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)

As outlined in the Spring 2022 competition, Adult Education providers were required to align programmatic activities to the goals outlined in the State Unified Plan. Idaho’s adult education programs worked closely with the WIOA core partners and the Governor appointed Workforce Development Council (WDC) to promote growth and access to the increasingly diverse economic base: Lumber, manufacturing, tourism, retail, agriculture, construction, and healthcare. The WIOA core partners, the Workforce Development Council, state leadership, industry partners, and other stakeholders met at least once per quarter while the WDC met monthly. The state director of adult education serves on this council. Particular noteworthy successes include:

1) Next Steps Idaho. The Idaho State Board of Education created Next Steps Idaho which makes college and career readiness resources available to Idahoans of every age. AE is a participant in these services and connects students to funds for specific career pathways. The process allows potential recipients to complete an interest profile, a works value inventory, a cost estimation for training, and a pathway to meet salary requirements connected to interests and strengths.

2) Launch. Idaho residents may qualify for tuition assistance for training and education programs offered by numerous Idaho institutions. Launch provides up to $7500 in tuition assistance to AE students. Training and tuition costs and fees are paid as the student continues along their chosen career pathway. Given the fact that approximately 4 out of 5 employers have tried to hire someone in the last year, AE along with core partners assists those in need of additional funding. One AE provider in Idaho leveraged these funds for a student in a welding program who graduated and gained a sustainable wage-earning career.

3) Meeting local hiring needs. An AE provider collaborated with and met over a period of 6 weeks with an EMT agency. Between the AE leadership team and the EMT management team, a pathway was created, and AE students were allowed to participate in this training. Students learned basic terminology and skills in the classroom and experienced hands-on learning at the EMT agency. An update from the county commissioners indicated that their local EMT agency was now operating as a full team as a result of this collaboration.

4) Planning and development of pre-apprenticeship programs. Idaho’s Apprenticeship Coalition and AE met to identify how Idaho’s Integrated Education and Training models connect and feed into pre-apprenticeships. The planning for development has begun.

5. Strengthened Local Partnerships for Wraparound Services. Providers worked closely with their local WIOA core partners to strengthen partnerships for childcare, transportation, and other critical services so that participants could access and persist in their AE classes. New partnerships were developed to offer transportation vouchers and reduced child daycare costs.

Adult Education providers’ efforts to develop career pathways to meet the local workforce needs resulted in positive outcomes. Through virtual and in-person meetings, work on creating stackable credential pathways from AE to two-year degree programs along with long-term and short-term certificated training, particularly through IET programs and contextualized ABE learning models, was made possible. Planning for enrolling AE participants in pre-apprenticeship programs began and Idaho anticipates increased dual enrollment for all core partners. Approximately 15% of AE participants were identified as dual enrolled. AE activities saw co-enrollments with Veteran’s Affairs, Vocational Rehabilitation, Department of Labor Career Services, Native American populations, and college bridge programs. The state also began to investigate the Ability to Benefit clause so that AE students can begin to access federal financial aid before completing a high school equivalency credential. Idaho’s challenge with co-enrollment stems from data matching against only one measure – social security numbers. Moving forward, discussions will continue with the WDC on creating another measure.

Other local alignment activities took place with a more integrated approach to student intake and orientation. Programs included core partners in the intake and orientation. One-stop partners participated to explain additional services available to them. This on-site approach has created an increased interest by stakeholders to participate. At additional times throughout the year, one-stop partners set up tables and informational booths on-site where AE participants can meet at their leisure. The collaboration resulted in AE participants receiving financial rewards for attendance and program completion through the various participating agencies.

AEFLA Section 223(1)(b)

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

Idaho’s professional development (PD) funds are distributed to local programs. To identify PD needs, directors, instructors, and other key AE staff met to review program data trends related to performance measures and other program-related data. Research-based practices and guest speakers were identified and utilized. Idaho used a PD model that places equal emphasis on local-level core training, state-level training, and specialized national training. Following are examples of PD opportunities that may cross the various levels of PD.

