State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))
AEFLA 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.
Career navigation and support services for students has been another prioritized initiative of the CSDE. For the 2022-23 school year, CSDE mandated that each program have an individual in place whose responsibilities include acting as the point person for career information and other services for each adult education provider. In the spring of 2023, CSDE entered into a contract with World Education to provide training so that each adult education provider would have a Career Navigator trained to provide services to adult education students. Career Navigators are also required to work with all other positions in their organization to create a program-wide plan for Career Navigation services. All Career Navigators were required to participate in an online course called “Finding True North – Role of the Navigator”. In the spring of 2023, CSDE through World Education began offering a facilitated course titled “Navigating Pathways to Opportunity” which assisted each participant in developing a draft plan through a series of activities and monitored discussions. Two cohorts participated in this facilitated course with two additional cohorts planned for the 2023-24 school year. Continued development of training and support to Career Navigators is being developed for the future.
CSDE is working to foster connections between the Career Navigators and services through the American Job Centers and the Workforce Development Boards. We have also planned to hold regular meetings with Career Navigators to continue to share ideas and build connections to better connect students to services and opportunities
Throughout 2022-2023, 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)
2022-2023
The CSDE delivers its state leadership and professional development services through the Adult Training and Development Network (ATDN) as part of the Regional Educational Service Center (RESC) organization EdAdvance. Professional Development is provided to local Adult Education programs, services for One-Stop partners, Literacy Volunteers, and other agencies.
In the fiscal year 2022-2023, ATDN conducted training sessions through both virtual and in-person formats. Throughout this period, approximately 1,550 practitioners participated in over 50 training sessions, including virtual and in-person workshops held at conferences such as CAACE, CASAS, COABE, and Serving Adults with Disabilities. The workshops featured a variety of virtual session formats, including face-to-face interactions and prerecorded on-demand training, presented throughout the year.
College and Career Readiness Standards/ English Language Proficiency Standards
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 the College and Career Readiness Standards (CCRS) for Adult Education and the English Language Proficiency Standards (ELPS) for Adult Education. CSDE mandates the comprehensive adoption of the CCRS and ELPS for Adult Education, placing a significant emphasis on professional development in the areas of the essential components of reading, writing, and math within our state. ATDN consultants specializing in English Language Arts (ELA), English as Second Language (ESL), and Math conducted CCRS/ELPS training sessions and reviewed mandatory completion activities, ensuring that teachers could effectively integrate the CCRS/ELPS into their lesson planning. Additionally, ATDN provides a series of on-demand training courses on CCRS and ELPS, catering to both new instructors and those seeking refresher training. The on-demand training courses are actively assessed, with updates being made as deemed necessary. The on-demand ELP I and ELP II training courses have been recently updated. ATDN is currently in the stages of designing and developing online facilitated courses for ELP, aiming to cater to the field’s preference for convenient virtual training over traditional in-person sessions.
GED®
The annual training for GED® Registrars drew a participation of 67 individuals. GED® programs provide an enriched platform for discussing and writing about career options and pathways, enabling students to transition into either employment or pursue further educational opportunities. Throughout the school year, educators were urged to attend the GED® Tuesdays for Teachers workshops.
National External Diploma Program (NEDP)
The Connecticut NEDP State Trainer offered training and technical support to agencies providing NEDP on an as-needed basis. Additionally, the trainer conducted portfolio reviews for newly trained NEDP advisors/assessors. The training approach has transitioned to a virtual format to better align with the field's needs. The new Advisor/Assessor Implementation Training, hosted on the CANVAS LMS platform, involved three (3) virtual meetings and various mandatory activities and assignments for completion.
In May, an NEDP Evaluation Workshop took place with the participation of five (5) individuals. The NEDP Policies and Practices meeting gathered 77 participants in May, and a makeup session was organized in June for those who couldn't attend. The NEDP State Trainer actively supported CSDE with the NEDP Directors Meeting, which saw attendance from 34 Directors and Lead Advisors/Assessors.
