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)

Adult education programs submitting a grant application during the 2021-2022 continuation grant year were required to describe how grant-funded activities aligned with the CareerSource Florida local workforce development plan. Applicants specified areas of alignment in the narrative of their application and included services of their local One-Stop Career Center. Applicants were also required to submit any changes or modifications to their Memorandums of Understanding (MOUs) with local boards submitted in prior year continuation projects.

CareerSource Florida One-Stop Career Centers and adult education programs worked collaboratively to provide wrap-around services, education, and training opportunities for adult learners. Assessment and instructional services were provided onsite at the many centers by adult education program staff. CareerSource Florida staff were provided the opportunity to participate in professional development trainings conducted by the Division of Career and Adult Education (DCAE) staff throughout the year, as well as other professional development opportunities provided.

Many One-Stop Career Centers provided representatives directly to the adult education facility and offered counseling, advising and other services related to workforce education and training. An adult education designee and/or district or Florida College System (FCS) adult education director either serves on or attends the LWDB and/or its subcommittees. The Chancellor of the DCAE served on the State CareerSource Florida Board with additional DCAE staff serving on committees as part of the Unified State Plan.

AEFLA Section 223(1)(b)

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

The Florida Department of Education (FDOE) demonstrated a strong commitment to the area of adult education professional development in 2021-2022 by establishing a designated Bureau of Adult Education. The creation of this new structure included the addition of the positions of a bureau chief, a director of adult education professional development and accountability, and a coordinator of professional development. A designated position for the areas of adults with disabilities and corrections was also filled in 2021, in addition to maintaining four existing programmatic positions. The new positions focus on ensuring the quality and quantitative value of trainings, coordination between providers to ensure a unified and seamless system of delivery, and longitudinal studies of the direct impact on Florida’s data outcomes. Integrated Education and Training (IET) continues to be a primary focus of the state’s adult education professional development activities, as well as serving adults with disabilities and greater coordination with career and technical education stakeholders, the state’s workforce board, Career Source and other core partners.

Professional development activities supported by FDOE with state leadership funds in 2021-2022 included grants to the Institute for the Professional Development of Adult Educators (IPDAE) through Indian River State College, Adult and Community Educators of Florida Foundation (ACE of Florida) and the Florida Literacy Coalition (FLC). Eighty-nine regional and statewide webinars and workshops were coordinated and supported by leadership grantees in 2021-2022 based on professional development priorities identified by program area advisory committees, needs assessments, input received from training evaluations and the DCAE staff. These trainings were conducted both in-person and virtually with greater emphasis on quality in-person facilitation. Additionally, local providers were provided in-depth virtual and in-person training needed to complete a local and regional needs assessment and a strategic collaborative plan for adult education. Other priorities identified for implementation included research-based reading and math strategies, differentiated and contextualized instruction, adults with disabilities, integrated education and training, and Test of Adult Basic Education (TABE) and Comprehensive Adult Student Assessment System (CASAS) web-based certification. Implementation of college and career readiness standards in Adult Basic Education (ABE), English for Speakers of Other Languages (ESOL) and GED®, with an emphasis on all four subject test areas, were included in professional development provided to stakeholders. Major professional development activities are included in the section below:

ACE of Florida Foundation

Through ACE of Florida, a variety of professional development initiatives were provided on the following program areas: English for Speakers of Other Languages (ESOL), Adult Basic Education (ABE), GED, and Adults with Disabilities. ACE of Florida continued to provide professional development for adult ESOL instructors, as they developed lesson plans and provided instruction using the FDOE Adult ESOL curriculum frameworks. Trainings were implemented through a train-the-trainer initiative to increase the number of Florida-based adult ESOL practitioners who provide effective training opportunities to local education agencies statewide.

Trainings for ABE practitioners included three regional part-time teacher academies throughout the 2021-2022 program year with 61 participants. The annual statewide conference was held in October of 2021 with 380 participating adult education stakeholders. ACE of Florida also hosted a state-wide summer symposium in June of 2022, for adult education administrators, with over 120 practitioners in attendance. Experts from various subject areas served as presenters to address issues relating to Integrated Education and Training (IET), data reporting, adults with disabilities, family literacy and WIOA partnerships. ACE also offered professional development opportunities in the areas of Adults with Disabilities and Teaching Skills that Matter, with approximately 185 attendees combined.

