State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))
AEFLA Section 223(1)(a)
Throughout PY21, the Senior Director for Adult Education joined key staff members from the Illinois Department of Commerce & Economic Opportunity, The Illinois Department of Employment Services, the Illinois Department of Human Services, and all core WIOA partners as a member of the Illinois Technical Assistance Team in monthly meetings to ensure the infrastructure for service integration and partnership at state level is modeled and implemented at the local level.
Furthermore, the ICCB Adult Education Executive Leadership staff remains engaged in all Illinois Workforce Innovation Board (IWIB) policy workgroups and state-level committees such as the IWIB Service Integration policy workgroup, the Integrated Business Services Committee, the Certification Policy Workgroup, and the WIOA Summit Planning Group. The ICCB also provided technical assistance to all core partners in understanding the adult education system and more specifically, training in appropriate administration of educational assessments to students. The ICCB ensured the collaboration and coordination at the state level was reflected in the ongoing technical assistance provided to local programs in their development of career pathway programs.
Illinois’ efforts to align education, workforce, and economic development through a statewide definition for career pathways laid a solid foundation to promote career pathway models and promising practices. This uniquely positioned the IWIB to facilitate connections between workforce and education with business and industry partners. Furthermore, this positioned the IWIB and the State to create a common set of expectations that enabled the alignment of career pathways programs and built a stronger talent pipeline across all populations. Career pathway development in Illinois continues to expand so that it will encompass every level of the education system to meet the needs of our diverse populations, including those that face multiple barriers to achieving self-sufficiency. The pathways are a basis for clusters of specific occupations or careers grouped together because they share similar interests, strengths, and skills.
To further ensure system integration, the ICCB engaged in the planning of the annual WIOA Summitt with the Illinois Department of Commerce and Economic Opportunity, the Illinois Department of Employment Security, the Illinois Community College Board Title II staff, and the Illinois Department of Human Services. This event reflected the commitment to collaboration of all the core partners and the unified mission fostered by WIOA. The summit was intentionally designed to assist local core partner staff and board members by providing practical guidance on service and system integration.
AEFLA Section 223(1)(b)
AEFLA Leadership funds were used to support the Title II activities identified in Illinois’ Unified State Plan. These supports ensured the 72 adult education programs spanning 57,914 square miles consisting of community colleges, public schools, and community-based organizations provided English Language, literacy, career pathway, and employment instruction to all AELFLA participants. The Professional Development Network provides supports to AEFLA programs in the following areas: 1) the development and dissemination of instructional and programmatic practices based on the most rigorous or scientifically valid research available and appropriate, in standards aligned instruction in reading, writing, speaking, mathematics, English language acquisition programs, distance education, integrated education and training programs, STAR Reading, and staff training, 2) the role of eligible providers as a one-stop partner to provide access to employment, education, and training services; and 3) assistance in the use of technology to improve system efficiencies. Specific examples of the high-quality professional development offered by the ICCB AEFLA funded PDN include the following:
Equity and Access for All Learners and ADA Coordinator Training
To best combine current educational research with the needs of adult learners, the Designing for Equity and Access for All Learners professional development extended throughout PY21. The training reflects the priority of ensuring equity and access for all learners by infusing elements of Universal Design for Learning, effective instructional practices, and designing standards-based instruction with learner needs in mind. Finally, all adult education programs are required to have an officially trained American with Disabilities Act staff representative who completes training on ADA and accessibility.
Instructional Effectiveness: ABE/ASE
The expectation of instructional effectiveness occurred through intentional, and expert delivered professional development beginning with a New Teacher Orientation (NTO) course required of all new instructional hires. This course offered an overview of the Illinois Adult Education system including policies, data practices, importance of assessment, instructional methodology for adult learners, program design, and the introduction to professional development resources.
Professional development courses supported the development of standards-based instruction through the implementation of Instructional Staff Professional Pathways. This process meets Illinois’’ goal of sustaining a systematic development of Standards Proficient Instructors and the development of Content Specialists and Master Teachers to provide instructional leadership, coaching, and curriculum improvement in all adult education content areas. As a part of the standards-based instruction, the PDN continued the STAR training and integrated this training as a foundational component of the Evidence Based Reading Instruction, EBRI, and Content Specialist Pathway. Illinois policy requires every program to have standards proficient instructors.
English Language Learning
The ICCB, through its PDN, focused sustained efforts across multiple fiscal years to ensure continuous improvement of English Language Acquisition (ELA) instruction and delivered ESL Proficient, Specialist and Master Teachers training. This sustained initiative ensured instructors integrated the English Language Content Standards into their instructional practices. Additionally, the PDN supported a catalogue of web-based, on-demand learning opportunities through their iLEARN system with 22 specific ELL topics.
