Narrative Report | National Reporting System

State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))

Describe how the State has used funds made available under section 223 (State Leadership activities) for each the following:

AEFLA Section 223(1)(a)

Alignment of adult education and literacy activities with other one-stop required partners to implement the strategies in the Unified or Combined State Plan as described in section 223(1)(a)

In the original Request for Proposal PEP Application 2021-2022, all adult education grantees were required to submit an Interagency Collaboration between their program and the local workforce Development Board (WDB)/ American Job Center (AJC) describing the alignment between their proposed adult education services and the local WDB plan by demonstrating the extent to which the eligible provider aligned the proposed activities and services and the strategy and goals of the local plan, as well as the activities and services of the one-stop partners. Local boards conducted a required review of the local AEFLA grant applications to determine whether the applications were consistent with the local plan and to make recommendations to the eligible agency to promote alignment with the local plan prior to receiving a grant award. At both mid-year and end-of-year PEP grant reporting, providers responded to question prompts describing their implementation of that alignment, their status of the required Interagency Collaboration, and how their agency is providing access to career and training services to students through the local one-stop partner and promoting concurrent enrollment.

The implementation of career pathways activities is a requirement in all adult education programs. Examples of the alignment activities reported by local providers on their collaboration with the AJC included providing information on AJC services, assistance in registration of adult education students in CTHires (the Connecticut Department of Labor’s website and database for all services which provides a complete set of employment tools and information for job seekers where individuals can search jobs, create resumes and access education and training). Space was provided for adult education services in all five WDB/AJC regions, including co-located adult education programs within at least two of the AJC facilities.

Additionally, all Adult Education directors were required to identify an individual whose responsibilities include providing information and resources regarding Career Pathways and attending statewide training and information sessions. It is expected that all adult education students create accounts in CTHires. Individuals use the site to create accounts, build resumes and gain access to training opportunities. Our consistent guidance to school and career counselors also includes providing resources for job exploration such as ONet and My Next Move, and to utilize the Career Pathways Toolkit created by the CSDE as ‘one stop shopping’ for finding resources related to career development.

Connecticut’s work during 2021-22 targeted school counselors through small group sessions and included presentations on Career Pathways that highlighted resources such as those in the CareerOneStop website and the Career Pathways Toolkit. Connecticut has continued to update and add to the Career Pathways Toolkit which was created in 2017. The Toolkit is an online resource providing information for all 16 Career Clusters with activities, information and learning opportunities including information on workers’ rights. The Toolkit intentionally emphasizes information and materials aligned with the three sectors that the Connecticut Workforce Development Boards target: Advanced Manufacturing, Healthcare and Information Technology.

In February 2022, a statewide training titled Career Pathways and Apprenticeships in Adult Education was offered for career and school counselors as well as directors of adult education. An overview of various aspects of the apprenticeship process was provided by the State Apprenticeship Director from the Connecticut Department of Labor. A regional provider that created an apprenticeship program with a local plastics manufacturer shared how that was developed and implemented. Information on pre-apprenticeships was shared including information provided in the LINCS course on that topic.

Throughout 2021-2022, all adult education directors continued to be invited by the WDB and CSDE to regularly participate in their local WDB meetings and the Governors Workforce Council Adult Education Working Group, which also included representatives from CTDOL, Workforce Development Boards and Higher Education. Adult education providers were also encouraged to reach out and form personal relationships with local AJCs to strengthen their collaboration. As CSDE representatives sit on all five Workforce Development Boards/Committees, the CSDE advocated for adult education and worked as a facilitator to connect adult education providers to the resources available.

More information on the implementation of Integrated Education and Training can be found in Section 4 -Integrated English Literacy and Civics Education (IELCE) Program (AEFLA Section 243).

AEFLA Section 223(1)(b)

Establishment or operation of a high-quality professional development programs as described in section 223(1)(b)

The CSDE delivers its state leadership and professional development services through our RESC organization—EdAdvance as part of the Adult Training and Development Network (ATDN). The CSDE’s professional development model supports the implementation of the goals of Connecticut’s State Plan and consists of professional development basics and activities related to the implementation of College & Career Readiness Standards. Professional Development is provided to local Adult Education programs, services for One-Stop partners, Literacy Volunteers and other agencies through the Adult Training and Development Network (ATDN).

Embedded in the majority of the professional learning and support sessions offered, the essential components of reading, as they relate to adult education, are crucial areas of focus. In collaboration with the CSDE, Digital ATDN, a branch of ATDN, worked to provide professional learning and support sessions on various technologies for learning that can assist with multiple aspects of teaching, assessment, and accommodations. These technologies, in the form of applications, resources, and software platforms, assisted agencies in applying effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which can guide instructional planning. The components of reading were woven into both the on-demand, self-paced video training sessions, and various virtual professional learning sessions offered during the 2021-2022 fiscal year. These training sessions encouraged active learning providing teachers with opportunities to get hands-on experience designing and practicing new teaching strategies. Using real examples of curriculum, student work, and instruction, teachers can participate in the same style of learning they are designing for their students. Although the training sessions did not occur in person, training content and assignments were designed for the participants to actively participate in their learning and receive feedback after the review of the required assignments in lieu of hands-on learning. Instruction in strategies for teaching English language learners and improving the practice of teachers of English language learners is embedded in the professional learning and support sessions and can have important implications for improving the equity of instruction and promoting inquiry-based, literacy-integrated instruction in various academic areas to improve English language learners’ reading achievement.

Through professional learning and support sessions, spaces are created where teachers can share ideas and collaborate in their learning that relates new instructional strategies to teachers’ students and classrooms. By working collaboratively, teachers can create communities that positively change the culture and instruction of their targeted audience. Collaboration can be achieved in a one-on-one setting, small group setting, or across agencies with other professionals.