ACE worked in consultation with Education Strategy Group (ESG) to develop recommendations for the 2023-2027 WIOA-AEFLA RFP process. The provider was successful in completing the following deliverables through June 30, 2022:

Provided recommendations for the development and deployment of an Adult Education Performance-Based Funding Model(s) utilizing federal funds.
Provided final recommendations and feedback on Florida’s move toward regional adult education delivery.
Recommended strategic priorities and future direction for the re-design of the RFP competitive process.
Identified effective RFP review methods used to select the best qualified eligible recipients, which will yield a high-quality adult education performing system.

ACE also coordinated needed professional development in the area of IET Data Reporting by facilitating a IET Showcase in April 2022. This event provided an opportunity for providers and FDOE staff to better understand the various ways IET programs were being implemented on the local level and resulted in a new, more expansive IET Guide for Data Reporting.

Florida Literacy Coalition (FLC)

In 2021-2022, FLC customized professional development for literacy program leaders, tutors, and volunteers. FLC provided 25 professional development sessions on 17 topics for over 995 tutors, volunteers, and leaders from community-based organizations. FLC posted recorded webinars and upcoming professional development opportunities online. FLC conducted a statewide conference in April of 2022, with 285 in attendance. The clearinghouse distributed more than 3,500 free literacy resources and outreach materials to 19 organizations. The resource hotline made 5,750 student referrals and 465 volunteer referrals to adult education and literacy programs statewide. FLC distributed quarterly literacy newsletters to 2,300 subscribers. The FLC website, www.floridaliteracy.org, welcomed 121,679 visitors from July 2021 to June 2022.

Institute for the Professional Development of Adult Educators (IPDAE)

IPDAE’s online platform, www.floridaipdae.org, allowed adult educators access to a variety of instructional resources. including but not limited to curriculum, toolkits, lesson plans, workshops, webinars, virtual and face-to-face trainings, online training modules and communication outreach via an email contact database. The IPDAE website provided access to subject matter experts, coordination of training opportunities and a technology platform to disseminate resources required for the implementation of adult education programs. An events calendar was posted and maintained on the IPDAE website for online registration for professional development webinars and trainings. For documentation of in-service trainings, administrators and instructors were able to access training records through the IPDAE website. Major accomplishments for 2021-22 included, but are not limited to:

Conducted 27 “Wednesday Webinars” on topics identified by adult education instructors, administrators, state staff and other related partners.
Aligned Florida’s adult education standards with the state’s B.E.S.T. Standards and federal initiatives in consultation with Bloomboard, Inc.
Developed and delivered a Career Pathways Institute (CPI) for administrators, instructors, and career staff, with a content dedicated to single sets of learning objectives, braided funding, co-curricular engagement and various other IET related topics. The CPI had 175 in attendance.
Conducted 6 workshops with the Regional Educational Laboratory (REL) at Florida State University (FSU) to focus on evidence-based strategies to support reading interventions for adult students.
Conducted 4 regional workshops for Correctional Educators on IET and issues specific to the needs of the correctional culture, including limited access to technology and concrete manipulatives.
Maintained TABE Certification and Recertification Modules.
Developed model single sets of learning objectives and provided trainings throughout the state.
Facilitated 8 regional institutes around the state with virtual pre- and post-work meetings in consultation with ESG.
Created a communications strategy for regional collaboration including a public landing page for stakeholder input and updates that can be found at the following link: www.floridaipdae.org/collaborative

AEFLA Section 223(1)(c)

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

In addition to more than 300 hours of in-person facilitation of professional development and technical assistance throughout the year, the DCAE provided technical assistance per section 223(a)(1)(C), on programmatic, data collection, and reporting issues to providers through webinars, telephone inquiries, email, and site visits. The 2021-2022 Assessment Technical Assistance paper was updated and posted on the FDOE website at the following link: www.fldoe.org/core/fileparse.php/5398/urlt/2122FloridaAssessmentPolicy.pdf.

