State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))
AEFLA Section 223(1)(a)
Alignment
The Hawaii Workforce Innovation and Opportunity Act (WIOA) unified state plan outlines five strategies to achieve the strategic vision and goals for Hawaii’s workforce:
- provide coordinated, aligned services
- provide services to vulnerable populations
- develop sector strategies and career pathways
- augment high employment rate
- fully engage employers in the workforce development system to address the talent shortage
In the program year (PY) 2021 – 2022, the state made progress in implementing two of the five strategies while coordinating with core partners. The work is ongoing and described below.
Strategy 1: Coordinated, Aligned Services
The state continued its work on establishing a Data Sharing Agreement with the Hawaii Department of Labor and Industrial Relations (DLIR) Unemployment Insurance Division to receive data on participants exiting the local provider’s adult education program. The state engaged the assistance of the University of Hawaii P-20 office to move the process forward. A draft copy of the agreement was delivered to the Hawaii DLIR for review.
A consultation was also made with LiteracyPro Systems, whose product LACES is used by the state to manage student information in the local provider’s adult education program. It was confirmed that when the unemployment data is available, it can be imported into LACES and be part of the NRS reports.
The state has also completed all agreements for the US Department of Labor State Wage Interchange System (SWIS) as a Performance Accountability and Customer Information Agency (PACIA). This will allow access to other states’ unemployment insurance data through the Hawaii DLIR when data matching is requested. In addition, all clearance forms were completed for local provider access to the SWIS data when available in LACES.
Strategy 2: Services to Vulnerable Populations
The vulnerable populations identified in this strategy of the Hawaii WIOA unified state plan are the homeless and Native Hawaiians, which substantially overlap in demographics.
Native Hawaiians and Pacific Islanders comprise approximately 35% of Hawaii’s homeless population, according to the Hawaii Health Data Warehouse 2022 Point in Time Count.
In PY 2021 – 2022, no participants were identified as homeless of the 3,370 participants served by the local provider’s adult education program. Native Hawaiian participants comprised the third-largest ethnicity group, with 584 participants (17%) of the 3,370 participants.
The local service provider did not employ a special effort to attract Native Hawaiian participants. Unfortunately, Native Hawaiians and Pacific Islanders are the largest populations with an academic achievement gap in the Hawaii public school system. This population may inevitably utilize AEFLA adult education services at some point if the achievement gap is not addressed before exiting public school.
The local service provider will implement modified intake procedures in PY 2022 - 2023 to capture accurate employment barrier information from participants to better represent the population served, which include characteristics besides race, such as participants who are homeless.
AEFLA Section 223(1)(b)
Professional Development
In PY 2021 – 2022, professional development for the local service provider was focused on the implementation of Universal Design for Learning (UDL). UDL is a research-based framework for learning and addresses the professional development areas specified in section 223(a)(1)(B) listed below.
- Instruction incorporates the essential components of reading as these components relate to adults.
- Instruction related to the specific needs of adults.
- Instruction is provided by volunteers or by paid personnel.
- Dissemination of information about models and promising practices related to AEFLA-funded programs.
The resources for UDL professional development were purchased; however, the implementation was postponed due to unexpected challenges in filling the state director position.
AEFLA Section 223(1)(c)
Technical Assistance
In PY 2021 – 2022, the state provided technical assistance to the local service provider in one of the areas as described in section 223(a)(1)(C):
- Assistance in the use of technology, including for staff training, to eligible providers, especially the use of technology to improve system efficiencies.
Technical assistance was provided to the local service provider regarding the use of technology to improve system efficiencies; this was delivered through consultations and training provided by the information management system vendor, LiteracyPro systems. The training included monthly data analysis sessions and monthly tutorial webinars on utilizing system features and improving data input.
Modifications to the information system were implemented based on feedback from the local service provider, which included integrating assessment results into the information management system, COVID-19 notes and documentation, and modifications for better user rights management.
AEFLA Section 223(1)(d)
Monitoring and Evaluation
In PY 2021 – 2022, the monitoring and evaluation process was not implemented due to the state director’s position being vacant. In previous years when there was a state director, the following process was utilized:
- Quarterly submission of WIOA performance data by the local service provider to the State Office.