In collaboration with the statewide Disability Consultant, mini workshops focusing on adults with needs were presented to the adult education field for the 2021-2022 fiscal year. Topics including Welcome and Going for the Gold in the Paralympics, Exploring Cognitive Issues Experienced by COVID Long-Haulers, Accessible Materials for Adults with Disabilities, and Self-Care for Staff in Trying Times were offered to the adult education field to provide resources, background information, and contacts for agencies as it relates to working with adults.

Additionally, two other disability workshops were offered to the field (The Intersection of Learning Style, Learning Difference and Learning Disabilities and The Short and Long-Term Repercussions of Stress on Learning). The Disability Consultant spends time compiling pertinent information for the state adult education professionals, and also consults with agencies on an as-needed basis should a question arise specific to the accommodation or modifications necessary for various student needs.

The format in which professional learning training sessions were offered during the 2021-2022 fiscal year continued to evolve to meet the needs of the adult education programs, staff, and the field of participants. The majority of sessions were offered virtually and continued to, in addition to general interest topics, promote and emphasize digital literacy, as well as accommodate for the pivot to virtual learning. Technology platforms, such as Google Classroom, Zoom, CANVAS, etc. were introduced to the field, and targeted professional learning and support training sessions were provided to assist agencies with the implementation of these platforms. Additional technological apps were also introduced, allowing agencies to effectively utilize effective methods of instruction and information dissemination, while still providing students with a “classroom” feel. Apps, such as EdPuzzle, Padlet, Jamboard, Mentimeter, etc. were introduced to the field and additional training and support sessions were provided so the implementation could be as seamless as possible. The creation of a Digital App where “how-to” videos and resources were made available to all adult education professionals was developed by the Statewide Distance Learning Coordinator. Continuous professional learning and support sessions were provided at various levels of ability to continue to show the advantages of using these platforms and apps.

In 2021-2022, approximately 2,322 participants attended over eighty-eight (88) training sessions and virtual conference presentations at CAACE, CASAS, and COABE, as well as a virtual one-day Summer Institute, which was developed and conducted with over 429 participants.

AEFLA Section 223(1)(c)

Provision of technical assistance to funded eligible providers as described in section 223(1)(c)

Technical assistance was primarily provided in the context of professional learning and support through training and collaborative activities. In 2021-2022, training on the use of technology in the classroom as part of an effort to make all Adult Education classes (as appropriate) a combination of blended distance and face-to-face instruction. An online Learning Management System (LMS), CANVAS, was used to align training to CCRS standards, available to all local Adult Education programs statewide. CSDE continued to work with ATDN to sustain and build on these established efforts to integrate effective but discrete technical assistance/professional learning initiatives into a more cohesive statewide professional learning system. Strategic activities include:

Providing responsive, effective technical assistance to local Adult Education providers based on performance and demographic or staff changes.
Diversifying and effectively coordinating channels for the development and dissemination of instructional and programmatic practices based on the most rigorous or scientifically valid research available and appropriate.
Revision of all policies and development of role-based guidance materials for Adult Education program staff (i.e. toolkits).
Continued exploration of CANVAS to provide professional learning opportunities to enhance coordination and provide better support and service to students and clients.

CSDE continued its effort to provide access to employment, education, and training services through various methods. An established Adults with Disabilities Focus Group which consists of the participation of professionals from various program branches from within the state, including the Department of Labor (DOL), Bureau of Rehabilitation Services (BRS), etc. to discuss and review information specific to employment, education, and training for adults with disabilities. CSDE Educational Consultants, along with program Directors, participated in meetings with local Workforce Boards to review and discuss state workforce policy, utilize data to establish a shared vision for the workforce, and coordinate the state’s workforce efforts around a common set of goals. As various Adult Education agencies work to establish relationships with local employers and work to develop curricula and programs that are accessible, inclusive and aligned with the needs of employers in many fields, including manufacturing and healthcare.

ATDN offered targeted Technology Professional Learning on relevant topics in digital literacy, providing basic skills in digital literacy for instructors and the integration of technology in the classroom. ATDN delivered a Digital Learning Day offering technology-based workshops and nine additional technology-based workshops to adult educators focusing on Digital Organization, CANVAS, Nearpod, EdTech Strategy Toolkit Support, Google Sites and Google Classroom, Google Forms, Wakelet, Podcasts, MicroOffice Tutorial, Weje, and Talking Points. These technology applications have helped adult education teachers and staff become vastly more efficient in their work. Training handouts, resources, etc. were housed and available, to the field, through CANVAS, the new Learning Management System (LMS) for EdAdvance, and the RESC Alliance. CANVAS will continue to be used as both a repository of resources and materials for all adult education professionals and training content and recordings.

Technical Support was offered through the Statewide Technical Assistance Contract awarded to EdAdvance, EASTCONN, and CREC and managed by the Statewide Distance Learning Coordinator and ATDN. This was available to all Adult Education agencies during both day and evening hours. Additionally, “how-to” videos and resources were available to all Adult Education professionals through a Digital App, developed by the Statewide Distance Learning Coordinator. In addition to valuable information, this also provided an additional source of technical assistance to the field.

One of the largest barriers, throughout the pandemic, was universal connectivity, impacting access to education. Nearly all policy recommendations that address the digital divide focus on increasing connectivity as the top priority. Inequitable access to electronic devices and reliable, high-speed internet connections hurts opportunity, achievement, and equity gaps in education. Inaccessibility to technological devices and high-speed broadband was a hurdle for many students in various Adult Education programs throughout the state. As part of the Statewide Technical Assistance Contract, not only were opportunity districts, defined as a district where the combined racial minorities make up a majority of the population, surveyed to determine what needs they had to address these barriers but, agency-specific training and technical support were provided. Support included training on both technological applications as well as unique digital platforms used by these opportunity districts to deliver content, communicate with students and parents and provide instruction.

