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)

Delaware’s Adult Education system continued to work collaboratively with WIOA partners to align services, share information, and meet WIOA requirements. Monthly, representatives from the Delaware Workforce Development Board (DWDB), the Departments of Labor, Criminal Justice Council, Division of the Visually Impaired, Vocational Rehabilitation, Health and Social Services, Housing, Libraries and Education (Career and Technical Education and Adult Education) met to discuss topics such as: (1) agency federal requirements and opportunities for partnerships; (2) new funding opportunities; (3) program innovations; (4) equity and diversity data; (5) development of the statewide longitudinal data system.

These items also align with the Delaware Workforce Development Board’s priorities of (1) training clients for high demand – high growth areas; (2) increasing the post-secondary credential rate of the working age population to a minimum of 60%; (3) increasing alignment between training/learning and work; and (4) expanding opportunities for educational and economic opportunities for all Delawareans.

In addition, Adult Prison Education participated in the Delaware Correctional Reentry Commission (DCRC). This project brings together the Criminal Justice Council, the Attorney General’s Office, the Public Defender’s Office, Judges, community representatives, DOL, DOE, non-profits, and ex-offenders to review, revise and develop strategies that reduce recidivism. DCRC’s subcommittees are: (1) Medical and Behavioral Health; (2) Housing; and (3) Employment and Education. The goals for these subcommittees include: (1) the development of a certified peer coach process; (2) dissemination of specific treatment programming for gang members; (3) evaluation of linkage to Medicaid and Medicaid related services upon release; (3) strengthening connections to work for offenders completing vocational training while incarcerated; (4) develop process to track employment of reentrants; (5) provision of college courses; and (6) expand availability of housing options upon release. The Criminal Justice Council, DOL and DOE Adult Education are members of the WIOA Leadership Team and share updates on DCRC implementation at the WIOA Leadership Meetings and DWDB quarterly meetings.

State Leadership Funds (AEFLA Section 223)

Alignment with One Stop required partners to implement the strategies in the Combined State Plan

During PY22, WIOA partners met to review, revise, and align processes and policies that support Delaware’s WIOA State Plan.

Monthly state level meetings of WIOA Partners under the leadership of the One Stop Operator occurred throughout the year.
Monthly local coordinating team WIOA meetings were held with local partner providers including Adult Education community programs to foster a greater understanding of services, eligibility and client flow. Gaps in understanding were identified during these events and collaborations between partners were fostered.
Title II Adult Education and Family Literacy attended quarterly Workforce Development Board meetings and participated in discussions.
The One Stop Operator and Director of ACE Network met several times to host online events.
Adult education providers were trained on the use of the new Delaware WIOA referral system.
Employment and wage data was matched with DOL/UI. The need for a revised MOU was identified in order to identify DOL/DOE clients that we dual-enrolled.
The new Executive Director and Deputy Director of the Delaware Workforce Development Board (DWDB) reached out to Adult Education to better understand the services provided by Title II and integrate them into DWDB plans.
Adult Education along with WIOA Core partners (DVR, DET, DET/Youth and DOE) participated in the Evaluation Peer Learning Cohort (Eval PLC) hosted by DOL’s Employment & Training Administration. The partners shared available data connected to barriers, equity, and inclusion with the purpose of identifying gaps in services. The goal of the project was to better serve all partner participants, increase the common understanding of agency processes, and prepare for the compilation of data for federal reporting purposes.
The Delaware Correctional Reentry Commission (DCRC) met to review, revise, and develop strategies to reduce recidivism. The DCRC is represented on the WIOA Leadership Team. This year, the Department of Education and Department of Labor (Employment and Education Subcommittee) concentrated on aligning their objectives for a unified approach to academic instruction and workforce preparation. In addition, a significant outcome was the expansion of the Second Change Pell Pilot Program to one male prison enabling 27 residents to attend college classes resulting in a 97% pass rate. The plan is to expand the Prison College Programs to all prisons in PY 23.