AEFLA Section 223(1)(d)

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

Florida’s monitoring and compliance system continued to identify specific areas in which providers are in compliance or non-compliance with federal law and regulations, state statutes and rules, Uniform Grant Guidance (UGG), Federal Register Part III, Office of Management and Budget (OMB) 2 CFR Chapter I, Chapter II, Part 200, et al. Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards. The timely identification of non-compliance provided a framework to make needed changes to help programs become more efficient and effective. Florida’s comprehensive and multi-dimensional Quality Assurance and Compliance System has been the foundation for continuous improvement of services and systems both internally and externally. The processes in place in 2022-22 supported accountability, collaboration, targeted technical assistance, continuous improvement, and positive systemic change.

Florida employed a risk-based assessment to evaluate variables associated with each WIOA-AEFLA grant recipient and assigned a rating based on the level of risk to FDOE. The risk assessment rating was used to determine the appropriate monitoring strategy for each provider, including resolution action plans, grant reviews, and follow-up technical assistance visits when possible. Various means of assessment were used as part of the annual and ongoing evaluation process, including site monitoring visits, desk monitoring, program improvement processes, and performance and financial reviews during 2021-22. Continued emphasis was placed on data quality at the local level. Best practices and dissemination models were included in workshops and statewide conferences to increase understanding and awareness. The results of evaluations determined state-imposed program improvement action plans.

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 following activities were supported with leadership funds:

State or regional networks of literacy resource centers: FLC managed a statewide adult and family literacy resource center with the support of state leadership funds. FLC delivered adult education and literacy professional development, served as a literacy resource clearinghouse, and provided referral services. FLC provided virtual training and professional development opportunities to adult education stakeholders. FLC supported literacy and family literacy practitioners, volunteers, and tutors with a special emphasis on serving the needs of community-based literacy organizations. Additionally, FLC published the 18^th edition of the Adult Learner Essay Book, Live Inspired, featuring the essays of adult learners from across Florida. Eight of the authors were recorded reading their essays, and the videos were played during the Opening General Session and FLC Annual Meeting during the Conference. FLC developed a new, interactive Digital Health Literacy Course for adult learners to build digital health literacy skills using demonstration videos and hands-on activities. In the 2021-2022 year, FLC provided 10 Distance Learning and Digital Literacy Software Grants to community-based literacy organizations and small school district/college adult education programs for online learning. Grants were accompanied by training sessions and were designed to help under-resourced providers improve student-centered practices in teaching digital literacy and offering distance and blended learning instruction.

Developing content and models for integrated education and training (IET) and career pathways: Florida placed significant emphasis on the development of content and models for IET and career pathways in 2021-2022. BloomBoard, Inc. was selected by IPDAE to develop an IET Playbook, including sets of micro-credentials and a standardized series of IET program integration supports specific to high demand/middle-to-high wage career clusters in the Health Sciences, Business Administration, Education & Training, Architecture & Construction, and Transportation, and Distribution, & Logistics pathways. To support any county in the state with a nearly off-the-shelf set of IET supports, BloomBoard developed and piloted 1) sets of micro-credentials aligned to employer demands and Credentials of Value (COV) in each occupational cluster, 2) employer recruitment and engagement supports, and 3) instructional supports for ESOL and ABE teachers. In clusters where no meaningful COV existed, BBI began conducting employer validation research designed to inform future development of micro-credentials in alignment with COV. To date, 320 IET programs are state approved with the largest number of programs found in the following career clusters: Health Science (123), Architecture & Construction (47), Hospitality & Tourism (31), Business Management & Administration (28), and Manufacturing (22).

Assistance to eligible providers in developing and implementing programs that achieve the objectives of this title and in measuring the progress of those programs in achieving such objectives, including meeting the State adjusted levels of performance: In addition to more than 300 hours of in-person facilitation of professional development and technical assistance throughout the year, the DCAE provided targeted technical assistance per section 223(a)(1)(C), on programmatic, data collection, and reporting issues to providers through webinars, telephone inquiries, email, and site visits.