CSDE has continued to work with ATDN throughout the pandemic to not only implement many of these new practices and strategies but also determine realistic long-term goals in the continuation of those practices and strategies in more adaptive ways to address the unique operational requirement that have proven most effective in the Adult Education field. This includes the availability of Technical Support and assistance, the Digital ATDN App, support and training to opportunity districts, etc. Although, the needs and demands of the field will be used to adequately adjust the direction of these practices and strategies. An example of this is the development of repositories for various technological resources and platforms that are now being used as supplements to the outlined curricula for enhanced learning.

In addition to ATDN, CSDE is active in many organizations not limited to NELRC, NASDAE, CASAS, TESOL, ConnTESOL, COABE, LINCS and the Connecticut Association for Adult and Continuing Education (CAACE). News, information, and professional development opportunities are shared regularly to the field by email, newsletters, grantee and other meetings, and the Policy Forum.

AEFLA Section 223(1)(d)

Monitoring and evaluation of the quality and improvement of adult education activities as described in section 223(1)(d)

The CSDE regularly and consistently provides updates to the field and monitors and evaluates the quality and performance of its providers by several means. Adult Education providers are expected to be in compliance with all State and Federal regulations.

Policy Forums/Updates

In order to effectively inform programs, the Adult Education Unit holds Policy Forums in September, January and May each year. The purpose is to inform Adult Education Directors and other key personnel on policy or procedural changes and provide updates regarding State and Federal regulations and requirements. At the conclusion of each Policy Forum, a copy of the presentation is emailed to all local directors along with any accompanying documents or forms. Additionally, Operations Memorandums (OpMemos) are written and widely distributed as necessary to inform of policy changes in real time. In addition to the Policy Forum and OpMemos, the CSDE provides timely updates at grantee meetings and meetings specific to sharing best practices.

Program Quality and Compliance Review (PQCR)

The Adult Education Program Quality and Compliance Review (PQCR) is a comprehensive on-site monitoring process. The review is an opportunity to focus on program quality and improvement, as well as ensuring compliance with state and federal requirements. Selection for review involves a process that combines the analysis of adult education data via the Connecticut Adult Reporting System (LACES) and the Connecticut State Department of Education (CSDE) focus on program quality and performance. The criteria for selecting districts for review involves a process that combines the analysis of adult education data via the Connecticut Adult Reporting System (LACES) and the Department’s focus on program quality and performance. The selection process also accounts for the size of the program and the date of the last official site visit by the CSDE. At the end of each PQCR, a detailed written report highlighting the commendations, recommendations and compliance requirements is sent to the provider’s district superintendent. Each selected district has 30 days to respond in writing of their corrective action plan for all recommendations and compliance issues. A follow up interview or on-site visit is provided by the local CSDE technical assistant one year later at which time an additional report is written and submitted identifying areas of improvement and continued recommendations.

Mid-Year and End-of Year Grant Reports

CSDE consultants regularly review all grants for their respective technical assistant regions and provide guidance to the directors. All grantees submit both mid-year and end-of-year reports, which are reviewed by the consultants. This year the CSDE spent a considerable amount of time revising and updating the PEP Mid-Year Report and End-of-Year Report to better align to federal and state outcomes and performance expectations and to provide opportunities for programs to reflect and highlight areas of growth and innovation. The forms now include sections that each grantee must respond to specific to the grant requirements listed in the RFP regardless of which priority area they have applied for funding. See below.

Accountability Practices
- Adhere to the Connecticut Competency System (CCS) Policy and Guidelines
- Utilize of TOPSpro Enterprise system
- Ensure that appropriate staff are trained in LACES and that staff follows the policy and procedures outlines in the LACEs Users’ Guide
- Ensure that all teachers are trained in the College and Career Readiness Standards or English Language Proficiency Standards
- Provide professional development opportunities for program staff in the areas of reading, writing, speaking, mathematics, English language acquisition, technology, and staff training
General Proposal Requirements
- Describe the PEP recruitment plan
- Describe the PEP retention plan
- Describe the barrier, transition and other support services offered to PEP participants
- Explain how COVID-19 has affected the provider’s ability to recruit and retain students and staff
Integration with the Local Workforce Development Board and One-stop Partner
- Describe how the provider is aligning services to the local WDB plan
- Review the required Interagency Collaboration between your provider agency and the local WDB and provide a status update
- Describe how your agency is providing access to career and training services to students through the local one-stop partner and promoting concurrent enrollment
Performance Accountability
- Complete the chart comparing 2021-2022 proposed state targets for % achieving MSG and your agency % achieving MSG and provide a reflective summary of program performance
Priority Area Specifications
- Describe one outstanding accomplishment, promising practice or program highlight related to the priority area
- List the project objectives identified in your project plan and the current successes toward meeting those objectives
- If your program did not meet its anticipated enrollment or goals for this priority area, describe the primary barriers that prevented the program from meeting its anticipated enrollment or goals and how your program plans to address those barriers.

In addition, data is reviewed for the federal grant Priority Areas. Together, that information is used to guide grant awards for the following program year. Programs are selected for desk audits on a rotating basis for more in-depth reviews of the data in which all aspects of the providers are reviewed for compliance with both State and Federal requirements. Utilizing LACES reports, for each priority area the CSDE looks at the number of current fiscal year students with an assessment and 12 hours of instruction, the number of students with a valid 9-digit SSN, the number of periods of participation (PoP), the number and percent of students with a Measurable Skills Gain (MSG), the number and percent of students post-tested, and the number of students who obtained a High School Equivalency (HSE). Based on the data, providers may be required to meet with a CSDE consultant to review data and discuss the action plan and/or change in funding for the following year.