AEFLA Section 223(1)(b)

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

To ensure high-quality professional development opportunities, Delaware aligned professional development activities with the Association of Adult Literacy Professional Developers (AALPD) standards and policies. Based on insights from the PY 21 IDEAL training (EdTech Center@ World Training), the State offered online courses delivered in a hybrid format including:

Persistence: Keeping Our Students in Class
Learning to Achieve – Content Learning
Becoming a Better Listener
Writing for Adult Basic Education and Beyond
Unlocking the Learning to Build Resilient Learners in Reading and Math
Teach Basic Skills with Relevant Engaging Content
Historical Trauma
Grasping GED Higher Order Math Concepts for Deeper Understanding
GED Testing Diversity, Equity, and Inclusion
Creating Virtual Field Trips Using Google Slides
Building Strong Mathematics Foundations for GED Mathematical Reasoning
BEST Plus 2.0 New Assessor Training
BEST Plus 2.0 Refresher Training
TABE 11/12 Test Administration and Processing (DCR)
Engaging Students with Burlington In-Class Lessons
Next Steps for College and Career Success: Burlington English Advanced Courses
Trauma-Informed Care Part 6
Transitioning ABE or GED Skills in Mathematics
Pivot Tables and LACES Data
Moving Students from the Red Zone in Mathematics
LACES Views and Searches
LACES New User Training

These presentations are delivered by both in-state DOE staff and contracted out-of-state professionals.

Using Leadership funding, the ACE Network, the state’s Literacy Resource Center, hosted the third remote DAACE/OAASIS Joint Literacy Summit on Saturday, April 22, 2023. The theme of the summit was “Persistence Makes All the Difference”. The keynote speaker, Dr. Dan Young, founding director of the Wharton-Altfinance Institute and curator of TEDx Wilmington, presented on student perceptions and marketing. During the event, conference attendees viewed a PowerPoint presentation that celebrated the stories of successful students from various Adult Education programs. The summit was attended by over 100 staff, students, and workshop hosts.

Delaware continued to use Schoology as the main resource to transfer files between the ACE Network, local programs, and state staff members. Teacher Tech, adult educator technical assistance/professional development support delivered both in-person and at a distance, continued in PY22. Course formats were changed so that participants could earn professional development hours for completing self-paced sessions. PY22 topics focused on remote instruction and included:

Review of ACE Network Online Resources and LACES PD
Managing Time with Google Sheets
LACES Refresher
Intro to PBS Learning Media
Creating a Schoology Group
Creating a Schoology Classroom
Exploring Statistics in School by the US Census Bureau
PBS Straight to the Source-A lesson to help understand Primary and Secondary Sources

Schoology, Delaware’s LMS, remained a vital tool and resource carrier for local and state leadership. Logins to the system totaled 271,120 with student logins accounting for 187,063. 93,798 course materials were created, an increase of almost 94% over the previous year. Course materials were viewed by staff and students over 732,620 times throughout the year.

In total, the ACE Network hosted 67 professional development sessions with 755 attendees between July 1, 2022 and June 30, 2023.

AEFLA Section 223(1)(c)

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

The infusion of technology between state and local adult education staff for professional development and administrative purposes continued in 2022-2023. The primary online services used by Delaware Adult Education were Zoom, Schoology, Survey Monkey, Google Suite and Smore. Zoom was used for administrative and professional development workshops, data collection, training videos, technical assistance meetings and monthly ABE Administrators meetings. Zoom was also used to provide webinar services during monitoring visits when needed.

Quarterly data reviews were held with local program data entry staff and administrators prior to the state’s formal review of quarterly data. Programs whose reports indicated concerns, attended webinars in which program staff and state team members reviewed data, discussed possible causes and developed resolutions, that could include additional professional development, process modification, scheduling revisions, etc.

Data Tuesday@2 continued to provide support to program data and administration staff. These sessions provided information for new staff while responding to questions from experienced staff. Training videos of various data entry operations using the MIS were recorded and posted to Schoology for future reference. As a benefit of this TA, programs became pro-active in contacting the state team with potential issues since all were committed to meeting or exceeding state performance levels. Data Tuesday @ 2 sessions held for PY22 included:

FY22 Review Prep for FY23 Data Roll
FY23 Refresher Monthly Admin Data Checklist
Email and SMA training using the LACES system
1^st Quarter Data Chat
Exporting Views and Tables and Pivot Tables-Review Equity Tables
Employment Surveys for Quarters 1 and 2
FY23 Review of Exports and Student Reports
FY23 Review of NRS Tables 1-5A
2^nd Quarter Data Chat
FY23 Review of NRS Tables 6-11
Employment Survey information 3^rd and 4^th quarters
Mid-Point Equity Report Review
3^rd Quarter Data Chat
Mid-Point LACES Updates Review
YTD Review of data- DE Report Card, TABLE 2A, SNA list, Career Plan
New Interface and NRS Staff Table 7
Year End Data Review and 4^th quarter Chat

The use of the Delaware Report Card for quarterly data check monitoring continued in PY 22. To provide a deeper understanding of the stats on the Report Card, an Equity report was developed to determine if differences existed in student outcomes based on age, gender, race, and items from employment barriers based on the groups.

