State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))
AEFLA Section 223(1)(a)
The 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 Adult Education Advisory Committee was developed to strategize and disseminate information on how adult learners can obtain services to obtain a high school diploma or its equivalent, basic education in reading and mathematics, and English as a second language. Furthermore, the advisory group provides recommendations regarding partnerships, public awareness of adult education services, and opportunities for potential employers. The committee is vital to linking adult education with business and industries.
The Adult Education Advisory Committee consisted of representatives from Guam Community College (GCC) departments such as Assessment & Counseling, Reach for College, Math, Science, and English, the State Agency Office, the Guam Mayors Counsel, and Kloppenburg Enterprises, Inc (KEI). The Advisory Committee met monthly between September 2022 and March 2023. Recruitment and employment opportunities within the transportation industry were provided by Kloppenburg Enterprises, Inc. (KEI).
AEFLA Section 223(1)(b)
The SAO is committed to providing high-quality professional development in Integrated Education and Training (IET). In April 2023, the State and adult education faculty and staff participated in a five (5) week training, totaling 18.5 hours of classroom and discussion time. The ADVANCE IET Basic Design Camp project aims to increase IET opportunities for adult learners. The significance of this training is the inclusion of Career and Training Education faculty. The group identified hospitality as the viable option for pursuing a credential that aligns with one of the identified industries on the Guam State Combined Plan. A hospitality and English faculty were identified to spearhead the IET program. Upon completion, adult learners would complete their English requirement and receive a certification allowing them to enter the workforce in the hospitality industry.
Furthermore, to create and strengthen the IET plan, SAO collaborated with the Washington State Board for Community and Technical Colleges (SBCTC) to provide a two-day training in July 2023 focusing on the Integrated Basic Education Skills Training (I-BEST) model designed to support student completion, college-level credits, and certification. Three SBCTC individuals facilitated the training. Notability is the demonstration of team teaching, pedagogical practices, and lesson plans to provide concurrent and contextual activities while supporting student learning and workforce training.
Moreover, the local adult education program (AEP) provided instructional support for its faculty and staff through faculty orientations, professional development workshops, satisfaction surveys, best practices, and conducting classroom observations to identify areas for improvement. In more detail, AE staff and faculty learned more about student services accommodations in the faculty orientation. The AEP also provided best practices to its faculty, such as allowing tutors to sit in classes to familiarize themselves with the instructional content and communicating regularly with students about AE office hours and other student services.
AEFLA Section 223(1)(c)
The SAO provides continuous technical assistance for support, compliance, up-to-date information, and resources through emails, phone calls, in-person meetings, and Exploring WIOA technical assistance sessions.
Technical assistance (TA) was provided to local providers throughout the year. SAO held a session for local providers each new program year on federal regulation updates on compliance requirements with copies of regulations, approved budgets, and procurement procedures. Various topics were presented during these sessions, such as Growing Your Enrollment, IET, Review of AEFLA, and Understanding Your Program through Data. Reviewing program data informs the program of its demographics, course offerings, paired pre/post-test, etc.
AEFLA Section 223(1)(d)
Each month, the local program submits a Cumulative Monthly Activity Report (CMAR) to the SAO describing its progress and challenges in program activities and supporting documentation. Through the CMARs, the SAO can monitor the progress of the local program and provide feedback to the program by giving the State Monthly Response (SMRs). The SMR feedback may consist of clarification questions, recommendations, action items to ensure compliance, improvements on data collection, and ways to improve activities that would allow the program to meet its goals and objectives stipulated in the program agreement.
The Adult Education Program conducted various activities to increase student enrollment in basic Literacy, ESL, and AHS. Community activities consisted of communicating with village mayors, local agencies, and the Federated States of Micronesia General Consulate to 1) provide information to village residents interested in the Adult Education program, 2) discuss MOUs to hold classes off-campus and at designated locations, and 3) continue the partnerships with each office to increase the awareness of the Adult Education programs throughout the island.
The AEP partnered with local agencies and efforts such as the Bureau of Women’s Affairs, Homeless Relocation Initiative, Residential Substance Abuse Treatment Cohort, and FSM General Consulate, to name a few, to raise awareness of the Adult Education program and provide information to potential students.