- Data submissions were followed by quarterly meetings with the local service provider staff responsible for inputting the data. These meetings included discussions related to the identification and resolution of questionable data.
- Quarterly meetings were held with the local service provider's administrative staff and data-inputting staff to review the data results.
- Desk monitoring of 50% of the local service provider sites during the second semester.
- Onsite visits to the local service provider sites that were desk monitored.
- Onsite visits generally consisted of a presentation by the local service provider site, followed by a discussion related to the desk monitoring review. When possible, classes were observed, and feedback was provided to the site administrator.
AEFLA Section 223(a)(2)
No permissible activities are being reported.
Performance Data Analysis
The state met its PY 2021 - 2022 targets for median earnings and the credential rate. The state did not meet its targets for employment rate in Q2 and Q4 and measurable skills gain (MSG). Although it did not meet the MSG target, it reduced the gap between the target and actual from PY 2020 - 2021, -5.62, and PY 2021 - 2022, -3.03.
The statewide performance report indicators for Employment Rate Q2, Employment Rate Q4, Median Earnings, and Credential Rate outcomes and targets are listed in the Hawaii PY 2021 - 2022 table.
Hawaii PY 2021 – 2022
|
|
Total Participants Served |
Total Participants Exited |
Employment Rate (Q2) |
|
|
|
|
Number |
Rate |
|
Total Statewide |
1,086 |
28.60% |
||
|
Total Statewide |
3,370 |
2,018 |
302 |
14.09% |
|
|
Employment Rate (Q4) |
Median Earnings |
|
Number |
Rate |
Earnings |
|
|
Total Statewide |
450 |
11.30% |
$5,191.00 |
|
Total Statewide |
243 |
9.72% |
$5,232.50 |
|
|
Credential Rate |
Measurable Skill Gains |
|
|
Number |
Rate |
Number |
Rate |
|
Total Statewide |
38 |
4.70% |
1,892 |
40.00% |
|
Total Statewide |
31 |
5.22% |
1,246 |
36.97% |
Employment Rate Q2 and Q4
The Employment Rate Q2 and Q4 declined in PY 2021 - 2022. A data matching agreement is being developed with the Hawaii Department of Labor Unemployment Insurance Division to provide better data collection for Q2 and Q4 indicators and to inform program improvement.
|
Employment Rate |
2019 – 2020 |
2020 – 2021 |
2021 – 2022 |
|
Statewide Target |
0% |
28.60% |
28.60% |
|
Statewide Actual |
16.37% |
16.30% |
14.09% |
|
Difference |
+16.37% |
-12.30% |
-14.51% |
|
Employment Rate |
2019 – 2020 |
2020 – 2021 |
2021 – 2022 |
|
Statewide Target |
0% |
11.30% |
11.30% |
|
Statewide Actual |
16.77% |
16.19% |
9.72% |
|
Difference |
+16.77% |
+4.89% |
-1.58% |
Median Earnings
In PY 2021 - 2022, the median earnings were significantly lower compared with PY 2020 - 2021 but still met the target.
|
Median Earnings |
2019 – 2020 |
2020 – 2021 |
2021 – 2022 |
|
Statewide Target |
0 |
$5,090.00 |
$5,191.00 |
|
Statewide Actual |
$7,200.00 |
$7,930.50 |
$5,232.50 |
|
Difference |
+$7,200 |
+$2,840.50 |
+41.50 |
Measurable Skills Gain
Although the performance target for MSG was not met in PY 2021 - 2022, the difference between the statewide target and the actual percentage improved from PY 2020 - 2021. The gap between the target and the actual decreased from -5.62% to -3.03%.
|
MSG |
2019 – 2020 |
2020 – 2021 |
2021 – 2022 |
|
Statewide Target |
38.00% |
40.00% |
40.00% |
|
Statewide Actual |
29.89% |
34.38% |
36.97% |
|
Difference |
-8.11% |
-5.62% |
-3.03% |
Credential Rate
The PY 2021 - 2022 credential rate decreased by 1.02% from PY 2020 - 2021 but still met the performance target.