English as a Second Language
Our ESL population continues to increase and accounts for approximately 60% of our adult education learners. It is essential that professional learning and support is readily available. Under the guidance of the ESL Consultant, the ESL Advisory Committee convened multiple times during the year to explore current trends in ESL within Connecticut. The committee also addressed various areas of need, such as training and guidance, that the field could benefit from. Using Wakelet, an ESL Toolkit was developed, encompassing a collection of carefully curated resources and websites for ESL teachers. This toolkit serves as a valuable asset for lesson planning and classroom activities, emphasizing the integration of digital literacy.
Citizenship
As Connecticut persistently endeavors to assist Citizenship teachers and facilitate the eligibility process for residents seeking citizenship, the Citizenship Consultant conducted a training session titled "Empowering Educators: Best Practices for a Successful Citizenship Class" for a total of thirteen (13) practitioners. This training fostered discussion and collaboration within a small group, enabling them to acquire insights, content, and resources from their colleagues.
Serving Adults with Disabilities
The 29th Annual Conference on Serving Adults with Disabilities took place in April 2023 at Water's Edge, with a total attendance of 250 individuals. The conference theme, "Meeting Our New Role," was warmly received by participants and was substantiated by the diverse range of workshop presentations and the keynote speaker.
A total of 54 individuals registered for the Disability Workshop. This workshop was structured as a Roundtable Panel Discussion featuring experts in the field of adult services. Attendees had the opportunity to gain insights into the diverse programs and services available to adult learners with disabilities in Connecticut. The expert panel comprised representatives from diverse Connecticut state agencies, such as the Department of Aging and Disability Services - Bureau of Rehabilitative Services, the Department of Mental Health & Addiction Services, the Department of Developmental Services, the Department of Labor, and Disability Rights.
In October, the yearly training session for Disability Contact Persons gathered both new and seasoned participants, totaling over 40 individuals. Consultations with adult education agencies were conducted at a frequency of one (1) or two (2) per month across the state. Additionally, the Disability Focus Group convened four times.
Connecticut Competency System
To ensure that all providers have knowledge of the Connecticut Competency System (CCS), virtual training sessions were conducted multiple times throughout the year. A total of 304 practitioners participated in these nine (9) sessions. The Comprehensive Adult Student Assessment System (CASAS) incorporates the Connecticut Competency System (CCS) to effectively capture the progress of adult education learners. The CCS training has integrated the CCRS for Adult Education. ATDN collaborates with CSDE to organize a mandatory statewide meeting for CCS Program Facilitators, along with regional meetings throughout the year. Currently, Connecticut has one (1) National/State Certified trainer for CCS who presented at CASAS' Summer Institute.
Given the ongoing virtual instruction, we have maintained engagement by utilizing pre-designed CASAS videos for certification and recertification training. The ATDN staff actively supports the network of CCS Program Facilitators, who are lead practitioners responsible for ensuring high-quality CCS implementation. This support is facilitated through regional networking sessions, offering updates, sharing best practices, addressing regional/national issues, and encouraging attendance at CASAS News & Updates seminars.
Teacher Evaluation
The field in Connecticut continued its implementation of the recently devised evaluation plan, aiming to establish uniform expectations and accountability standards for instructors throughout Adult Education programs in the state. All newly appointed Adult Education Directors and/or Complimentary Evaluators are mandated to undergo training on the CSDE Foundational Skills for Evaluators of Teachers. This training comprises two (2) workshops: Teacher Evaluation Part I - Adopting Evaluation for Adult Education Professionals and Teacher Evaluation Part II - Effective Feedback for Adult Education Instruction. Part I serves as an overview and orientation of the plan, while Part II delves into data collection, aligning data with the rubric, and delivering high-quality feedback. A total of twelve (12) participants completed both Part I and Part II.
An interactive roundtable on Strategies and Best Practices for Staff Evaluation was conducted, attracting nine (9) Adult Education Directors and/or Complimentary Evaluators keen on exchanging ideas, materials, and processes related to the evaluation system. The discussion also delved into the evaluation of distance learning instruction. There are ongoing efforts to create on-demand training courses in Teacher Evaluation, and these plans are currently in progress.