Local-level core training PD	FERPA compliance, CASAS, LiteracyPro (LACES), Next Steps Idaho, Launch Idaho, teaching methods to incarcerated participants, Burlington English, digital resilience, blended learning, new teacher onboarding, NRS, and assessment policy.
State-level PD	Local director’s meetings, LACES, TABE, CASAS, Essential Education, and strategic plan initiatives: Recruitment, Retention, and Marketing Strategies, Teaching Skills that Matter, digital resilience, sustaining standards-based instruction, and IET and pre-apprenticeships.
National PD	LINCS, COABE, NRS, National Director’s meeting, MPAEA, Correctional best teaching practices, and Correctional Education Association Conference.

Idaho had a team participate in the Standards-in-Action Training 2.0. This team presented their experience and learning with the other AE instructors throughout the state. Discussion took place as to the best methods for participants to mentor newer instructors in Idaho’s AE programs. Additionally, the state director participated in training and webinars presented by NASDAE and NRS. Training materials were disseminated to all local programs.

Each local program was required to have a PD specialist to track training. This specialist helped complete the quarterly desk audits with PD updates. Due to the recent pandemic, Idaho has experienced staff turnover, and these specialists updated training records and training needs within their respective regions.

AEFLA Section 223(1)(c)

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

Technical assistance is provided in a variety of ways:

a) To address the high turnover rate in local instructional staff and among local directors, local directors designed local onboarding training that specifically meets their programmatic needs. Local directors provided the state with their program’s specialized training. New local directors met with the state director on a biweekly basis to cover a variety of topics relevant to their position and region. National director’s meeting resources and links were provided to new directors and then discussed with the state director. Data specialists completed MIS archived training materials and resources and received mentoring from seasoned data specialists from other programs.

b) Data collection and MIS training were delivered face-to-face and through webinars which were conducted by trainers employed by LiteracyPro. Technical assistance was made available to data staff through a state-supported service contract with LiteracyPro. Transcripts of the pieces of training were disseminated to each local provider.

c) NRS training: The state director utilized resources from NRS training and presented it in either bi-weekly AEFLA director meetings or through calls with local directors. Follow-up technical assistance was provided through specialized requests with LiteracyPro in the use of LACES.

d) Annual National Directors meeting: The state director presented information l from this meeting to local providers through biweekly meetings and calls with local directors.

e) State shop talks: The state director shared presentation slides and resources from the shop talks with local directors and allowed time in the biweekly AEFLA director meetings for clarification of any additional questions about the information presented in the slides.

f) Communication agreed-upon processes: Local directors, instructors, and other AE staff are encouraged to call, email, or attend meetings at the state. There is an open-door policy where technical assistance is provided at any time on any issue deemed necessary.

g) Idaho AE programs are housed in community colleges throughout the state. The colleges provided additional training to AE in the use of technology, instructional best practices, and leadership/management.

AEFLA Section 223(1)(d)

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

Adult education programs are on a regularly scheduled monitoring rotation basis. The number of monitoring visits the state conducts each year is based upon this rotation. In addition to in-person monitoring, programs were monitored virtually for specific areas of need or concern. The quality and improvement of AE activities are typically reflected by increased program performance; however, the particular reporting period was a year of rebuilding from the pandemic. The emphasis of program quality emphasized the programs’ abilities to offer a mixture of classroom types with flexible scheduling: fact-to-face, virtual, hybrid, and distance learning. These varieties of learning platforms proved to increase the confidence of both new and returning students that their health and safety were of the highest priority and that their academic and career goals would be met. Enrollment increased by approximately two-thirds, getting Idaho’s enrollment close to pre-pandemic levels.

Progress towards improving a risk-based tool was made in collaboration with local directors. The tool identifies low, mid, and high-risk programs. Depending on the outcome of the risk analysis, additional monitoring and site visits may be deemed necessary. The monitoring procedures were improved, and a much more comprehensive procedure was developed and shared with local programs. Professional development provided the expectations and timelines involved with a monitoring visit. Progress towards planned monitoring and evaluation is solidified in conjunction with Perkins site visits and MOA visits. A state team was identified to conduct monitoring.

During biweekly AEFLA director meetings, programs presented what models worked and which models failed to produce the desired program outcomes. Programs shared best practices and implemented accordingly. Despite the rebuilding challenges, programmatic improvements and/or modifications were made so that they were able to better serve participants, particularly those with health concerns needing continued distance learning opportunities. Finally, a cornerstone for quality improvement involves quarterly desk audits. In addition to MSGs, post-testing rates, and core performance data, programs report on quarterly successes and challenges which resulted in technical assistance and special recognitions.