AEFLA Section 223(a)(2)

As applicable, describe how the State has used funds for additional permissible activities described in section 223(a)(2)

The CSDE provides assistance to local programs in technology applications, including professional development to support the use of instructional technology through Digital ATDN. Training and technology assistance to local programs in technology applications, especially in the area of web-based communications are provided as well as assistance in finding access to computers. Applications focusing on Digital Organization, CANVAS, Nearpod, EdTech Strategy Toolkit Support, Google Sites and Google Classroom, Google Forms, Wakelet, Podcasts, MicroOffice Tutorial, Weje, and Talking Points help teachers and staff become more efficient in their work. Additional technical support is being offered through the additional Statewide Technical Assistance grant with EdAdvance, EASTCONN and CREC. CANVAS, the new Learning Management System for EdAdvance and the RESC Alliance is being further developed to house teaching resources and learning opportunities for the Connecticut Adult Educators. Self-paced video trainings continue to be developed to offer Adult Educators a flexible alternative training method. The ATDN webpage provides a current resource page for all of our professional development workshops and events. This helped many educators during this extended COVID-19 period. The Digital ATDN website was developed through the Statewide Technical Assistance grant and houses a Digital Newsletter, curated Digital Resources with short instructional videos as well as information on the Teacher and Student Apps.

Standards and academic requirements for enrollment in non-remedial, for credit courses in post-secondary educational institutions or institutions of higher education are supported by the State. Training staff on learning styles and needs, facilitating adult learning, planning for instruction, and monitoring student progress is ongoing. Additionally, the CSDE lead one team of math instructors and one team on English language arts instructors in the OCTAE supported Standards-in-Action Curricula Review training held in the spring. A sustainability plan was developed through this training and is also ongoing.

DEI-Diversity Equity and Inclusion was a continued initiative this year with mandatory monthly meetings for adult education directors and relative resources were included in many 2021-2022 Professional Development sessions. This will continue to be an important focus for the 2022-2023 year as well as resources that support the Department of Corrections Adult Learners.

We continue to provide professional development to local programs for improved program quality. Instruction is designed to improve instruction in the essential components of reading instruction, those related to specific needs of adult learners, instruction provided by volunteers or paid personnel and the dissemination of information about models and promising practices. Participants are asked to evaluate the training sessions to determine if the sessions fit their needs. This is done electronically. Changes are made to future workshops based on the evaluations completed.

Performance Data Analysis

Describe how the adult education program performed in the overall assessment of core programs based on the core indicators of performance. Discuss how the assessment was used to improve quality and effectiveness of the funded eligible providers and any plans to further increase performance in future reporting years.

Number of Students Enrolled: The total number of students enrolled in fiscal year 2021-22 has increased by almost 25% from the previous year. The following chart shows our performance from PY 2019, PY 2020 and PY 2021. This shows that overall ABE performance has remained consistent and ESL performance has increased slightly from the preceding year. The overall percentage of all students achieving an MSG has also remained consistent since last year.

Percent achieving MSG	2019-20 PERFORMANCE	2020-21 PERFORMANCE	2021-2022 PERFORMANCE
ABE Level 1	21%	28%	29%
ABE Level 2	28%	33%	35%
ABE Level 3	23%	28%	33%
ABE Level 4	30%	31%	34%
ABE Level 5	39%	42%	36%
ABE Level 6	34%	49%	48%
ABE TOTAL	32%	39%	39%

Percent achieving MSG	2019-20 PERFORMANCE	2020-21 PERFORMANCE	2021-2022 PERFORMANCE
ESL 1	41%	32%	33%
ESL 2	43%	48%	44%
ESL 3	38%	38%	38%
ESL 4	24%	25%	26%
ESL 5	29%	26%	25%
ESL 6	13%	15%	15%
ESL TOTAL	28%	26%	28%

GRAND TOTAL	30%	33%	33%

Percentage of Unemployed Learners

The Unemployment rate in Connecticut has steadily decreased from 11% in July 2020 to 6.7% in June 2021 to 4% in June 2022. Connecticut’s minimum wage has increased once again to $14.00 per hour. In the chart below, the percent of learners based on employment status at entry has also increased, while those unemployment, both seeking and not seeking employment, have declined slightly. In direct correlation, the number of students who were employed in the second quarter after exit has also increased substantially.

Percent of Learners Based on Employment Status at Entry

	2019-20	2020-21	2021-22
Employed	42%	42%	48%
Unemployed - Seeking Employment	34%	37%	34%
Unemployed - Not Seeking Employment	23%	21%	19%

	2019-20	2020-21	2021-22
Employed 2^nd Q	27%	29%	35%
Employed 4^th Q	29%	31%	31%

Integration with One-stop Partners

Describe how the State eligible agency, as the entity responsible for meeting one-stop requirements under 34 CFR part 463, subpart J, carries out or delegates its required one-stop roles to eligible providers. Describe the applicable career services that are provided in the one-stop system. Describe how infrastructure costs are supported through State and local options.