Workforce Development and Career Navigation
Regional forums and meetings addressing topics pertinent to Adult Education were conducted at select Workforce Development Board sites. In collaboration with World Education, CSDE and ATDN jointly presented the Navigating Pathways Series: Adult Education Directors and Career Navigators training for Directors and Career Navigators, drawing a total of 92 participants. This training served as a prerequisite for two online self-paced courses named "Finding True North - The Role of Navigator," with 59 participants. Specifically designed for Career Navigators, individuals in this role act as a central point of contact and support for students, coordinating a comprehensive network of services. These services, often termed wrap-around services, may involve helping students access tutors or mentors, childcare, transportation, employment, and income support. Providers are on their way to creating plans for Career Navigation and will be submitting their initial plans in March with the revisions to the Adult Education State Grant. Continued development of training and support to Career Navigators is being developed for the future.
AEFLA 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)
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. This year we requested additional clarification from our technical assistant at OCTAE on the counting of family literacy attendance hours and the eligibility requirements of IELCE and these responses were shared directly with the field. 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 2022-2023 proposed state targets for % achieving MSG and the agency % achieving MSG and provide a reflective summary of program performance
- 2nd and 4th quarter employment
- Median earnings 2nd quarter after exit
- Credential attainment
- 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 the 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 the 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)
2022-2023
CSDE strongly supports digital equity and obtaining the skills needed for success in the 21st century. In 2022-2023. the CSDE acquired a statewide license for Northstar Digital Literacy for agencies. Initial focused training was conducted by Northstar, followed by additional training and support delivered to the field by Digital ATDN. These training sessions and roundtable discussions, including the Overview of Northstar Features, Getting Started with Northstar Digital Literacy, Introducing Learners to Northstar Digital Literacy, and the Northstar BYOQ ("Bring Your Own Questions") Roundtable, saw participation from over 140 practitioners.
Additionally, 2022-2023 was the second year under a two-year Statewide Technical Assistance contract with CSDE, in which Digital ATDN collaborated with two (2) state RESCs (CREC and EASTCONN) to provide adult educators with specialized technical support.
Digital ATDN delivered specialized training courses to over 45 participants covering pertinent digital literacy topics and equipping instructors with essential skills and knowledge in technology integration. The Digital ATDN website serves as a repository for a range of resources, encompassing training presentations, videos, webinars, and materials available throughout the year. Digital ATDN also offers assistance and guidance in the implementation of digital literacy, with a focus on promoting equity and resilience in the field.
In February, Digital Learning Day hosted workshops centered around various technology-related topics, drawing in more than 45 participants. The workshop offerings encompassed a range of subjects, including "Enrich the Pre-Beginner and Beginner ESL Classroom using OERs," "Wakelet," "Teaching Digital Citizenship and Cyber Security in the Classroom," "Creating Skill Development Opportunities Using EdPuzzle," and "Preparing the Modern Day Textbook: 3 Ways to Use Digital Resources to Create the Textbook of Your Dreams."
Career navigation and support services for students has been another prioritized initiative of the CSDE. For the 2022-23 school year, CSDE mandated that each program have an individual in place whose responsibilities include acting as the point person for career information and other services for each adult education provider. In the spring of 2023, CSDE entered into a contract with World Education to provide training so that each adult education provider would have a Career Navigator trained to provide services to adult education students. Career Navigators are also required to work with all other positions in their organization to create a program-wide plan for Career Navigation services. All Career Navigators were required to participate in an online course called “Finding True North – Role of the Navigator”. In the spring of 2023, CSDE through World Education began offering a facilitated course titled “Navigating Pathways to Opportunity” which assisted each participant in developing a draft plan through a series of activities and monitored discussions. Two cohorts participated in this facilitated course with two additional cohorts planned for the 2023-24 school year.
CSDE is working to foster connections between the Career Navigators and services through the American Job Centers and the Workforce Development Boards. We have also planned to hold regular meetings with Career Navigators to continue to share ideas and build connections to better connect students to services and opportunities.