AEFLA Section 223(a)(2)

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

Additional permissible activities implemented in Idaho during this annual reporting period included training and/or technical assistance for:

Best practices in teaching mathematics.
Digital literacy and digital resilience.
Essential components of reading and writing.
Distance learning best practices.

Continued promotion of workplace AE literacy activities and career pathway development through Next Steps Idaho and Launch Idaho.

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: The state ran monthly reports to analyze data related to core performance targets. The TRC1 and the state director reviewed these reports for any anomalies or concerns. Particular attention was given to enrollment numbers, retention rates, post-testing rates, and MSG level gains. Any red flags were documented and a follow-up phone call to the local director took place. Collaboratively, the local director and state director would discuss potential data input errors or identify strategies for resolving the concern. These monthly reports were used as additional information to compare against the quarterly desk audits. At the local level, data specialists or data staff review their data daily – particularly to check for new student enrollment data and accurate scores. Accurate class placement is reviewed daily. Any data concerns are taken to the local director and may or may not include instructor input. If any data continues to not accurately reflect a program, a technical assistance ticket is submitted to LiteracyPro along with notification to the state that a concern has been elevated to LiteracyPro.

Results:

PY21	Employ Q2	Employ Q4	Median Earnings	MSGs	CR
Target	60.00%	45.00%	$4600.00	43.00%	40.00%
Actual	31.90%	40.57%	$5446.07	32.49%	28.84%
PY20
Actual	32.03%	34.94%	$5853.12	21.59%	40%

Analysis: Comparing data to the prior program year, Idaho made some positive data increases in some performance areas while dropping in other areas. Noteworthy accomplishments included Q4 employment 5.63% increase and MSGs 10.9% increase. This trend is positive given the new negotiable targets for this current fiscal year. The median earnings target was met. Two performance areas improved while one other was met. While some performance targets were not met, Idaho witnessed improvements from the prior program year. Given this was a rebuilding year from the pandemic, these increases demonstrate that programs used a variety of learning platforms which created access as witnessed by the increase in enrollment.

Idaho has several industries that aggressively hired without a GED or high school diploma requirement and provided on-the-job training. Construction, mechanic shops, food service, and healthcare facilities are examples. The unemployment rate in Idaho was and continues to be very low, and programs saw participants leave for $15 - $ 17-hour wages. It is critically important that AE continues its work with the Idaho workforce system and prepare students for sustainable wages and additional educational opportunities.

Action: The overall assessment of programs to improve quality and effectiveness was built into the bi-weekly AEFLA director meetings and the quarterly data desk audits. Reviews of the data and corresponding trends at both the program and state levels allow for more timely intervention and correction of issues. This approach contributed to the increases in some of the areas of performance. This will continue in future reporting. Additionally, data teams were created at the local programs to review data on a daily and weekly basis. If students needed to be placed higher or lower in a given class, the intervention was immediate. Likewise, if a student needed additional academic intervention, this too was immediately provided. Additional supports were added to programs such as group and individual academic tutoring and career plans. These interventions will continue in the future to increase retention and completion rates.

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.

Idaho delegates its required one-stop roles to eligible providers. Typically, AE’s participation in the one-stop system is through a direct phone line or email, although some local providers utilize on-site integrated orientations with the Department of Labor (DOL) and Vocational Rehabilitation (VR). Local AE directors serve on their local WIOA team and participate in quarterly training. These activities directly link to the Workforce Development Council (WDC) which the state director serves. Quarterly training provided the coordination of education and training programs to assist individuals with overcoming barriers to employment. In collaboration with the WDC, local programs entered into a memorandum of understanding (MOU) with their local America’s Job Center. These MOUs address the deliverables from each core partner and contact information. Due to the DOL closing most of its offices and outreach areas, infrastructure costs for shared space dissolved. This year saw expanded cooperation and enhanced efforts to integrate AE and WIOA core partner services. This began with invitations to the state director to present on IETs and AE/GED topics at local and statewide workforce meetings. These meetings included members of the Idaho State Board of Education and one of Idaho’s Senators. Together, Idaho’s workforce system committees and AE agreed on all the touchpoints AE makes with the workforce deliverables. These meetings will continue in future program years.