Examples of technical assistance provided to programs included:

LACES New User Training
NRS Training to new staff
LACES Quarterly Data Review Corrections
Using LACES Views and Searches for program administration
Employment survey follow up and entry into LACES
ACE Network Schoology Use and LACES PD Registration
Individualized assistance to individual programs as requested or needed

AEFLA Section 223(1)(d)

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

Program performance data was reviewed on a quarterly basis at the state and local levels. In addition, programs submitted their LACES Delaware Outcomes Report Cards on Schoology prior to the monthly ABE Administrator meeting ensuring that programs reviewed their performances at least monthly. Combining these statistics with the self-reported “Ah-ha” moments expressed by program providers at monthly meetings resulted in the sharing of promising practices focused on increased student progress. Quarterly data chats rounded out the statewide monitoring process. The chats, held prior to the state data review date, were discussion points for better data management. Information from the chats were stored in the Schoology MIS group for permanent access by all administrators and data staff at state and local levels.

In PY22, four community programs received monitoring visits by peer reviewers and state level coordinators. The state team hosted TA in advance of the visit to discuss with programs review requirements, schedules, student and staff interviews, and classroom observations. Process and document reviews were conducted prior to the in-person meeting via the monitored program’s upload of documents into Schoology a minimum of 10 days prior to the monitoring visit. The monitoring team reviewed program documents prior to monitoring date and asked questions during the in-person visit. The monitoring criteria focused on program administration, standards-based instruction, evidenced based reading instruction (STAR) implementation, and data & fiscal management, comprised of approximately 80 indicators for measurement. On the monitoring visit day, programs offered in person and virtual meetings with students and staff to meet diverse schedules. These visits reconfirmed those strong relationships between instructional staff and students fostered a greater understanding of student barriers, resulting in increased student persistence, increased goal achievement, and increased resolution of obstacles to student progress.

AEFLA Section 223(a)(2)

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

Not applicable.

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.

Data indicated that enrollment has returned to pre-pandemic PY 19 levels. The PY 22 average hour per student remained steady at 85 hours. The types of services offered in PY 22 revealed an increased demand for ESL instruction. The percentage of English Language Learners, 50% of student enrollment, represented an increase from previous years. Simultaneously, the percentage of ABE learners decreased to 50% of enrollment. Delaware believes that this trend of increased need for ESL services will continue and is confirmed by U.S. Census data.

PY 22 enrollment occurred in the unique context of low unemployment, teacher shortages, rising inflation, and high rates of job shift due to competing wages especially for jobs requiring lower skill levels. These factors affected attendance levels both positively and negatively.

PY 22 Enrollment (2893) increased by 27% over PY 21
- ABE enrollment = 50% of total
- ESL enrollment = 50% of total
PY 21 Enrollment (2,281) increased by 34% over PY 20
- ABE enrollment = 57% of total
- ESL enrollment = 43% of total
PY 20 Enrollment (1708) decreased by 36% from PY 19
- ABE enrollment = 62%
- ESL enrollment = 38%
PY 19 Enrollment - 2685
- ABE enrollment = 56%
- ESL enrollment = 44%

PY 22 MSG: 7/ 12 EFLs met or exceeded
- Delaware MSG Percentage was 63.75%. Target was 65%.
- Levels attained: ABE Levels 4 and 6
- Levels attained: ESL Levels 1,2,4,5 and 6

The data demonstrated the demand for increased ESL instruction for students from varied cultures including Spanish, Haitian Creole, Farsi, French, Mandarin, and Arabic. The request for services outpaced capacity and waiting lists for some programs were created. Simultaneously, professional development that supports virtual ESL instruction is a priority area that needs to be addressed in the future.

An analysis also revealed that 24% of learners exited the program before 12 hours of instruction. The 25-44 age group comprised the greatest number of exits. While the reasons for leaving vary, a better understanding of the exit circumstances could help programs to review their designs to retain some of these learners. A further analysis of ABE Level 4 data would help to understand why learners in this EFL scored the lowest MSGs of all the EFL gains. Since Level 4 is one of the highest enrolled levels, this information would support greater student progress and program gains.