The CSDE continues to support initiatives for Diversity, Equity and Inclusion. In 2022-2023, the Adult Education unit met regularly with directors from all adult education providers and shared information and opportunities for discussion to assist leaders in their efforts to make their organizations more inclusive. The Racial Equity Taskforce met to discuss ideas and initiatives for directors’ meetings. The vision of the Racial Equity Taskforce is that all adult education staff will engage in self-examination and concrete actions to reduce bias in their organizations as a demonstration of their commitment to and recognition of the work we all need to do on the journey to racial equity and justice. The goal of our work is to create adult education programs where equity is the norm and where social justice is promoted. In addition to regular meetings and discussions, adult education directors have engaged in a summer book read which provides bi-weekly meetings to discuss how the material in assigned chapters applies to and guides our work in adult education.
Performance Data Analysis
The CT State Department of Education conducts routine monthly performance meetings with local program directors as well as separate meetings with local data administrators. Participants use this opportunity to highlight and discuss best practices relevant to program in each of their areas. The LACES dashboard provides real-time information for enrollment, progress post-test rate, MSG, credential attainment, and career pathway completions. topics include how to understand and drill down into performance information on the dashboard and using reports for monitoring and program improvement.
The total number of participants served in fiscal year 2022-23 has steadily increased by 25% from the previous year and up by 61% from the fiscal year 2020-2021. There was also an 11% increase in the number of contact hours in PY 22-23. These indicators show signs of recovery to pre-pandemic enrollment. The educational functioning level completion percentage for PY 2022-2023 was greatest in the ABE Level 6 with 46%.
The Unemployment rate in Connecticut has steadily decreased from 11% in July 2020 to 6.7% in June 2021 to 4% in June 2022 to 3.7% in June 2023. Connecticut’s minimum wage has increased once again from $13.00 to $14.00 per hour. 4th Quarter employment after exit has increased from 30% to 35%
For ESL students the strongest areas of level completion were Beginning and Low Beginning ESL, 40% and 45% respectively. Overall ESL performance has increased slightly from the preceding year. Of the 15,491 participants served, 62% were English as a Second Language participant. The ELLs attended an average of 71 hours.
Integration with One-stop Partners
Memoranda of Understanding agreements with each local area Workforce Development Board were renegotiated in 2022 and remain effective until 2025. The Infrastructure Agreements regarding the roles and responsibilities of adult education as its partner are negotiated annually. Infrastructure funds are provided which support the co-location of adult education services within all AJCs. During 2022-2023, the CSDE provided direct and equitable distribution of financial support to all One-Stop centers for infrastructure costs in the amount of $78,688. These funds were awarded by the State Department of Education to support the local providers’ presence in their respective One-Stop Centers. 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. Adult Education has made strides in co-location at the AJCs with more partners reporting that they have a space available to them on a regular basis. Some providers are customizing instruction for the AJC, such as one local provider developed digital learning offerings with the Center for Adaptive Learning (CFAL) on-site.
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 continues to organize 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. As a result, we have seen an increase in the number of individuals identified as co-enrolled. 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. Local providers are encouraged to attend all local Workforce Development Board, Partner and Business Services meetings to be fully aware of opportunities available to adult education students and network with other community service providers.
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. Adult Education has also been very active in encouraging student participation in Connecticut’s Office of Workforce Strategy Career ConneCT initiative that provides free training in high-demand careers through regional sector partnerships in the areas of healthcare; manufacturing; clean energy; information technology; transportation, distribution and logistics; and bioscience.
All adult education providers are required to embed career readiness and transition services into their curriculum. Grant-funded PEPs allow providers to expand services and help learners gain necessary skills for workplace success; provide basic skills adult education programs with transition activities to create a bridge between adult education and the workplace and/ or higher learning. Most providers have coordinated with the local AJC to offer virtual or in-person “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 system to share job and training opportunities. We have specifically provided local training on how LACES can be used for messaging both current and former students and have encouraged providers to use this as another outreach option.
Connecticut has three AEFLA funded priority areas specifically that relate to preparing students for their next steps while also providing students direct access to One-Stop services. These priority areas are Workforce Readiness, Transition to Postsecondary Education and Training, and Integrated Education and Training. Below are some highlights from each mentioned priority area.
The 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. Free resources such as O-Net and Career One-Stop are utilized. Twenty-three providers received an award amount of $40,000 to perform these services.