Each quarter, workforce managers and AE directors, and AE staff engaged in talks about local collaborative efforts, challenges, and technical assistance needed. Together, WDC and AE created solutions to challenges. One such challenge identified involved an agreed-upon intake form. While some local programs may adjust to meet their specific data needs, AE has a unified intake form.

The collaboration resulted in expanded funding for participants for training in a specific career pathway. Additionally, AE participants benefited from the services that the Idaho Apprenticeship Coalition provides. The state director and local directors attended Next Steps Idaho and Launch Idaho meetings. These meetings resulted in funding to AE participants for career training. PY21 marked the first year where AE was included in all of Idaho’s workforce meetings where multiple informational sessions were held. Additionally, local directors presented at their local workforce partner agencies where unemployed individuals learned about the services available to them from Idaho’s AE education centers. This will continue in future program years.

Core partners and AE programs developed strategies for co-enrollment and agreed-upon processes for tracking student achievement and goal attainment. In the absence of navigators, core partner managers met to discuss the needs of each agency and program. AE participants gained access to free mental health counseling, free career planning and goal setting, and free academic tutoring at academic labs. Dual enrollment increased in the SNAP and TANF supportive programs as a result of regular meetings.

Describe the applicable career services that are provided in the One-Stop system.

Career services provided through the One-Stop system include outreach, intake, testing, orientation, and case management. Local programs offered career services planning through the Center for New Directions and Next Steps Idaho which consisted of career assessments and career exploration, aptitude testing, learning styles assessments, career pathways, and job shadowing opportunities. Emotional intelligence training is provided by some AE local programs.

In some areas of the state, workforce services staff provided on-site office hours at the AE center or conducted workshop sessions with students on topics of funding opportunities, career services, and daily living allowances for childcare and transportation. In other areas, local AE staff set up stations at the local career service agencies and met with potential participants who were referred by the DOL. Supportive services and referrals were made available along with information on providers for childcare, food pantries, medical and child health, and government services like SNAP and TANF benefits. In some cases, AE participants co-enrolled in these supportive services.

The state monitored and will continue to do so, local program participation in the one-stop system through its site monitoring process and requirements outlined in annual reporting. Compliance with each of the following areas will continue in future program years:

-Program participation in the WIOA network including Title I and Title IV.

-Services provided through the one-stop system.

-Cooperative engagement of AE staff with community agencies and organizations.

-Advertisements of services provided through the one-stop.

-MOUs which define the roles and responsibilities of each partner.

-Local director participation in Next Steps Idaho and Launch Idaho initiatives.

-Access to AE through the one-stop center.

-Cross-training of DOL, VR, AE, and all core partners and frequency of training.

-Workforce system partners work in a seamless customer-focused delivery network.

-Regional strategies used to address local workforce education needs and collaboration with local economic statistics and research.

Describe how infrastructure costs are supported through state and local options.

MOUs in collaboration between the WDC and AE define the parameters and deliverables within education, workforce, economic development, and other core partners to create a seamless, customer-focused one-stop system that aligns service delivery across the state to enhance access to all services. Shared costs include non-personnel expenses such as the dissemination of program information. Since AE is part of the workforce system, MOUs are collaboratively created. In Idaho, infrastructure costs are related to activities to sustain and improve upon an integrated service delivery system. Core partners through a referral process, prevent duplication of services as much as possible. Partner agencies focus on career services, infrastructure costs, and shared services. Because Idaho’s AE programs do not operate on a full-time basis to co-located one-stop centers, the AE program’s in-kind contribution to infrastructure costs is based on shared services and referrals.

Idaho, through the WDC, annually updates its MOUs and infrastructure costs. AE contributed to this process. Before approval of MOUs, the state director of AE and GED along with relevant core partners reviewed and approved the documents. AE provides in-kind contributions through referrals, referrals, and volunteerism.

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.