Employment Goals 2^nd Quarter
- Delaware Performance 47.75
- Delaware Target 45.2 %
Employment goal 4^th Quarter
- Delaware Performance 48.63%
- Delaware Target 46 %
Credential Attainment
- Delaware Performance 66.67%
- Delaware Target 38%
Median Income
- Delaware Performance $6,240
- Delaware Target $4,788

Delaware’s unemployment rate hovered around 4.6% for most of PY 22 while the US unemployment rate ranged from 3.4% to 4.0%. Total non-farm jobs increased by a net gain of 14,6000, or 3.2%, led by new job creation in the trade, transportation and utilities fields followed by new jobs in the leisure and hospitality fields. The In-Demand Jobs determined by the DWDB cited the jobs with the highest growth percentage were nurse practitioners; personal care aides, home health care aides, chefs/head cooks, physician assistance, information security analysts, hairdressers, community health workers, and respiratory therapists. This information will prove valuable to programs offering IET programming.

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.

Title II classes were conducted at the four One Stops throughout the state. Though referrals were scarce, the classes remained co-located and non-DOL clients attended in addition to DOL clients. In PY 23, Adult Education is working with DOL to boost referrals through a project focused on DOL recipients of Unemployment Insurance.

Throughout the year, Adult Education programs worked with One Stop Partners through outreach efforts, presentations explaining services, assessment administration, sharing of training opportunities, and referrals to WIOA partners. Partnerships were strengthened through the monthly WIOA Leadership and Local Coordinating Teams meetings in which partners shared information and developed processes for working together to benefit mutual clients, e.g. local programs reached out to local housing authorities to support students with housing needs. Local labor force information provided at DWDB meetings was also communicated at monthly ABE meetings so that programs could share this info with students in the development of career plans.

Adult Education supported infrastructure costs through in-kind services from both the Adult Education Leadership Team and local programs participation in meetings and projects.

With new leadership at the DWDB, Adult Education was included more frequently in discussions and consulted regarding services offered in support of workforce development.

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.

In March 2022, DOE held an RFP application process for the delivery of IELCE services statewide. Four programs responded to the application. All four program applications were approved. However, one program (under new leadership) rescinded their application. As a result, three programs were awarded a one-year subgrant with the option for three additional years. An IELCE program now operates in each of Delaware’s three counties. The programs funded were:

Polytech Adult Education (Kent County)
Sussex Tech Adult Education
New Castle County Adult Education

As mandated under this funding, providers were required to deliver instruction to English Language Learners, including professionals with degrees and credentials in their native country, that enabled participants to achieve competency in the English language while also acquiring the basic and more advanced skills needed to function effectively as parents, workers, and citizens. Programs had to develop an integrated instruction plan for each vocational training offered that demonstrated the alignment of the academic, vocational, and work readiness components of the services being offered concurrently.

The three funded programs remain located in vocational/technical school districts that can more easily operate an integrated training and education program because adult vocational training is being offered at each site. One program operated in each of Delaware’s three counties ensuring that IELCE services were available statewide. IELCE continued services funding was approved only if the vocational offerings aligned with the state’s workforce development plan and represented employment opportunities within the provider’s service area.

Training activity

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

Programs used a combination of Title II ESL classes and community recruitment for enrollment in the IELCE projects. Programs worked with established local employer advisory councils to provide IELCE participants with information and guidance on employment in the selected training fields. Funding streams to operate IELCE programs included AEFLA funding; Adult Perkins funding; DOL Pre-apprenticeship monies; and some local district monies depending on the areas of training being offered.

IELCE programs used a variety of innovative strategies to provide relevant instruction connected to local employers. These included:

- employing trainers that already worked in the industry and could recommend students for employment upon completion;
- revising curriculum based on local employer needs thereby increasing interest in hiring IELCE students;
- offering training where high levels of job vacancies existed, e.g. LPN/CNA, welding, warehouse/logistics;
- including employers in work readiness activities, such as mock interviews, to increase potential for hiring students.

IELCE instructors and program staff delivered academic and vocational instruction, and job placement support. Program staff provided students with employment assistance (writing employment letters, completing job applications) and referrals to support services (housing, food, transportation). The Department of Labor provided employment assistance, the Division of Libraries supported participants with computer skill classes and Stand By Me financial literacy and coaching support. Students could attend resource fairs that included local unions, multiple employers, Stand by Me, DOL and local One-Stop Center representatives. Pre-registered apprenticeship students participated in an annual National Apprenticeship week celebration.

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

In PY 22, 77% of IELCE students were employed with the highest levels in the fields of healthcare, welding, and warehouse/logistics. Some students attained industry recognized certificates including LPN licenses and OSHA certificates. Others completed milestones such as completion of Construction Laborer 1, Electrical 2 levels and completion of Apprenticeship years. Still others completed pre-apprenticeships that prepared them for entry into apprenticeships.

