State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))
AEFLA Section 223(1)(a)
Guam State Agency Office (SAO) continued to maintain a collaborative relationship with the Guam Department of Labor and the American Job Center to provide high-quality support services to a local adult education program to provide support services for adult learners to attain a high school diploma or its equivalency and to transition into the workforce or postsecondary education. The local program, Guam Department of Labor, Guam Department of Education, Guam Community College, Guam Housing and Urban Renewal Authority, Guam Mayors Council, and other community partners in the private sector represent the Adult Education Advisory Committee. Meetings were scheduled every month.
Many collaboration or partnership meetings were held online, as many were still apprehensive about meeting in person. Although faced with stress or social anxiety with the pandemic, collaboration and partnership took an active interest in ensuring a positive impact on adult learners in education, career pathways, and employability skills to meet Guam’s workforce needs.
The local program continued to work closely with American Job Center (AJC) to assist and increase adult education students' access to available programs and services in career opportunities, furthering education, high-quality training, and support services at the AJC. The Integrated Education and Training (IET) program was highlighted in one of the meetings. Tourism is identified as one of the industry demands in the Combined State Plan; therefore, the local program focused on meeting the workforce demand in tourism since tourism is forecasted to rebound and grow, which would require immediate restaffing. An English and Culinary Arts faculty developed the curriculum. The IET program was offered at the beginning of the program year.
Guam continued to experience a high rise in positive cases of COVID-19. Despite the case numbers, in-person classes and services were opened with mitigation standards. Some students were still apprehensive about face-to-face meetings, prompting the need for mental health services, which was added to the wraparound service for adult education students.
AEFLA Section 223(1)(b)
The State faced another year of critical employee turnover in leadership and staff, requiring an adjustment period and training. The Virtual NRS State Workshop on New Horizons: Virtual Learning and Service Delivery in Adult Education came at an opportune time for the new employees to attend. The workshop focused on the environmental factors shaping adult education related to the pandemic. Attending virtual webinars or workshops met with challenges due to time differences. Guam is 15 hours ahead of Eastern Standard Time.
SAO sent an adult education faculty and administrator to attend conferences on the mainland. The opportunity to go off-island provided valuable experience to adult education educators and providers to learn from the sessions and others to network and visit display booths on products and resources. Conferences attended were the 2022 Coalition on Adult Basic Education (COABE) and Comprehensive Adult Student Assessment System (CASAS) National Summer Institute 2022.
The I-BEST model and the strategies to teach student literacy, work, and college readiness skills were shared through one of those conferences. The IET offered at the beginning of the program year revealed that the program needed to modify the teaching modality to strengthen the program's quality to improve student outcomes. The success rate was ten percent. SAO reached out to the Washington State Board of Community and Technical Colleges (SBCTC) to conduct a workshop on the I-BEST model, a team-teaching approach where students receive instruction from two instructors in the same course. One instructor provides job training, and the other teaches basic reading, math, or English skills. The model has been proven effective, especially for adult education programs. Furthermore, for new employees not trained in the competency-based assessment system (CASAS), SAO also reached out to CASAS to provide training.
SAO has successfully coordinated with SBCTC and CASAS to conduct the requested training. The two-day workshop offered engaging and powerful sessions that featured Creating Pathways to Student Success utilizing the I-BEST model and sessions with CASAS and TOPSpro Enterprise application or use and NRS Accountability on federal reporting requirements. Local program faculty, staff, administrators, and State staff were in attendance. Over ninety percent of the participants were satisfied with the sessions, topics, content quality, and workshop usefulness.
It is important to note that despite the pandemic, mitigation measures were exercised throughout the program year and during the face-to-face workshop.
AEFLA Section 223(1)(c)
The SAO provides continuous technical assistance for support, compliance, up-to-date information, and resources through emails, Google Meets, phone calls, in-person meetings, and Exploring WIOA monthly sessions.
Technical assistance (TA) was provided to the local provider throughout the year for program agreement compliance. The provider received copies of federal regulations, including the approved budget and procurement procedures. Presentations on various topics include the Assessment Policy, Work Schedule Plan, and required reports (Cumulative Monthly Activity Report, State Monthly Report, Data Integrity Report, Time and Effort Certification, Budget, Inventory, and Close-Out Report, TOPSpro, NRS Table 4, and the Guam Public Law PL34-104 relative to the increased compulsory age from 16 to 18 years old).
Every effort was made for continuous communication with the provider to ensure student and program success, as the COVID-19 pandemic posed challenges to student recruitment and retention. Although face-to-face classes resumed, students were still anxious about returning to class.