Idaho’s most recent IELCE competition for IELCE program funds was in the spring of 2022. A total of 5 applicants applied. 4 were funded. One of the applicants lost their director in the middle of the competition process, and the state director met with the intern staff to discuss their application. They felt they were not fully prepared to run an effective IELCE program without the prior director’s leadership. A mutual agreement resulted in not funding the program; however, they may apply in future competitions. The competition required that applicants submit a narrative to address the strategies to be used to recruit and place learners in in-demand industries and occupations that lead to economic self-sufficiency and integrate these services with Idaho’s workforce system in combination with IET activities.

Training activity

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

The local programs strove to meet the requirements of providing IECLE services in conjunction with IET activities, by offering non-native speakers of English, access to comprehensive English as a Second Language and U.S. Civics courses while simultaneously encouraging participants to enroll in one of the career-specific IETs, Next Steps Idaho career exploration services, and meet with career counselors in the Center for New Directions. IETs combine workforce preparation activities and occupational skills training with literacy activities. Programs provide students with an opportunity to obtain career training in high-demand occupations and earn industry-recognized credentials in such areas as Certified Nursing Assistant, Manufacturing Skills, and digital applications.

Additionally, local directors met with mayors, county commissioners, and other community leaders to conduct a needs assessment for employment needs. These meetings led to IETs in agriculture and other high-demand occupations with classes and training offered at the employer’s place of business. In one instance, the employer paid employees to attend classes who, if improved their workplace and general English skills, would be considered for promotions into management positions. An AE staff member oversaw the curriculum design using workplace manuals to contextualize the learning experiences of the participants. As a result, 10 employees made level gains, passed their national assessments, and were promoted to management positions with increased salaries.

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

FY 21 was a rebuilding year given that most IET sites closed during the pandemic and new agreements had to be formed. The state director presented to various Idaho workforce committees and stakeholders to provide education on what IELCE programs offer in conjunction with IETs. As a result, the process has begun for creating pathways from IETs to pre-apprenticeships in Idaho which lead to registered apprenticeships. The coordination efforts across all core partners required monthly meetings. The WDC meets once a month while DOL region meetings take place quarterly. Each of the funded applicants offers IETs in their region’s high-demand occupations. All IECLE participants are provided access to the IETs. The Southwestern region is Idaho’s largest IECLE provider and the largest region. The local director meets with industry boards associated with the major economic drivers which include semiconductor and other computer product manufacturing, food product manufacturing, administrative and business support service, and construction. Food and drink establishments are increasing at an alarming rate along with healthcare. As a result of this collaboration, Google and Apple both have discussed how they can financially contribute to AE’s training costs. Regional economists contribute to making connections with stakeholders outside of the WIOA core partnerships.

In the remaining regions served by IELCE programs, agriculture, food processing, tourism, and the durable manufacturing sectors (plastics, metal, and corrugated box) continue to be in high demand. Some of these regions grew in population by 10%. While economically this may serve certain areas of the region well, it creates a challenge for IELCE programs to offer IETs at that same growth rate given the current funding. While IECLE programs are conveniently located in or near career technical schools, pathways from IETs to credited and non-credited programs have been established in collaboration with college and university partners. Since career pathways already exist in so many of these technical schools, AE meets with this segment of the workforce system to create additional avenues for IELCE/IET participants to enroll in credit and non-credit-bearing courses. These courses and programs provide stackable credentials with a variety of on and off-ramps into programs. These programs may be short-term and long-term certificate programs or associate degree levels and beyond.

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.

Through relationships with Next Steps Idaho, Launch Idaho, and all sector partners and leveraging the programs available at the community colleges and the colleges of technology, IETs were continually promoted throughout the year. The AE programs continued to address regional needs for in-demand industries through local workforce boards and committees, the WDC, the DOL, and through the local colleges and career technical education programs. One of the challenges is Idaho is the fastest-growing state in the U.S. This comes with many challenges one of which is meeting the vast and fast-growing industry n

PY20	Enrollment	PY21	Enrollment
IELCE	87	IELCE	372
IET	54	IET	289

In terms of enrollment over the prior PY, a greater number of participants enrolled in IELCE and IET programs. Additionally, several IELCE participants earned their citizenship.

PY20	MSGs	PY21	MSGs
Earned MSG other than EFL gain or secondary diploma	19	Earned MSG other than EFL gain or secondary diploma	52

While goals were met with an increase in enrollment and in MSGs, AE services are well integrated into the workforce system.