As in past reporting years, during fiscal year 2021-2022, the CSDE provided direct and equitable distribution of financial support to all one-stop centers for infrastructure costs in the amount of $78,688 (1.5% of the state’s total federal allotment). These funds are awarded by the State Department of Education to support the local providers’ presence in their respective One-Stop Centers. Memoranda of Understanding with Infrastructure Funding Agreements (IFA) are in place with each area Workforce Development Board (WDB) regarding the roles and responsibilities of adult education as its partner. Infrastructure Funds are provided which support the co-location of adult education services within all AJCs. The co-located services vary at each AJC and may include adult education informational services to AJC clients, GED preparation classes, ESL instruction and other services as requested/needed by AJC clients.

The CSDE continues to represent adult education at all Governor’s Workforce Council meetings and actively initiates and encourages collaboration with the Governor’s Workforce Council to ensure that career pathways development is connected with labor market needs and reflective of the certificate and credit-bearing courses offered at Connecticut’s twelve community colleges. The employment outcomes achieved by adult education learners are reported alongside those from higher education and employment and training programs, thus providing greater visibility and credibility on the impact of adult education in Connecticut.

CSDE staff members serve on all five local workforce development boards and subcommittees as appointed. The CSDE remains committed to strengthening connections among adult education, social service organizations and the workforce system. The CSDE has organized regional meetings between the WDB/AJC and adult education providers to facilitate communication of each other’s needs and services. All of these efforts have seen more local program involvement. Local providers work very closely with their American Job Center (AJC) partners to refer individuals to appropriate services, register them for workshops, connect them to job fairs and employment opportunities, and to help them access training funds and programming. Providers report frequent email communication between the entities, as well as meeting regularly with the AJC for updates on current and upcoming programming. AJC staff are available to meet with students and/or adult education staff in person and on Zoom and are prepared to visit classes for larger presentations. In addition, the AJC helps to connect programs to employers for career highlight opportunities, speakers, etc.

In the classroom, adult education teachers have incorporated AJC materials and tools into their classes, as well as connected students to AJC resources outside of the classes. In the classes, students have opened CTHires accounts, registered for AJC virtual workshops and taken career assessments through O*Net and CareerOneStop. Most providers have coordinated with the local AJC to offer virtual “AJC Tour and Services” presentations and more focused presentations such as “Resume Fundamentals,” “Job Search,” and “Interviewing Strategies.” Classroom discussions have drawn attention to local employment data including hiring opportunities and industry trends. Most programs report having a physical bulletin board or online virtual job board through Google Classroom or Padlet to share “Hot Jobs” through the AJC that include position location, job type, responsibilities, preferred qualifications, and how to apply.

The CSDE continued in the new RFP to design three priority areas through its federally funded competitive grants to adult education providers specifically focused on critical aspects of career pathways for adult students: Workforce Readiness, Postsecondary Education and Training, and Integrated Education and Training (IET).

Workforce Readiness grantees integrated career readiness activities including career portfolios, resume workshops, computer proficiency checklists, skill certification courses and community service experiences into their adult education programming. Students were exposed to labor market information, visited one-stop centers and learned about career pathways as part of their contextualized classroom instruction. Twenty-four providers received an award amount between $20,000-40,000 to perform these services.
Transition to Post-secondary Education and Training grantees bridged the “transition gap” by raising students’ standards/expectations, partnered with higher education institutions, aligned curricula, coached learners about postsecondary options and targeted instructional strategies to help them transition successfully to post-secondary education/training programs. Transition programs also featured written agreements between the adult education provider and its post-secondary partner(s) and a solid referral and support process. Thirteen providers received an award amount of $40,000 to perform these services.
The Integrated Education and Training (IET) grantees provided specific career pathways for adult students by utilizing a co-teaching model that included basic education/diploma attainment and training in a specific skill that led to an industry recognized credential. Some examples include Certified Nursing Assistant, Culinary Arts, and Advanced Manufacturing. In most cases, these have occurred virtually due to COVID. In others, clinical practices were delayed. Four providers received an award amount of $40,000 to perform these services. Of those enrolled in IET services, 74% of ABE level students, 84% of ASE level students and 71% of ELA students passed a technical/occupational skills exam.

As mentioned previously, Connecticut has had a long-standing Disability Focus Group (DFG) whose membership includes staff from the Department of Labor, the Bureau of Rehabilitation Services, the Department of Mental Health and Addiction Services and the Department of Education. Several joint mini-workshop sessions were provided on Exploring Cognitive Issues Experienced by COVID Long-Haulers, Accessible Materials for Adults with Disabilities, Self-Care for Staff in Trying Times, The Intersection of Learning Style, Learning Difference and Learning Disabilities and The Short and Long-Term Repercussions of Stress on Learning.

The CSDE continues to encourage a holistic approach to serving students. All grantees are required to address on their Mid-Year and End-of-Year Reports the barrier, transition and other support services offered to assist and support the federal PEP participants. The CSDE has provided information in childcare to grantees through a state-funded program called Care4Kids and has hosted meetings that allow opportunities for local providers to share experiences, resources and contacts in the areas of need. Examples of support services include free onsite childcare, bus ticket transportation, an on-site nurse, bilingual Social Worker and Intake/Retention Specialist, JET program case management, disability contact assistance, and a laptop lending program. Mental health issues have also proliferated since the pandemic; school counselors and social workers coordinate efforts to identify and provide timely referral of students in need of mental health services.

Integrated English Literacy and Civics Education

Describe how the state is using funds under Section 243 to support the following activities under the IELCE program:

IELCE Funds and grants

Describe when your State held a competition [the latest competition] for IELCE program funds and the number of grants awarded by your State to support IELCE programs.

A new competition for IELCE funds was held in the spring of 2020 and 12 adult education providers were awarded program funds ranging between $40,000 to $100,000 for IELCE projects in 2021-2022. Three of the twelve grantees provided IELCE services as a regional consortium. The award was year one of a three-year grant cycle.