AEFLA Section 223(1)(d)
Each month the program submits a Cumulative Monthly Activity Report (CMAR) to the SAO describing its progress on activities identified in the program activities. Report on successes and challenges were reported with supporting documentation. The State reviewed the report and provided feedback through a State Monthly Report (SMR). The feedback can be clarification, recommendations, or actionable items to ensure compliance, improvements on data collection, and ways to expand and improve activities that would increase recruitment and retention efforts.
Program monitoring is pivotal to student and program success. SAO conducted periodic reviews of documents, data collection, and data entry to gauge both the student and the program’s success and challenges. The State widely used TOPSpro to monitor the number of individuals who took the CASAS test and did not return to avail of the program, including the number of students with less than 12 hours of instructional time. SAO would contact the provider to identify strategies to determine the cause of the stop-out and how the program can further assist students in getting back to their educational or career pathway.
Faculty and student surveys were highly encouraged to identify barriers in teaching, student learning, faculty and student needs, and satisfaction. SAO and provider are committed to improving student recruitment, retention, and completion.
There was a 2% decrease in enrollment from the last program year. This program year, 118 (61.45%) participants completed at least 1 EFL participant who achieved at least one (1) EFL gain. Moreover, it is essential to note that the total percent completing level was 64.86 percent exceeding the 50% negotiated level.
| PROGRAM YEAR | Program | Entering Education Functioning Level (EFL) Enrollment with at least 12 hours of instruction [NRS Table 1 and 2] | Number of EFL enrolled with at least 12 hours of instruction that achieved at least 1 EFL or attained a High School (HS) diploma or its equivalent [NRS Table 4 | Percent Completing Level |
| 2021 - 2022 | ABE | 120 | 73 | 60.83% |
| ASE | 35 | 21 | 60.00% | |
| ESL | 37 | 24 | 64.86% | |
| TOTAL | 192 | 118 | 61.45% |
AEFLA Section 223(a)(2)
The development of the Integrated Education and Training curriculum began this program year. The English and Culinary faculty planned, determined the contents, implemented and evaluated the program. As mentioned earlier, the piloted IET program success rate was 10%. SAO and the adult education program revisited the curriculum and the course guide to identify challenges and strategies for improvement. The review uncovered the need for professional development in the IET, which the State promptly planned and executed, as stated earlier.
Performance Data Analysis
During this reporting period, there were 192 adult learners with at least 12 instructional hours, with 61.45% achieving at least 1 EFL. Twenty-three students (12%) attained a high school diploma or equivalent. Most of the students were female (58%), and the ethnicity of the participants was primarily Pacific Islanders (60%). The percentages of adult learners’ functioning levels were 60.64% (ABE and ASE) and 64.86% in English-as-a-Secondary Language (ESL).
The 2% decrease in participants compared to the previous program year may be due to the continued rise in positive cases of COVID-19. Some students cared for elderly parents or other family members who were immunocompromised. Additionally, transportation continued to be a challenge for some students. Hence, the decrease in enrollment. Table A indicates students’ profiles extracted from NRS Tables 1 through 3.
Table A - Summary of Program Participants
Program Year |
Participants |
Male |
Female |
Number who achieved at least one educational functioning level gain |
Number who attained AHS or HSE diploma |
Separated before achieving a measurable skill gain |
Remaining in program without Measurable Skills gain |
Native Hawaiian or Other Pacific Islander |
All other |
2019-2020 |
224 |
77 |
147 |
94 |
29 |
84 |
17 |
147 |
77 |
2020-2021 |
196 |
63 |
133 |
110 |
25 |
31 |
30 |
154 |
42 |
2021-2022 |
192 |
88 |
111 |
95 |
23 |
47 |
27 |
116 |
76 |
Once again, Guam exceeded its measurable skills gain (MSG) target (50%) for this program year. Surpassing the target may be attributed to having a dedicated counselor for the program, which is critical for retention. Additionally, the local program’s commitment to addressing student needs and engagement with students ensures student success, especially during the pandemic.