Although AEP is active throughout the community and works persistently to recruit students, one of the challenges they face is locating individuals who took the CASAS test for the first time and have yet to return for services or enroll in the program. AEP captured 39% of the test listers. The State and local programs planned to investigate the situation to explain the non-returnees. Understanding this finding can provide insights into why students failed to return, which could assist the AE team in addressing them and potentially increase enrollment.
Faculty and student surveys continue to be pivotal components to program success. The survey allows faculty and students' voices to be heard in identifying barriers and ways to improve service and what AEP is doing right.
There was an 18% increase in enrollment this program year compared to PY 2021-2022 for students with at least 12 hours of instruction. Further, the number of students who attained a high school diploma or its equivalent (45) increased by 96% compared to 23 last program year. The significant redesign for GED students was the accessibility of the adult education counselor and emphasis on taking advantage of tutoring services, counseling, and adult basic education courses. One hundred thirty-three students achieved at least one EFL gain this program year compared to the last year, which had 118 students—a 13% increase. Although enrollment has increased since the previous program year, there was a decrease in the total percentage of students completing a level. This decrease can be attributed to students needing to take the post-test. Some students could not take the post-test due to the super typhoon (equivalent to Category 5 Atlantic hurricane) Marwar that hit Guam in May 2023. The island had widespread power and water outages that took months to recover.
| Program Year | Program | Number of students with at least 12 hours of instruction [NRS Table 1] | Number of students who achieved at least one educational functioning level gain [NRS Table 4] | Percentage of completing a level |
| ABE | 161 | 91 | 56.52% | |
| 2022-2023 | ASE | 21 | 11 | 52.38% |
| ESL | 44 | 31 | 70.45% | |
| Total | 226 | 133 | 58.85% |
AEFLA Section 223(a)(2)
The State Agency Office and the local staff and faculty had the opportunity to attend the regional professional development trainings, workshops, and conferences. One of the adult education faculty participated at the National Coalition of Adult Basic Education (COABE), and the new program manager from the local program attended the CASAS Summer Institute and the National Reporting System (NRS) Regional Training that highlighted student and teacher retention to include drafting a retention plan.
Performance Data Analysis
In this reporting period, there were 226 adult learners with at least 12 instructional hours, and 58.85% achieved at least one educational functioning level. Compared to the last program year of 23 students, the number of students who attained a high school diploma or its equivalent almost doubled with 45 students this program year. Similar to the last three program years, more females attended the Adult Education Program (63%), and students were primarily Pacific Islanders (69%).
The percentages of adult learners' functioning levels were 56% (ABE and ASE) and 70.45% in English-as-a-Secondary Language (ESL). There was an 18% increase in overall student enrollment compared to the last program year. This may be due to the island community rebounding from the COVID-19 pandemic and adult learners becoming more comfortable attending in-person classes. Table A summarizes the student profiles extracted from NRS Tables 1 and 4.
|
TABLE A - SUMMARY OF PROGRAM PARTICIPANTS |
| Gender | Educational Functioning Level | Ethnicity | |||||||
|
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 |
| 2022-2023 | 226 | 84 | 142 | 88 | 45 | 88 | 5 | 154 | 72 |
Guam exceeded its overall measurable skills gain (MSG) target of 50% for this program year. Except ABE Level 2 and ESL Level 6 (26.09% and 41.67%), Guam exceeded the negotiated 50% target rate for all levels. Although Guam exceeded its MSG target and increased student enrollment, there were fewer students in PY22-23 who achieved at least one educational functioning level compared to PY21-22. Table B below summarizes ABE and ESL students' MSG percentage by entry level.
| Table B – Summary of Measurable Skills Gain by Entry Level |
|
Description |
PY2020-2021 |
PY2021-2022 |
PY2022-2023 |
|
ABE Level 1 (beginning Literacy) |
100.00% |
0.00% |
66.67% |
|
ABE Level 2 (Beginning Basic) |
80.95% |
52.38% |
26.09% |
|
ABE Level 3 (Intermediate Low) |
68.97% |
58.97% |
56.67% |
|
ABE Level 4 (Intermediate High) |
68.18% |
68.33% |
65.28% |
|
ABE Level 5 (ASE Low) |
47.06% |
65.63% |
50.00% |
|
ABE Level 6 (ASE High) |
100.00% |
33.33% |
57.14% |
|
ABE Total |
68.45% |
62.58% |
56.04% |
|
ESL Level 1 (Beginning Literacy) |
0% |
0.00% |
0.00% |
|
ESL Level 2 (Beginning Low) |
0% |
0.00% |
100.00% |
|
ESL Level 3 (Beginning High) |
0% |
66.67% |
90.00% |
|
ESL Level 4 (Intermediate Low) |
100% |
55.56% |
71.43% |
|
ESL Level 5 (Intermediate High) |
67% |
84.62% |
78.57% |
|
ESL Level 6 (Advanced) |
67% |
50.00% |
41.67% |
|
ESL Total |
78% |
64.86% |
70.45% |
|
Grand Total |
68.88% |
61.46% |
58.85% |
In PY 2022-2023, Guam's performance indicators for Employment Rate Q2, Q4, Median Earnings, and the Measurable Skills Gains exceeded the statewide target rates. Guam did not meet the Credential Rate. Exit surveys were conducted using the TOPSpro Enterprise's automated survey service and personal callouts; contacting participants who exited the program was challenging. Students often change their telephone numbers or have a nonworking number.