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.

Full implementation and adoption of the CCRS standards occurred several years ago and providers have adopted their use into instructional practices. Embedded in lessons are soft skills training, digital literacy, and other employment-related activities using contextualized instruction whenever possible. Integrity to the CCRS was monitored by the state. Site visits require evidence of standards-based lesson plans. Some programs use the LINCS assessment to measure program alignment to CCRS. Documentation of these observations is reviewed during monitoring visits. In future program years, the state and the local programs will participate in a bi-annual CCRS integration assessment. These assessments will drive any technical assistance needed for standards alignment or necessary changes.

Optional – Describe implementation efforts, challenges, and any lessons learned

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 Idaho Department of Correction (IDOC) is the primary provider for institutionalized individuals in Idaho. IDOCs research division calculates the data used in this reporting period. Population data indicates that 91.5% of the general Idaho population has achieved either an HSD or GED, while IDOC residents. Data have consistently found that lower educational achievement plays a role in the risk of individuals becoming involved with the criminal justice system.

IDOC is committed to providing quality education to our Residents to reduce recidivism rates after their release.

Recidivism Rates

13% of total individuals receiving ABE and released as of June 30, 2021, returned to incarceration compared to 20.9% in FY21. This represents a substantial decrease in recidivism for the ABE programming group, while the moderate and high needs groups remain relatively unchanged when compared to FY20-21. Of note, the ABE group is significantly younger than the comparison group, and it is well known that recidivism decreases with age, which might help explain the difference in recidivism for the ABE group and the comparison group in FY21-22.

Education Programming Recidivism Table.

Education	Residents	Percentage	Residents Recidivism	Percentage Recidivism
ABE	476	76.8%	66	13%
Other	144	23.2%	22	15.3%
total 20+hours	620		88	14.2%
<20 hours	675		114	16.9%

Rider vs Termer by Education Programming Recidivism Table

				Recidivism	Recidivism	Recidivism
Education Programming	Release Status	Count	%	Count	% Based on Status Release Type	% Based on Program Type
ABE	Rider	406	85.3%	57	11.1%	12.0%
ABE	Termer	64	13.4%	8	7.9%	1.6%
ABE	Discharge	6	1.3%	0
Other	Rider	107	74.3%	18	3.5%	12.5%
Other	Termer	37	25.7%	4	4.0%	2.8%
Other	Discharge	0
Less than 20 hours of Education Programming	Rider	218	32.3%	36	16.5%	5.3*%
Less than 20 hours of Education Programming	Terms	424	62.8%	76	17.9%	17.9%

* Riders may not require Education Programming other than Pre-Release based on LSI needs, as many come in with an HSD/GED and adequate work history, putting them in lower risk category and therefore would not exceed 20 hours of education programming

Risk Categories and Education Programming Table

Education Programming	Low	Moderate-High	Low Recidivism	Moderate-High Recidivism
	Count & %	Count & %	Count & %	Count & %
ABE	168 - 35.3%	308 - 64.7%	13 - 7.7%	53 - 17.2%
Other	49 - 34.5%	93 - 65.5%	8 - 16.3%	14 - 15.1%
All Education	217 - 35.1%	401 - 64.9%	21 - 9.6%	67 - 16.7%
<20 Hours	336	327	37 - 11.0%	77 - 23.5%

* 2 residents did not have LSI-R scoring for Education/Employment

LSI-R score based on Education/Employment .40+ = Moderate to High

Comparison Group based on Release Type and Risk Category Table

Comparison Group Based on Release Type and Risk Category Table

Release Type	Low Count & %	Moderate-High Count & %	Low Count & % Recidivism	Moderate-High Count & % Recidivism
Rider	112 - 33.3%	106 - 32.4%	12 - 10.7%	24 - 22.6%
Termer	213 - 63.4%	209 - 63.9%	24 - 11.3%	52 - 24.9%
Discharge	11 - 3.3%	12 - 3.7%	1 - 9.1%	1 - 8.3%
Total	336 - 51%	327 - 49%	37 - 11.0%	77 - 23.5%

* 10 discharged residents did not have LSI-R scoring for Education/Employment

2 termers did not have LSI-R scoring for Education/Employment

Narrative Report for Idaho 2021