Activities to promote workplace adult education and literacy activities: Adult education providers were required to list planned integration activities in the WIOA-AEFLA continuation application for the 2021-2022 program year. A concentrated effort was placed on promoting the integration of workplace skills in the academic setting. Through bi-monthly webinars, emails, face-to-face and online presentations, DCAE staff ensured ample and clear communication was disseminated about the importance of including the integration of workplace skills instruction in local curricula.

Identifying curriculum frameworks and aligning rigorous content standards: In 2021, DCAE provided funds to IPDAE to contract with Bloomboard, Inc, to review, compare and provide recommendations regarding the realignment of the current adult education standards with both the Florida B.E.S.T. Standards and federal initiatives. A comprehensive analysis was conducted of federally reported programs and recommendations were made for both structure and content. Subject matter experts reviewed the new curriculum frameworks prior to their adoption by the State Board of Education for implementation in the 2022-2023 academic year.

The development and implementation of programs and services to meet the needs of adult learners with disabilities or English language learners: Face-to-face trainings and webinars targeted work with local teachers to provide students with disabilities the tools and resources to identify the appropriate instructional accommodations. Local teachers and personnel were referred to LINCS trainings, ACE of Florida trainings and webinars hosted by IPDAE.

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.

Process

This year the State of Florida executed a data review process that included State and local agency representatives. The process was conducted via online platforms. To identify the existence of potential anomalies, agencies were provided student and agency level data to compare against local data systems. No errors were identified.

Results

Statewide negotiated levels of performance for each indicator were met and exceeded in 2021-22 with the exception of 2^nd and 4^th Quarter Employment. Performance fell short by -0.36% in the 2^nd Quarter and by -0.19 in the 4^th Quarter. Additional assistance was and will continue to be provided to ensure programs are collecting student information to help locate students after exit in the statewide employment verification system.

Analysis

Notable changes in performance data include an increase in enrollment, instructional hours, credential attainment, and measurable skills gains. Programs seem to have returned to pre-pandemic levels and even increased opportunities for students due to the need to expand capacity through online learning during the pandemic.

Action

To address local performance issues, technical assistance and broadened reporting allowances were granted. Several state positions were created in 2021-22 to provide greater local assistance including a Bureau Chief for Adult Education, a Director of Professional Development, and a Coordinator of Professional Development. These positions and a broader vision for professional development fostered greater collaboration between adult education program, data and reporting, and monitoring and compliance teams and helped focus trainings to improve student gains. Compliance staff developed additional guides and procedures for local programs for monitoring visits, and site visits by all staff tripled. Additional procedure and clarity was also developed to improve IET Program of Study submission and review of program improvement plans.

Significant emphasis was placed on IET development and improvement in 2021-22 with additional funding also going to enhance program quality. A comprehensive IET Playbook was developed alongside providers to help build partner and student engagement.

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.

One-Stop Career Centers and adult education programs work collaboratively with assessment and instructional services often provided on-site as described in Section I (a). Local CareerSource Florida network center staff are provided the opportunity to participate in TABE and CASAS trainings conducted by DCAE throughout the year. Many CareerSource Florida network career centers provide representatives directly to the adult education facility to deliver counseling, advising and other services related to workforce education and training. One-Stop Career Centers offered three types of career services: basic career services, individualized career services and follow-up services. Each One-Stop Career Center meets the services required by law although additional services offered may vary based upon available resources.

One-Stop Career Centers - Career Services

One-Stop Career Centers have access to labor market information through the state’s labor exchange job matching system (Employ Florida Marketplace). The One-Stop Career Centers provide resource rooms and computers with internet, access to training services, and assistance in meeting the work requirements for TANF and SNAP programs. Businesses have access to job applicants and training assistance for existing employees. Local Boards also work with educational partners and community organizations to offer services under the WIOA Youth Program. Generally, youth services are outside the local one-stop delivery system.

Many One-Stop Career Centers have expanded services and programs and invited other partners to co-locate both physically and through website linkages. Some local areas have strategically placed “satellite” career centers within other community partner facilities such as the chamber of commerce, the library, or a community-based organization. These partnerships and co-locations are increasingly important to furthering collaboration with core partners. All of Florida’s One-Stop Career Centers are affiliated under the CareerSource Florida brand.