In the RFP application for the federal grant, the following requirements were included in the IELCE priority area. IELCE programs must offer contextualized instruction in literacy and English language acquisition; the rights and responsibilities of citizenship; naturalization procedures; civic participation; and U.S. history and government as essential components of the program and in addition, must address the following:

Program design and goals that focus on preparing adults for employment in in-demand industries and occupations that leads to economic self-sufficiency;
Curriculum focus that will provide information and support in the workplace skills;
Coordination with the local workforce system and its activities provided in combination with IET activities. Must provide proof of a reliable and valid training program. Applicant must provide a signed agreement with a training provider.
Improvement of literacy skills including speaking, reading, writing and numeracy in order to provide learners with the skills to apply English and mathematics accurately and appropriately in a variety of home, community, workplace and academic settings; and opportunities for experiential learning in which participants are actively engaged in community pursuits included in the program design.

At the RFP Bidders Conference in March 2020 and again at the IELCE Grantee Meeting in Fall 2021, strategies to target services to specific subpopulations, including professionals with degrees and credentials in native countries were discussed and shared.

Training activity

Describe your State efforts in meeting the requirement to provide IELCE services in combination with integrated education and training activities;

All IELCE funded providers are required to submit a detailed plan with the application that identifies how each program will offer the required IET component. As stated in the RFP, not all students are required to be enrolled in IET programs. Services must be provided concurrently and contextually such that within the overall scope of a particular program, the adult education and literacy activities, workforce readiness and workforce training:

are each of sufficient intensity and quality, and based on the most rigorous research available, particularly with respect to improving reading, writing, mathematics and English proficiency of eligible individuals;
occur simultaneously; and
use occupationally-relevant instructional materials.

All IET program plans must reflect the criteria of being a part of a career pathway aligned to the local workforce plan and how it supports the requirements that a career pathway helps an individual enter or advance within a specific occupation or occupational cluster.

During 2021-2022, the CSDE hired a new Educational Consultant who directly oversees the IELCE funds and provides targeted technical assistance. Grantee meetings were held in December 2021, and February, March, and May 2022, along with additional technical guidance that was shared by email, through Op-memos, and at statewide Policy Forum meetings.

In the fall of 2021, CSDE participated in the series of IET Design Camp training sessions along with directors of two large regional adult education programs and the coordinators for their respective IET programs. The participating providers were identified because they either had an IET grant or were providing IET through an IELCE priority area. Both providers had formed partnership cohorts with one or more adult education providers, local business and Workforce Investment Boards. The IET components included healthcare, manufacturing, and food service. These career clusters align with those prioritized by the providers’ respective local boards.

Through the IET Design Camp meetings and discussions with the Connecticut cohort, strategies for enhancing IET programs were incorporated in the ongoing work of the providers. The participants also committed to providing information to adult education providers that offered either IET or IELCE. One take-away from the training was the importance of the onboarding process in determining student goals regarding postsecondary education and careers, and a more targeted selection process for participation in IETs to increase retention and success in achieving outcomes.

Although programs have made some significant efforts and success in IET, there are challenges that providers continue to report on their mid and end-of year reports. A few examples of these challenges are identified as (1) the disparity between the level of English required to successful complete and pass the exam for credential and the level of English of the interested student, (2) the understanding of the training partner in the need for necessary scaffolding for nonnative speakers, and (3) the challenge of many entry level jobs providing similar compensation to the industry-recognized credential so students opt not to participate in the training component. The CSDE continues to work with providers to problem solve and provides opportunities for programs to meet to discuss promising practices.

IELCE Section 243(c)(1)

Describe how the State is progressing towards program goals of preparing and placing IELCE program participants in unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency as described in section 243(c)(1) and discuss any performance results, challenges, and lessons learned from implementing those program goals; and

The IELCE priority area RFP required that all IET offerings must align with the local Workforce Development Board local plan of identified in-demand industries. In 2021-2022, the primary IET sector/career pathways that were offered to students included Certified Clinical Medical Assistant certification, Certified Nursing Assistant (CNA), Manufacturing Certified Production Technician (MSSC) safety certificate, Personal Care Aide (PCA), Medical Office/Medical Terminology, among others. Of the IELCE students who participated in an IET, more than half passed their technical/occupational skills exam by the end of FY22. Some had delays with scheduling the appropriate exam and have been taking them in fall 2022. With regard to an Educational Functioning Level gain, almost half of all IELCE participants made the gain.

In May of 2022, an IET Planning Meeting for providers was held for directors that planned to submit grant proposals in either priority area. SDE provided guidance on the required components for both IET and IELCE programs with IET components. The directors that participated in the IET Design Camp shared their take-aways from the training including the importance of planning by clearly identifying goals, getting the right team members together, determining mode(s) of instruction and creating clearly defined and codified goals and objectives through MOUs.

While some adult education providers experienced recruitment and other challenges due to the lingering effects of COVID, several reported successes. One provider created classroom groups in Microsoft Teams to help organize and support students both during and outside training hours. I-Best participants in one program had a 94% successful completion rate for vocational training and earned credentials, with 69% of the completers currently employed. Another director reported that of 13 participants in IELCE, 12 have enrolled in a medical certification course at the local community college. Another director reported that of the initial 9 students enrolled, five achieved State of Connecticut CNA certification. At one adult education provider, an IELCE participant living in a shelter with her family received her CPR certificate, and received a T-visa, got a Social Security Number, was on the path to employment and had achieved a placement in supportive housing.