|
Credential Rate |
2019 – 2020 |
2020 – 2021 |
2021 – 2022 |
|
Statewide Target |
0% |
4.70% |
4.70% |
|
Statewide Actual |
3.54% |
6.24% |
5.22% |
|
Difference |
+3.54% |
+1.54% |
+.52% |
Participants
In PY 2021 - 2022, participants increased by 17% from PY 2020 - 2021. Although the participant count is still below pre-pandemic numbers, it significantly increased from PY 2020 - 2021.
|
Participants |
2019 – 2020 |
2020 - 2021 |
2021 – 2022 |
|
Served |
3,830 |
2,885 |
3,370 |
|
Exited |
3,394 |
1,636 |
2,018 |
|
Difference |
-436 |
-1,249 |
-1,352 |
Looking toward PY 2022 – 2023, the state expects performance to change by implementing the following actions:
- Improve data collection on participant intake by modifying the intake forms to include the 11 employment barriers criteria. This will provide local characteristics in the performance target-setting process.
- Establish data matching using unemployment insurance data for accurate Q2 and Q4 employment outcomes.
- Implement a media campaign to increase enrollment.
Integration with One-stop Partners
The state will designate the local service provider to carry out the required one-stop responsibilities through statements in the AEFLA adult education services competition application under the scope of work.
Excerpt from the competition application Scope of Work:
Partner with the local American Job Centers (AJCs), the online and in-person workforce development services network, commonly referred to as "One-Stop Centers" and/or the "one-stop delivery system." Contribute to the infrastructure/operating costs and certain additional costs of the one-stop delivery system based on their proportionate use of the system and relative benefit received. (Note: Typically, AEFLA agencies will be expected to contribute up to approximately 1.5% of their budget in cash and/or in-kind services to support AJCs.)
The local service provider fulfills the role and responsibilities of the one-stop partner through an MOU with each one-stop in the state. The state has four one-stops on Oahu, Maui, Kauai, and Hawaii islands. Each island represents a county. The MOU is created by the workforce development board of each island and communicates the roles, responsibilities, and the Infrastructure Funding Agreement (IFA). In total, the local service provider has four MOUs.
The MOUs are reviewed by the state office before the signing authority for the local service provider executes the MOU so that the state office is aware of the local service provider’s role and responsibilities for each one-stop. The state office does not directly monitor the local service provider in fulfilling its one-stop responsibilities. The local workforce development board and the local service provider work together to meet the requirements of the one-stop MOU. The local service provider attends all workforce development board meetings on each island. Any issues that cannot be resolved are brought to the state Workforce Development Council, which coordinates the WIOA for Hawaii.
Career services are provided by the local service provider differently for the four one-stops in the state. On the island of Oahu, the local service provider has staff onsite at the one-stop. Access is through cross-training and direct linkage on the Maui, Kauai, and Hawaii islands.
The career services made available by the local service provider through the one-stop system include intake and orientation information and an initial assessment of skill levels in numeracy and literacy. The most requested programs are adult basic education and high school equivalency. Many of the one-stop partners provide programs to clients that require a high school equivalency, and the local service provider is the only entity in Hawaii that provides this program.
All partners negotiated the IFA as part of the MOU created by each local workforce development board for their one-stop center. The state Workforce Development Council issued a bulletin that provided guidance on the IFA and the use of the MOU to establish the terms of the IFA.
The primary method to determine the proportionate share and relative benefit of the IFA is square footage for all one-stop centers.
Integrated English Literacy and Civics Education
IELCE Funds and grants
In PY 2017 – 2018, the state held a competition for adult education services. One award was made for IELCE program funds to the Hawaii State Department of Education Community Schools for Adults. The award was for the total amount allowable for the State of Hawaii.
It was determined in PY 2020 - 2021 that the competition held in 2017 was invalid because it did not meet the requirements of Title II in WIOA. A new competition is necessary. However, the challenge with executing this is the state director position has experienced turnover in personnel since December 2018, with the position vacant for an extended period.
The 2017 competition did not employ specific strategies to address IELCE services to specific subpopulations. However, the Request for Proposals explained IELCE and the activities' intent, which include providing services to adult English Language Learners with degrees and credentials from their native country.
Training activity
The provision of technical assistance to the local provider and the monitoring of the local provider to carry out an IET program is an area in need of improvement by the state. The state has committed to dedicating a person from the Office of Curriculum and Instructional Design to fulfill the state director role until the deficiencies related to AEFLA section 243 are addressed.