The 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 the IET Basic Design Camp model that included basic education/diploma attainment, workforce preparation and training in a specific skill that led to an industry recognized credential. Under the IET grant Certified Medical Assistant, Certified Nursing Assistant, Culinary Arts, Phlebotomy, and Auto Technician we provided. Three providers received an award amount of $40,000 to perform these services. Of those 71% of students passed a technical/occupational skills exam.
Integrated English Literacy and Civics Education
IELCE Funds and grants
2022-2023 was the second year of a three-year grant cycle for IELCE. The same 12 adult education providers were awarded program funds ranging between $40,000 to $100,000 for IELCE projects. Three of the twelve grantees provided IELCE services as a regional consortium.
The RFP Continuation Application included the following requirements 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. Grantees must provide proof of a reliable and valid training program through a signed agreement with the 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.
All programs must be aligned to the relevant industry sectors as identified in the Workforce Development Board local plans. Technical assistance was specifically provided and resources were shared on strategies to support internationally trained professionals.
Training activity
As described in the previous question, 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.
Ten of our 12 IELCE grantees used 243 funding to provide the training component. The overall cost of training in 2022-2023 was $215,000. The two other providers used other funding to offer the IET, although unfortunately neither had any successful IET outcomes. One of the providers opted to not request funding in 2023-2024 due to challenges that will be highlighted further in this response. The training programs that were provided included Machine Operating or Welding, Certified Clinical Medical Assistant, Certified Nursing Assistant, Personal Care Aide, Phlebotomy, Culinary Arts including Food Handler and Food Manager, Auto Technician/OSHA, and Customer Service. Approximately 30% of all IELCE identified students participated in IET.
Connecticut continues to work toward strengthening its IET opportunities statewide. Our SDE consultants have met with all five workforce boards to discuss ways to collaborate, including co-enrollment in training programs. We continue to be present at employment and training meetings and presentations such as CT Learns and Works and the Governor’s Workforce Council. We are making strides in working more closely with our Perkins program, our Department of Labor, and our community college system. Additionally, we have reached out to our Technical Assistant at OCTAE on a few occasions to ask questions and seek clarification so we can understand and support our local programs in providing this service.
Reviewing last year’s response to the challenges of IET, they are consistent with what was reported at that time. 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. Providers report that even though they are providing support services for their students, and the students pass all class work and practical experience, passing the exam to receive credentialing has been frustrating for all involved. Many students are disappointed that they put so much effort into the training only to not pass the exam. At the SDE we are participating in the Advance IET Design Camp this year, and we hope to be able to learn some strategies to support our local programs. Bridge-to-IET programming is one strategy that we are being more purposeful in our professional development and has been explicitly stated in our new RFP.
IELCE Section 243(c)(1)
The training programs that were provided in 2022-2023 included Machine Operating or Welding, Certified Clinical Medical Assistant, Certified Nursing Assistant, Personal Care Aide, Phlebotomy, Culinary Arts including Food Handler and Food Manager, Auto Technician/OSHA, and Customer Service. Just over 450 students participated in IELCE in 2022-223. Of that number, 53% had a measurable skill gain. Approximately 30% of the 450 students participated in IET and 36% obtained a credential.
Healthcare and manufacturing are two sectors that are identified as in-demand statewide. Many of our provides offer IET in the Healthcare sector. Some of our providers have tried to provide manufacturing but have come up with a few stumbling blocks due to some of the requirements of the manufacturers and the level of knowledge necessary for employment. We are looking at ways we can make this more accessible for our students, including encouraging our providers to offer courses like Math for Manufacturing.
Several providers organized information session(s) for their students that were conducted by representatives from the CT Building Trades Training Institute Apprenticeship Program, Skill Up Pre-Manufacturing, and the Iron Works Union. Students learned about these unique opportunities that combine paid, on-the-job training with related classroom instruction. At the conclusion of these sessions, students were given the opportunity to apply for the free training opportunities that were to be taking place soon.
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 on training and employment opportunities.
IELCE Section 243(c)(2)
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.