All providers are required to identify a Career Navigator on staff to assist with supporting IELCE participants. Many of the Career Navigators work closely with their local American Job Center to provide workshops to expose students to the many offerings at the Job Center, such as CTHIRES, recruitment and hiring events, the Manufacturing and Healthcare Pipeline Programs, and virtual job seeker workshops. The Career Navigator also provides the AJC Questionnaire that students complete for service referral. All providers are encouraged to attend the Workforce Development Board meetings and business services meetings to stay updated of training and employment opportunities.

As mentioned in Section 1, in February 2022, a statewide training titled Career Pathways and Apprenticeships in Adult Education was offered for career and school counselors as well as directors of adult education. An overview of various aspects of the apprenticeship process was provided by the State Apprenticeship Director from the Connecticut Department of Labor. A regional provider that created an apprenticeship program with a local plastics manufacturer shared how that was developed and implemented. Information on pre-apprenticeships was shared including information provided in the LINCS course on that topic.

IELCE Section 243(c)(2)

Describe how the State is progressing towards program goals of ensuring that IELCE program activities are integrated with the local workforce development system and its functions as described in section 243(c)(2) and discuss any performance results, challenges, and lessons learned from implementing those program goals.

In the original Request for Proposal PEP Application 2021-2022, all adult education grantees were required to submit an Interagency Collaboration between their program and the local workforce Development Board (WDB)/ American Job Center (AJC) describing the alignment between their proposed adult education services and the local WDB plan by demonstrating the extent to which the eligible provider aligned the proposed activities and services and the strategy and goals of the local plan, as well as the activities and services of the one-stop partners. Local boards conducted a required review of the local AEFLA grant applications which included IELCE to determine whether the applications were consistent with the local plan and to make recommendations to the eligible agency to promote alignment with the local plan prior to receiving a grant award.

As stated in the last question, the primary IET sector/career pathways that were offered to students included Certified Clinical Medical Assistant certification, Certified Nursing Assistant (CNA), Manufacturing Certified Production Technician (MSSC) safety certificate, Personal Care Aide (PCA), Medical Office/Medical Terminology, among others. Of the IELCE students who participated in an IET, more than half passed their technical/occupational skills exam by the end of FY22. Some had delays with scheduling the appropriate exam and have been taking them in fall 2022. With regard to an Educational Functioning Level gain, almost half of all IELCE participants made the gain.

All IELCE grantees are encouraged to attend and actively participate in all Workforce Development Board meetings and business meetings. CSDE recommends IELCE grantees utilize workforce boards funding and services for training and supportive services for students prior to using AEFLA funds. This collaboration and partnering of services continue to be an area of priority for the CSDE as we make in-roads into their system. We have been in discussions with local WDBs to establish a better referral process and increase efforts to co-enroll students. Additionally, we have made the collection of co-enrollment information a recurring topic in data meetings with providers. Providers have identified some challenges understanding the roles that the different core partners have in support adult education students or making connections to the correct individuals at these agencies. The CSDE has revised the student intake form to include a better description of the core partners, provided workshops on core partner services and shared promotional materials to the field in order to facilitate better communication and access of services.

Mentioned in Section 1 and in the last question, in February 2022, a statewide training titled Career Pathways and Apprenticeships in Adult Education was offered for career and school counselors as well as directors of adult education. An overview of various aspects of the apprenticeship process was provided by the State Apprenticeship Director from the Connecticut Department of Labor. A regional provider that created an apprenticeship program with a local plastics manufacturer shared how that was developed and implemented. Information on pre-apprenticeships was shared including information provided in the LINCS course on that topic.

Adult Education Standards

If your State has adopted new challenging K-12 standards under title I of the Elementary and Secondary Education Act of 1965, as amended, describe how your Adult Education content standards are aligned with those K-12 standards.

Adult Education in the State of Connecticut utilizes the College and Career Readiness Standards (CCRS) and the English Language Proficiency Standards (ELPS) as their state standards. CSDE requires full implementation of the College & Career Readiness Standards (CCRS) for Adult Education, and it remains a focal point for our state’s professional learning and support plan, especially in the areas of Math, English Language Arts (ELA), and English as a Second Language (ESL). ATDN provides on-demand, self-paced video training for continued professional learning which can be completed independently throughout the year, as well as various virtual professional learning sessions. Standards-Based Professional Learning training sessions are a crucial component in the phases of implementation, providing useful methods to agencies in developing and analyzing curriculum, training staff, leveraging technology, and data reporting. A total of eighty-two (82) participants completed training in either ELA or Math. The development and implementation of the on-demand, self-paced video training was a new effort, as a result of the pandemic, developed by ATDN to meet the training needs of the Adult Education field, requested by CSDE as a flexible alternative training method. These courses, housed in Google Classroom, were designed to provide valuable training and resources to professionals in Math, ELA, and ESL/ELP. While these courses were created around the alignment of the CCRS and ELP Standards, including any activities or assignments required to be completed to show understanding of concepts and appropriate implementation by participants, continuous review of the content through both CSDE, agency, and participant feedback as to its effectiveness ensure continuous review. Further evaluation of these online courses will take place in 2022-2023.

English as a Second Language (ESL) / English Language Proficiency (ELP) educators were provided multiple opportunities for ESL/ELP Professional Learning and support at all levels of ESL instruction. In 2021-2022, ELP Standards I - Introduction to ELP Standards and ELP Standards II - Meeting the Demands of Today's World Through High-Leverage Instructional Practices training were held (both virtually and as an on-demand, self-paced video training). ESL Day, offered by ATDN, provided sessions for Adult Education professionals on Supporting All Adult English Learners Through Culturally Sustaining Teaching Practices, Building Culturally Sustaining Relationships Through Instruction, and Activities for Teaching Adult MLLs in the Multi-Level Classroom. A total of fifty-six (56) participants completed ESL/ELP training and one hundred thirty-one (131) participants attended ESL Day.