Several local workforce development boards (LWDBs) deploy mobile career centers to provide services to Floridians at special events or in areas where access can be challenging. Mobile career centers serve as a cost-effective service solution to providing direct services throughout communities and play an integral role in the delivery of services and assistance during hurricanes and other natural disasters.

CareerSource Florida is a key resource for businesses seeking qualified workers and grants for customized training for new or existing employees. All 24 local workforce boards (LWDBs) have established dedicated business services teams that partner closely with Florida’s Vocational Rehabilitation business relations teams. In several cases, designated career centers are in business districts to help employers recruit, train and retain workers.

While all One-Stop Career Centers offer a variety of services based on resources available, many also provide dedicated full-time staff who extend programs and services to adult learners at Adult Education sites.

Infrastructure Costs

In accordance with Florida’s WIOA State Unified Plan, the DCAE launched a multi-year competition in 2021 to solicit adult education instructional services from eligible AEFLA providers. As part of the application process, applicants were instructed to provide information on the allocation of infrastructure costs among the one-stop partners governed by WIOA section 121 (h). Sub-recipients were required to submit a MOU with the LWDB which included signed assurances and certifications to 34 CFR 361.720, concerning the sharing and allocation of infrastructure costs for the program year. As part of the continuation application, programs were required to submit an infrastructure agreement. Each sub-recipient was required to submit a local one-stop infrastructure cost arrangement in order to receive grant funds. Sub-recipients were then required to document actual one-stop infrastructure cost expenditures at the end of the project period with the Florida Department of Education Form 499 (project disbursement report). Those expenditures were reported as part of the NRS submission of the interim financial report.

The agreements documented the current extent of collaboration between AEFLA providers and their one-stop providers which included: cross-training of staff, sharing costs of tuition, fees and instructional materials for mutual clients, relocation of adult education classes at one-stop centers, and joint support services such as transportation and childcare.

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.

Integrated English Literacy and Civics Education (IELCE) funds were awarded to 40 local agencies in the 2021-2023 grant cycle. Local IELCE grant recipients were required to address integrated education and training (IET) activities and plans as part of the competitive review process, and again in each subsequent continuation year. The continuation RFA was completed in the summer of 2022 with funds awarded in the fall.

Training activity

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

Professional development opportunities were provided on IET during adult education webinars, conferences, ACE of Florida, FLC and IPDAE workshops, and during Florida College System special topics meetings. DCAE staff brought in national consultants on IET/IELCE to increase knowledge on providing IET/IELCE programs. Several of the successful IET programs provided presentations to the field during conferences and scheduled monthly meetings. DCAE staff provided various opportunities to highlight the progress and successes of grantees’ activities. Grantees served as panel members and were requested to make several presentations during conferences and meetings, including the statewide career and technical education conference, to share best practices with administrators and practitioners. Adult education staff attended the National Career Pathways Conference and were able to share best practices with practitioners around the state and nation. Additionally, collaborative institutes and subsequent meetings with adult education providers created opportunities to consider the regional delivery of IET in future grant cycles.

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

Florida is working to prepare and place IELCE students in unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency on multiple fronts. The Adult Education Bureau has placed significant emphasis on the creation of curriculum and resources that both engage students in learning and develop their future earning potential through IET. in 2021-22 IET curriculum and comprehensive playbooks were developed in five high-demand career clusters: Health Sciences, Business Administration, Education & Training, Architecture & Construction, and Transportation, Distribution, & Logistics.

Collaborative regional institutes held across the state sparked conversations among adult education programs regarding collaborative opportunities for virtual IETs for regionally in-demand occupations, IET Career Navigators, and shared IET instructors to boost enrollment. In the spring of 2023, IET professional development will include twelve regional IET trainings focused on implementation, evaluation, and program improvement.

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 2021, Governor DeSantis' signed the REACH (Reimagining Education and Career Help) Act into law creating a comprehensive blueprint for enhancing access, alignment and accountability across the state’s workforce development system. Many of the REACH Act's initiatives are already in motion and taking hold in improving opportunities for Floridians, including the creation of a "no wrong door entry" strategy to help adults access services from any workforce partner.