In the 2022-2023 Continuation Application, IELCE grantees were required to address the following : (1) describe how you will align your PEP services to the local WDB plan; (2) review the required Interagency Collaboration between your agency and the local WDB and address your collaboration for FY23; and (3) describe how your agency will provide access to career and training services to students through the local one-stop partner and promoting concurrent enrollment. Grantees reported on these outcomes both at mid-year and end-of-year. Based on responses, it appears that we are moving in the right direction as more coordination and collaboration is reported but some providers are still challenged with the complicated process of referral end eligibility.
Adult Education has met several times with the WDBs to discuss ways to create a more seamless process and how to share performance outcomes. With an MOU in place, we are able to report on co-enrollment as well as shared outcomes. 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. Adult Education has also been very active in encouraging student participation in Connecticut’s Office of Workforce Strategy Career ConneCT initiative that provides free training in high-demand careers through regional sector partnerships in the areas of healthcare; manufacturing; clean energy; information technology; transportation, distribution and logistics; and bioscience. The challenge is once a participant is referred to Career ConneCT, we are unable to obtain the information if a student has enrolled in the formal training and if they obtain a credential in the future.
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. Some newly reported challenges shared relate to the partnership with the workforce system in general. Once challenge was the separation of state data systems and the additional administrative layer between staff supporting a co-enrollment participant. The process itself is not seamless and students can get lost in the complicated process. Additionally, some providers report a duplication of services. For example, one adult education provider commented that all students in the program receive workforce preparation lessons at their site and then go to the American Job Center and they are required to participate in the courses all over again. This might lead to discouragement and may stop the process.
Adult Education Standards
CSDE mandates the comprehensive adoption of the College and Career Readiness Standards for Adult Education (CCRS), placing a significant emphasis on professional development in the areas of reading, writing, and math within our state. ATDN consultants specializing in English Language Arts (ELA) and Math conducted training sessions and reviewed mandatory completion activities, ensuring that teachers could effectively integrate the CCRS into their lesson planning. Additionally, ATDN provides a series of on-demand training courses on the CCRS, catering to both new instructors and those seeking refresher training. The on-demand training courses are actively assessed, with updates being made as deemed necessary.
A total of three (3) virtual sessions for ELA training and implementation, coupled with five (5) sessions conducted both in-person and virtually for Math training and implementation, were made available, engaging 12 participants. Over 289 practitioners completed on-demand training courses in ELA and Math. ATDN is currently in the stages of designing and developing online facilitated courses for ELA and Math, aiming to cater to the field’s preference for convenient virtual training over traditional in-person sessions.
Additionally, the ELA and Math consultants chose qualified candidates to establish Standards-in-Action (SIA) Curricula Review Teams. The consultants collaborated to create a Resource Alignment Tool, aligned with the SIA Dimensions, intended to be taught to team members. This tool enables them to assess resources and recommend appropriate modifications, ensuring content suitability for adult education and incorporating necessary English language supports. The SIA Curricula Review Teams will persist in meeting and collaborating throughout the fiscal year 2023-2024 to compile an approved list of resource renovations. These resource renovations will be posted on GoOpenCT.org allowing accessibility to the field. The consultants will also provide training to the field on utilizing the Resource Alignment Tool and will continue their efforts to build a curated library or resource renovations with a new set of teams starting in February 2024.
There was a continued emphasis on ELPS in Adult Education, with ATDN offering ELP I - Introduction to the ELP Standards, ELP II - Understanding & Using the ELP Standards, and ELPS Implementation - Developing Lessons Using the ELP Standards in-person training for a total of 27 participants. More than 190 practitioners participated in the newly redesigned on-demand ELP I and ELP II training courses. ATDN is currently in the stages of designing and developing online facilitated courses for ELP, aiming to cater to the field’s preference for convenient virtual training over traditional in-person sessions.
It is the continued 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 is 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.
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. In 2022-2023, we provided technical assistance to providers on best ways to prepare their staff and students and align standards-based instruction to the now released new NRS approved assessments.
Programs for Corrections Education (AEFLA Section 225)
The Request for Proposal for the Program Enhancement Projects (PEP) for Adult Education for the Program Year 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 the question.