Connecticut’s English language learners comprise of over 50% of the total adult education participants. To prepare those learners for the academic demands of adult education, the CSDE in collaboration with ATDN, has developed many professional development opportunities that incorporate the accessibility, scaffolding, and support of pertinent skills for English Language Learners. All consultants, presenters, and trainers are asked to ensure their PD content pertains to the education of students at all levels, however, specific techniques should be incorporated ensuring appropriate tools for instructing English Language Learners are provided. Consultants, presenters, and trainers all bring their expertise, knowledge, and know-how obtained from their formal education, frontline experience, and research to the field as it relates to the instruction of English Language Learners. For example, in our College and Career Readiness Standards Math Professional Learning sessions, an offering called Numeracy Routines that Develop Language, demonstrates how we can incorporate something like Which One Doesn't Belong? as a routine to start class. It introduces new vocabulary, gives students a predictable routine (allowing them to focus on the content rather than the directions) but new content, and supports language development. Additionally, being clear about a high-level goal, then anticipating barriers and planning supports to help all learners reach that goal is crucial in training, by including sentence frames to support the mathematical arguments, turning the narrative assignment into business cards that can be moved around, and the Notice/Wonder strategy which is widely applicable to other contexts.

It is the expectation of the CSDE that all lessons and activities are aligned with the appropriate standards for the instructional area. The CSDE monitors the implementation of the standards at two levels. The first in through our annual Program Quality and Compliance Reviews. During these local program reviews, the CSDE evaluates lesson plans and local curriculum for their rigor and alignment to the standards. Recommendations may be made in a formal report in which the district superintendent must identify a corrective action response. Second, all local directors are required to include use of either CCR or ELP Standards in their annual teacher evaluation for all adult education instructors. Teacher Evaluation Professional Learning training is offered regularly to all Adult Education Directors. All new Directors are mandated to take this training while current Directors have the opportunity to take this training as a refresher. Part I focuses on the Adult Education educator evaluation plan framework used in collecting evidence and providing high-quality feedback, while Part II focuses on effective feedback for Adult Education instruction. Ultimately, directors will be able to, upon completion of the training, look for how CCR/ELP Standards for Adult Education are translated into lesson content that productively engages adult learners, align their evaluations with the expectations of CCR/ELP Standards, and guide teachers in appropriate goal setting based on CCR/ELP focus and individual needs. A total of fifteen (15) administrators successfully completed this training in 2021-2022.

The Connecticut Competency System (CCS) is an integral part of the Comprehensive Adult Student Assessment Systems (CASAS) to connect curriculum, assessment, and instruction. CCS has incorporated the College and Career Readiness Standards for Adult Education into training. The network of CCS Program Facilitators, defined as lead participants who ensure high-quality CCS implementation, are supported by the ATDN staff through regional networking sessions providing updates, best practices, the reiteration of regional/national issues, and support with the implementation of standards within the curriculum.

This past year, recognizing that Connecticut is a local-control state when it comes to curriculum development, and that there may be inconsistencies from provider to provider, we readily jumped on the opportunity to participate in the Standards-In-Action Curricula Review training in both Mathematics and English Language Arts and created a sustainability plan. As part of our sustainability efforts in this area, for the 2022-2023 and 2023-2024 fiscal years, CSDE will be working with ATDN to develop a Standards-in-Action (SIA) Curricula Review team. This consists of two groups, Math and ELA, led by individuals who have a strong background and understanding of the Standards-in-Action as well as curriculum and resource development and evaluation. As part of the overall plan, professionals within the adult education field will be encouraged to apply to be a part of these teams and will focus on using the SIA Evaluation Tool to analyze the Adult Education agency's current curricula and resources as compared to the SIA dimensions.

Connecticut continues to make advances in standards-based instruction in a digital environment. EdAdvance/ATDN, in collaboration with CREC and EASTCONN, was the recipient of a Statewide Technical Assistance & Project contract affording adult educators specialized technical instruction and support. Through ATDN, the first year of this two-year contract commenced in the 2021-2022 fiscal year. ATDN offered targeted Technology Professional Learning on relevant topics in digital literacy, providing basic skills in digital literacy for instructors and the integration of technology in the classroom. ATDN delivered a Digital Learning Day offering technology-based workshops and nine additional technology-based workshops to adult educators focusing on Digital Organization, CANVAS, Nearpod, EdTech Strategy Toolkit Support, Google Sites and Google Classroom, Google Forms, Wakelet, Podcasts, MicroOffice Tutorial, Weje, and Talking Points. These technology applications have helped adult education teachers and staff become vastly more efficient in their work. Training handouts, resources, etc. were housed and available, to the field, through CANVAS, the new Learning Management System (LMS) for EdAdvance, and the RESC Alliance. CANVAS will continue to be used as both a repository of resources and materials for all adult education professionals and training content and recordings.

Technical Support was available to all Adult Education agencies during both day and evening hours. Additionally, “how-to” videos and resources were available to all Adult Education professionals through a Digital App, developed by the Statewide Distance Learning Coordinator. In addition to valuable information, this also provided an additional source of technical assistance to the field.

Programs for Corrections Education (AEFLA Section 225)

What was the relative rate of recidivism for criminal offenders served? Please describe the methods and factors used in calculating the rate for this reporting period.

The Request for Proposal for the Program Enhancement Projects (PEP) for Adult Education for the 2022-2025 grant cycle was due on May 20, 2021. The CT Department of Correction did not apply for 225 funds, nor did any other agency in CT. As a result, the State cannot respond to respond to question.

Narrative Report for Connecticut 2021