Table B - Summary of Measurable Skills Gain by Entry Level
|
Description |
PY2019-2020 |
PY2020-2021 |
PY2021-2022 |
|
ABE Level 1 (Beginning Literacy) |
50.00% |
100.00% |
0.00% |
|
ABE Level 2 (Beginning Basic) |
75% |
80.95% |
52.38% |
|
ABE Level 3 (Intermediate Low) |
46.51% |
68.97% |
58.97% |
|
ABE Level 4 (Intermediate High) |
53.93% |
68.18% |
65% |
|
ABE Level 5 (ASE Low) |
29.63% |
47.06% |
62.50% |
|
ABE Level 6 (ASE High) |
66.67% |
100.00% |
33.33% |
|
ABE Total |
50.82% |
68.45% |
60.64% |
|
ESL Level 1 (Beginning Literacy) |
0.00% |
0.00% |
0.00% |
|
ESL Level 2 (Beginning Low) |
0.00% |
0.00% |
0.00% |
|
ESL Level 3 (Beginning High) |
50% |
0.00% |
0.00% |
|
ESL Level 4 (Intermediate Low) |
80% |
100.00% |
55.55% |
|
ESL Level 5 (Intermediate High) |
84.21% |
66.67% |
84.61% |
|
ESL Level 6 (Advanced) |
66.676% |
66.67% |
50% |
|
ESL Total |
75.61% |
77.78% |
64.86% |
|
Grand Total |
55.36% |
68.88% |
61.45% |
For PY 2021 - 2022, the performance indicators for Employment Rate Q2, Q4, Median Earnings, and the Measurable Skill Gains exceeded the statewide target rate. Guam did not meet the Credential Rate. Although the exit surveys were automated for follow-up surveys in the TOPSpro Enterprise this program year and conducting personal callouts, contacting participants who exited the program was challenging. The local program planned on establishing a system to follow up with participants who exited during the reporting period by obtaining next of kin contact information, such as phone numbers, email addresses, and mailing addresses, that may improve or increase the performance indicators in the Credential Rate.
|
Served: 7/1/2021 – 6/30/22 |
Exited: 7/1/2021-6/30/2022 |
|
| Total Statewide Target | ||
| Total Statewide Actual | 204 | 150 |
| Number | Rate | |
| Total Statewide Target | 64 | 16% |
| Total Statewide Actual | 27 | 20.30% |
| Number | Rate | |
| Total Statewide Target | 64 | 16% |
| Total Statewide Actual | 36 | 19.14% |
| Earnings | |
| Total Statewide Target | $1,000 |
| $3,180 | |
| Number | Rate | |
|---|---|---|
| Total Statewide Target | 0 | 26% |
| Total Statewide Actual | 0 | 0.00% |
| Number | Rate | |
| Total Statewide Target | 138 | 44% |
| Total Statewide Actual | 118 | 57.84% |
Integration with One-stop Partners
SAO and the local program continued to work closely with GDOL one-stop, American Job Center. GDOL is developing an Infrastructure Funding Agreement (IFA) among mandated partners to fund their equitable or fair share of the costs. GDOL plans to develop a matrix of services and identify infrastructure costs necessary for the general operation of the AJC. The MOU is being updated with anticipation for submission to the Guam Workforce Development Board for consideration by the end of Program Year 2023. Furthermore, GDOL and AJC are relocating offices for upgrades, modernized layouts, and the availability of a Computer Resource Center to operate more efficiently
Nevertheless, the partnerships strengthened and supported the program to assist individuals in gaining access to services and serve as a recruitment strategy. Moreover, it fostered alignment with Guam’s Combined State Plan. Thus far, there were four signed Memorandum of Understandings obtained. Planning continued for on-site classes to begin the next program year.
Integrated English Literacy and Civics Education
IELCE Funds and grants
Guam does not receive IELCE funds for this program.
Training activity
Guam does not receive IELCE funds for this program.
IELCE Section 243(c)(1)
Guam does not receive IELCE funds for this program.
IELCE Section 243(c)(2)
Guam does not receive IELCE funds for this program.
Adult Education Standards
The adult education program continued to align the College and Career Readiness Standards, by Susan Pimentel, in its curricula in addition to the content standards indicated in the CASAS descriptors. The local program reviewed and updated its curriculum, and GCC’s Curriculum Review Committee reviewed any changes or updates on the curriculum to ensure program standards are aligned and upheld. This program year, no changes were made or updates to the curricula.
The WorkKeys Assessment continued to be part of the adult education program to test students’ skills required in the workplace that can affect job performance. The assessment covers Applied Math, Graphic Literacy, and Workplace Documents. Successful completion can lead to earning a National Career Readiness Certificate. The certificate has four levels: bronze, silver, gold, and platinum. Students in gold and platinum may be placed in college-level English and Math. Also, Guam Law, P.L. 31-254, requires a mandatory skills assessment for Government of Guam employment.
Programs for Corrections Education (AEFLA Section 225)
This program year's plans to provide adult education services to the Department of Correction (DOC) inmates were postponed due to lockdowns and COVID-19 restrictions. Nonetheless, the local program successfully obtained a signed MOU with DOC, and arrangements were made to offer classes and services in the following program year.
According to DOC, there were 132 offenders released between July 1, 2021, and June 30, 2022. Of those released, 19.7% were confined prior to June 30, 2022, compared to last year’s rate (19.3%). The slight increase may be due to environmental factors such as more individuals being confined and the COVID-19 pandemic ending.
The local program is committed to reducing program participants’ recidivism by developing a robust educational program to improve educational outcomes, including regular tracking.