| PROGRAM YEAR PARTICIPANTS |
| Served: | 7/1/2022 – 6/30/2023 | Exited: | 7/1/2022 – 6/30/2023 |
| Total Statewide Target | |||
| Total Statewide Actual | 233 | 142 |
| Employment Rate (Q2): 7/01/2021 – 6/30/2022 |
| Number | Rate | |
| Total Statewide Target | 30 | 16.20% |
| Total Statewide Actual | 47 | 31.12% |
| Employment Rate (Q4): 1/01/2021 – 12/31/2021 |
| Number | Rate | |
| Total Statewide Target | 30 | 15.00% |
| Total Statewide Actual | 46 | 31.29% |
| Median Earnings (Cohort Period: 7/01/2021 – 6/30/2022) |
| Number | |
| Total Statewide Target | $2,131.00 |
| Total Statewide Actual | $3,000.00 |
| Credential Rate (Cohort Period: 1/01/2021 – 12/31/2021) |
| Number | Rate | |
| Total Statewide Target | 30 | 15.00% |
| Total Statewide Actual | 0 | 0.00% |
| Measurable Skills Gain (Cohort Period: 7/01/2022 – 6/30/2022) |
| Number | Rate | |
| Total Statewide Target | 86 | 44.00% |
| Total Statewide Actual | 135 | 57.93% |
Integration with One-stop Partners
SAO, the local program, and the Guam Department of Labor (GDOL) one-stop American Job Center (AJC), continued to maintain a strong relationship in collaborating with services for adult learners. GDOL intends to examine and develop the Infrastructure Funding Agreement (IFA) among mandated partners to fund an equitable or fair share of the costs of the AJC. The MOU and the matrix of services are in progress to include data sharing between the two organizations.
Despite the challenges, the collaboration, commitment, and partnership continued to be vital to support and assist individuals in accessing educational and career services.
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 its curricula with the College and Career Readiness Standards by Susan Pimentel and 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 is scheduled to review and update its curricula next program year.
The WorkKeys Assessment continued to be part of the adult education program to measure the range of hard and soft skills relevant to any occupation, at any level, and across all industries. The assessment covers Applied Math, Graphic Literacy, and Workplace Documents. Those who complete the assessment can earn a National Career Readiness Certificate®, which has four levels: bronze, silver, gold, and platinum. Those placed in gold and platinum levels can bypass the placement tests and be placed in college-level English and Math courses.
Programs for Corrections Education (AEFLA Section 225)
This program year, GCC offered four (4) classes to the Department of Corrections (DOC) inmates, which were ABE Level 4 Mathematics (1), ABE Level 4 Reading (2), and ABE Level 2 Mathematics (1). Of the 23 inmates participating in the program, one inmate was able to complete the program and receive the General Education Development (GED) Diploma. The Department of Corrections (DOC) reported Guam's recidivism rate between July 1, 2022 – June 30, 2023, at 34%. There were 262 inmates released. Of this number, 90 were re-confined.
The Guam Department of Correction had seen its highest prison population in 29 years, which could explain the increased recidivism. Compared to the last two years (19.3% and 19.7%) the increase may be due to the challenges faced by DOC for pretrial confinement and courts willing to detain offenders. Another notable challenge faced by DOC is operating at 50% of correction staff and overcrowding. Guam is committed to reducing the recidivism rate and addressing DOC's challenges. The reduction will allow inmates to become productive community citizens and help them acquire marketable skills to improve their readiness for post-released education and employment.