As a result, increased coordination between workforce partners at the state level has also led to newly formed local partnerships and increased visibility and understanding between adult education providers, CareerSource Florida, Vocational Rehabilitation, and Blind Services. Enhanced communication has led to a better understanding of services provided by each partner and helps provide IELCE students with the education, training, services, and job placement help they need.

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.

On January 31, 2019, Governor DeSantis issued Executive Order 19-32, outlining a path for Florida to improve its education system by eliminating Common Core and paved the way for Florida students to receive a world-class education to prepare them for jobs of the future. The outcome was Florida’s B.E.S.T. Standards, a product of national literacy experts, Florida educators and vested stakeholders. In 2020, the FDOE began to implement new standards that represent the highest quality knowledge-based standards in the nation. The new Florida Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards provide a world class foundation for teaching and learning for adult learners. The B.E.S.T. Standards are the official state-adopted academic content standards fulfilling statutory requirements under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(1)). The B.E.S.T. Standards share the dual purpose of preparing both K-12 and adult students to be college and career ready.

Florida set clear expectations between K-12 and its content equivalent counterpart in adult education by ensuring standards-based instruction was aligned to state adopted content standards in K-12. This guarantees all students (K-12 or adult), regardless of their pathway to graduation, have access to a high quality, market-driven education. The State Board of Education approved the adult education curriculum frameworks that contain the aligned standards.

In 2021-22, DCAE provided funds to IPDAE to contract with the nationally known educational firm, Bloomboard, Inc, to review, compare and provide recommendations regarding the realignment of the current adult education standards with both the Florida B.E.S.T. Standards and federal initiatives. A comprehensive analysis was conducted of federally reported programs and recommendations were made for both structure and content. Subject matter experts reviewed the new curriculum frameworks prior to their adoption by the State Board of Education for implementation in the 2022-2023 academic year.

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 Florida Department of Corrections (FDC) defines recidivism as a return to prison, as the result of either a new

conviction or a violation of post-prison supervision, within three years of their prison release date. The follow-up periods are calculated from prison release date to the date of readmission to prison. FDC’s assessment and ranking system for academic education specifically targets inmates for academic programming that have been designated as “higher risk to recidivate.” FDC incarcerated approximately 106,000 individuals during the 2021-2022 year and released 24,250 during that time.

Academic programs offered include Adult Secondary Education (ASE) which are staffed by academic teachers who provide instruction in Adult Basic Education (ABE) and GED® subjects. Other staff at ASE programs may include special education teachers, special education aides, Title I teachers, Title I aides, education supervisors, and placement and transition specialists. In the Inmate Teaching Assistant Programs (ITA), one teacher provides instruction in Literacy, ABE, and GED® subjects, along with the assistance of trained inmate teaching assistants, peer tutors, and education aides. Some ITA programs also have education supervisors and placement and transition specialists. There are no special education students assigned to institutions that utilize the ITA program model.

All individuals exiting FDC are required to have a minimum of 100 hours of transitional programming by state mandate. FDC utilizes the Compass 100 program to provide training in career exploration, generate work-ready documents, plan for ongoing education and training, learn financial literacy and prepare for reunification with their families and communities. During pandemic adaptations, Career Development Specialists across the state delivered materials and individualized lesson packets to those nearing release. Statewide, FDC releases, including those who were granted emergency release, have a Compass 100 completion rate of 99 percent.

Technology usage faces many challenges within state correctional facilities beyond the pandemic. However, as facilities permitted movement to educational areas, TABE and GED® testing, Aztec Learning System progression, and typing skills practice continued. The FDC delivered TABE assessments on Chromebooks via a secure internet connection. Aztec instruction and GED® testing are provided via intranet on desktop systems. In addition, many individuals have JPay Tablets that can access Kahn Academy Lite, continuing education courses, transition materials, and basic first aid training through a kiosk request and download system. The FDC was successful in utilizing the technology already present.

Narrative Report for Florida 2021