-ramps for students, and IET programming that can lead to living wage jobs in a timely manner. In PY 2021-2022 we had our first Workplace Literacy program, in which one local provider (the largest school district in Arizona) provided English language acquisition to district custodial staff. The partnership was so successful that the district is working on expanding the MOU to include other district support staff.
IELCE Section 243(c)(2)
The IET Training Series included training on how local programs, including those receiving section 243 funding, can use local and regional employment data to inform IET design and delivery. Access to and training on the use of workforce development applications, such as the Arizona Career Readiness Credential (ACRC) certification platform, are also used by the ARIZONA@WORK system, and this consistency has helped to promote better integration of services. It is notable that adult education providers that are part of postsecondary institutions continue to be among the most successful in IET implementation and collaborating with workforce partners. Collaboration among several Arizona community colleges in PY 2021-2022 assisted the parent organizations in seeing the benefit of integrating CTE and IET, resulting in increased IET programming and enrollment.
Adult Education Standards
The Arizona Adult Education Standards have been aligned to the AZ K-12 Standards. The English Language Proficiency Standards Task Force was convened in January 2020 and completed their work in June 2021. The task force reviewed multiple sets of EL Standards in their work, including the Arizona K-12 EL Proficiency Standards. The task force submitted the proposed Arizona Adult Education English Language Proficiency Standards to the state office for review, and revisions were finalized in PY 2021 – 2022.
The standards training roll-out was planned, and standards specialists were contracted and trained to assist the state office professional learning staff to deliver the blended training series to the field in PY 2022-2023.
Programs for Corrections Education (AEFLA Section 225)
One ADE/AES-funded program provides services in a correctional facility in addition to serving other locations. Gila County Adult Education program holds classes for detainees at San Carlos Apache Tribe Rehabilitation and Detention Center. For PY 2021 – 2022, the program calculated the recidivism rate for 20 formerly incarcerated students. The results are as follow:
|
Still in Detention |
Re-Offended/Returned to Detention |
Have Not Returned to Detention |
|
35% (7) |
10% (2) |
55% (11) |
The table below indicates the hours of instruction provided to 20 students, all of which was in-person.
|
ABE 1 |
ABE 2 |
ABE 3 |
ABE 4 |
ABE 5 |
ABE 6 |
Total Participants |
HSEs |
Total MSGs |
|
|
Gila Adult Education- San Carlos Detention Center |
0 |
1614.5 |
1295 |
28.5 |
0 |
0 |
20 |
3 |
9 |