IELCE Section 243(c)(1)
Addressing the deficiencies related to section 243 includes addressing section 243(c)(1) and providing opportunities for participants to be prepared and placed in the workforce according to the requirements of section 243(c)(1).
IELCE Section 243(c)(2)
Integration of the Hawaii WIOA Title I program career services continues to be explored for the IET workforce training component. Regular meetings have been established with the Title I core partner to develop integrated services. The Title I services are categorized into three areas:
- Prevocational career services
- Information Technology
- Education
- Healthcare Services
- Creative Media
- Engineering/Construction
- Natural Resources
- Culinary
- Business.
- Eligible training providers
- Information Technology
- Education
- Healthcare Services
- Engineering/Construction
- Natural Resources
- Culinary
- Business
- Registered apprenticeship providers
- Construction
- Healthcare Services
- Culinary
The pre-vocational career services and eligible training providers are aligned to the in-demand industry sector or occupation. These services provide certificates of completion or competence and have short training time that incentivizes participation in the program.
Registered apprenticeships are another workforce training option that primarily provides opportunities in the trades and selected opportunities in healthcare and food service.
Incorporating the Title I program career services in the IET program aligns the local provider’s adult education program with the workforce development initiatives of the state and workforce development boards.
There remain challenges with the IELCE as a program with IET:
- The local service provider does not thoroughly understand IELCE and IET.
- Technical assistance professional development will be planned for PY 2022 – 2023.
- Participants do not thoroughly understand the benefits of IELCE and IET.
- Participants utilize English Language Acquisition activities but are not interested in employment opportunities.
Participants attitudes toward the employment benefits may change once the IET component is completed and implemented. These challenges will be reassessed after the IET program is Implemented.
Adult Education Standards
In PY 2021 – 2022, the state did not adopt new challenging K-12 standards under Title I of the Elementary and Secondary Act of 1965. The state has in place the Common Core Standards for English Language Arts and Mathematics and the Next Generation Science Standards for Science.
The local provider’s adult education program utilizes the college and career readiness standards for adult education derived from the common core standards for English Language Arts and Mathematics: https://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf.
Programs for Corrections Education (AEFLA Section 225)
In PY 2021 – 2022, programs for corrections education served felony offenders in all jails and prisons in Hawaii. Felonies, jails, and prisons are defined as follows:
A felony is classified as an offense with a possible penalty of more than one year in state or local confinement in Hawaii.
- Jails provide for the secure incarceration of pretrial and short-term sentence misdemeanant populations and the transitional sentence felon population, as well as those who have almost completed their felony sentences and are returning to the community. Jails are locally situated on each major island. Jail populations consist of both male and female inmates.
- Prisons are utilized for felony sentencing longer than one year. There are three prisons in Hawaii, all located on the island of Oahu.
Adult education services offered by the local service provider as part of the program for corrections education include high school equivalency preparation and ABE activities. The programs and activities are administered year-round in all correctional facilities.
The recidivism rate for Hawaii is determined by the State of Hawaii Interagency Council on Intermediate Sanctions (ICIS). ICIS was created in 2002 to reduce offender recidivism. Membership includes the:
- Hawaii State Judiciary;
- Department of Public Safety;
- Department of the Attorney General;
- Department of Health;
- Office of the Public Defender;
- Hawaii Paroling Authority;
- City and County of Honolulu Department of the Prosecuting Attorney; and
- Honolulu Police Department.
ICIS defines recidivism as criminal rearrests (most recent charge after supervision start date), revocations, technical violations, and/or criminal contempt of court charges reported in the Hawaii Department of the Attorney General’s Criminal Justice Information System (CJIS). The study dataset includes fields from the following information systems: the CJIS; the Community Corrections Adult Assessment information system created by Cyzap Inc.; the Hawaii State Judiciary’s Caseload Explorer information system; and Public Safety Department’s Offender Track system.
The most recent overall recidivism rate for Hawaii is 53.8%, which was released in a report in March 2021. The Hawaii State Department of Education does not receive recidivism data and does not have an MOU in place with the agencies necessary to obtain this data. As a result, recidivism for AEFLA adult education participants is not reported. However, a goal for PY 2022 – 2023 is to explore the steps required to receive recidivism data.