Several lessons were learned in PY 22. IELCE students have demonstrated very high levels of motivation and perseverance. These students were eager to expand their knowledge base and displayed confidence in their ability to attain new skills. Though students were enthusiastic, some couldn’t complete their training due to a lack of transportation, especially in Southern Delaware, where public transportation is limited. Also, students were interested in training that led to in-demand jobs, but the trades areas didn’t require any type of credential resulting in students being hired prior to completing the training.

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 late PY 22, the DWDB began to focus on integrating English Language Learners into the state’s strategic plan. It is being proposed as a priority in PY 23, especially considering the equity/diversity data compiled in PY 22. This is a positive indication that this rapidly increasing group in Delaware will be recognized for its benefit to the state.

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.

Delaware did not adopt new standards for PY 22 and continues to implement the College and Career Readiness Standards for Adult Education (CCR), the Next Generation Science Standards (NGSS), and the English Language Proficiency Standards for Adult Education (ELP).

Delaware’s Adult Basic Education manual included the NRS EFL Descriptors that are aligned to the CCR and all programs are provided with copies of the CCR standards. These manuals were posted in Schoology for easy access by all Delaware adult educators.

During Delaware’s PY 22 Professional Development Academies, many professional development training courses were presented to provide staff members with standards-based instructional strategies. Workshops included professional development in the areas of mathematics, STAR, digital platforms, technology, and data.

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 National Institute of Justice when defining recidivism refers to an individual’s relapse into criminal behaviors, measured by subsequent rearrests, reconvictions or returns to prison over a 3-year period following release. Annually, the Delaware Statistical Analysis Center (the Center) evaluates recidivism events by rearrest, recommitment, and return to prison.

Delaware’s 2022 Recidivism Report examined cohorts 2016 – 2018 of released individuals, focusing on those released in 2018. Delaware maintained a unified correctional system, with all prisons existing within the jurisdiction of the State. The Center’s 2022 report tracked 1,021 unique individuals (approx. 90% male) for up to three years following their release from a prison term in 2018. Improved measures were used to analyze recidivism; however, conclusions were drawn with caution as considerations such as understanding criminal behaviors were not included in the analysis.

Rearrests events were removed from this report, as they were associated with behaviors established by offense date, and not arrest with and intent to signify a return to criminal behavior. Recommitment events were based on secure custody readmissions (detained or sentenced) irrespective of sentence length and return to prison events were recommitments with a sentence of 1 year or more. The findings revealed the recommitment rate for individuals in the 2018 cohort during year one was 36.7% and by year three was 55.9%. The return to prison rate for cohort 2018 during year one was 2.8% and 7.9% by year three.

The formula used to generate the findings was:

Interval Recidivism Rate = Recidivists_______________ *100%

(Recidivists + Non-Recidivists)

Similarly, the Prison Education Program was able to identify students with 12 or more instructional hours during FY23 who were released between July 1, 2022 and June 30, 2023. From this data, a relative rate of recidivism for individuals in Prison Education was obtained. The DOE MIS system found 66 students that met these criteria. The Department of Correction’s MIS system was used to identify whether students recidivated between July 2, 2022 and November 30, 2023. Separate statistics were kept for male (N=46), and female (N=20) individuals who are justice involved.

The formula used by Prison Education to generate the findings was:

ABE Recidivism Rate = FY 23 ABE Recidivists *100%

(FY 23 ABE Recidivists + FY 23 ABE Non-Recidivists)

Given a limited sample size for the reporting period described above, caution should be exercised in drawing conclusions on the relative rate of recidivism. In performing an initial analysis, the data revealed:

15% of females participating in ABE programs returned to prison by 11/30/23
19.5% of males participating in ABE programs returned to prison by 11/30/23
From July 2018 and June 2022, there was a decrease in the number of individuals admitted and released from Delaware prisons – another caution to be remembered in a review of these stats.

Reentry planning to support offenders returning to their communities is a priority for Prison Education. In FY 23, an emphasis on equity and access became a focal point. After conducting surveys and focus groups with Prison Education students, staff implemented processes to increase access to training opportunities, translated materials into Spanish, and re-examined support to students with disabilities. Innovative programs, including reentry programming and college courses, and frequent collaborations with stakeholders exemplified the program’s proactive approach to post-release services with a goal of preparing incarcerated participants for success in prison and the workforce upon release.

Narrative Report for Delaware 2022