Bridge, Integrated Education and Training, and Career Pathways
Under the guidance of the ICCB, the PDN convened the annual Transitions Academy to assist adult education program administrators leverage system and community partnerships as they developed Bridge and ICAPS (Integrated Career and Academic Preparation System) programs. The Transitions Academy focused on increasing awareness of the expanding partnership between Adult Education and Career and Technical Education as it relates to the State’s ICAPS model, Perkins V, and Illinois Programs of Study.
The outcomes of this year-long academy included expanded services to multiple populations of students that connect individuals to trainings for middle-skill jobs which require some postsecondary education leading to sustainable wages.
Statewide Meetings, and Conferences
The strategic and coordinated planning of the statewide meetings and conferences by ICCB staff, the Professional Development Network, and key stakeholders provided extensive opportunities for providers to network with state staff, receive high quality professional development aligned with OCTAE priorities, connect individuals for peer-to-peer support, and connect with staff members to schedule program specific technical assistance.
- Statewide meetings included the annual Fall and Spring Administrator’s meetings where 100% of adult education administrators were required to attend. These meetings focused on instructional quality, data practices, and key Adult Education Priorities. Additionally, the ICCB state staff facilitated monthly webinars supported by the PDN to address areas of concern for programs and address program specific questions.
- Conferences included the annual Forum for Excellence conference and the year-long Transitions Academy. Each of these conference included sessions where promising practices and model program ideas were shared.
AEFLA Section 223(1)(c)
WIOA 223 Leadership funds were used to provide technical assistance to all funded providers through the Professional Development Network, PDN, and the state’s supported distance learning projects. These multi-year initiatives resulted in a continuity of services aligned with the ICCB Strategic Plan and the WIOA State Plan. Comprised of experts in Assessment, Standards-based Instruction, English Language Learning, Digital Literacy, Integrated Education Training, Workplace and Employability Skills, and Recruitment and Student Retention, the PDN provided holistic, relevant, and ongoing support for adult education administrators, career navigators, and support and intake staff.
Technical assistance to program leaders also included participation in the National State Director of Adult Education’s Leadership Excellence and Development Institute. Recognizing the turnover in adult education that was exacerbated due to the pandemic, the LEAD Institute reinforced the statewide goal to enhance Integrated Education and Training programs, Integrated English Language and Civics Education, and the new Workplace Literacy Skill Development. Thirty-five professionals, ICCB AEL staff, and members of the Professional Development Network participated in this Institute.
Additionally, the ICCB Director of Workforce Education led two teams in OCTAE’s IET Design Camp. The two programs that joined the professional development opportunity were included as a part of their Program Action Plan to better plan, design, implement, and assess the required IETs in Illinois’ Adult Education and Literacy program.
AEFLA Section 223(1)(d)
Adult Education and Program Support staff oversaw adult education program quality through ongoing communication, desk-top and on-site monitoring, and regular review of data. Additionally, the adult education division had weekly staff meetings and staff retreats to jointly review program data and discuss program needs. This process created a collaborative environment where promising and innovative practices were identified and then disseminated through the adult education Professional Development Network.
In PY21, 100 percent of ICCB funded AEL programs received ongoing and monthly desktop monitoring facilitated by Adult Education Program Support Specialists. The intent of formal programmatic monitoring was to directly review compliance with all applicable governing laws and grant deliverables as outlined in the AEFLA Notice of Funding Opportunity/Grant application and the Uniform Grant Agreement. During the monitoring process, information was requested and analyzed to determine the compliance of specific reviewed items. A formal risk assessment using a quantitative system for rating and ranking grantees and their ICCB-funded programs was used to identify programmatic and fiscal risk. Each grantee was allocated points based on the criteria below (not an all-inclusive list) and was assigned a risk level of elevated, moderate, or low based on the total number of points allocated relative to other grantees. Criteria used in the risk assessment is evaluated and updated annually and included the following:
- Unspent grant funds
- Completion of grant deliverables
- Number of material weaknesses or significant deficiencies in the grantee’s most recent audit
- Number of conditions assessed in the most recent Internal Controls Questionnaire (ICQ)
- Timeliness of required submissions (performance, programmatic, financial and final reports)
- Number of findings in previous grant monitoring review
- Amount of grant funding
- Years since last monitoring visit
Monitoring activities were dependent on the grantee’s risk designation and included either a full virtual review (elevated risk), a desk review (moderate risk), or fiscal and programmatic technical assistance (low risk). 100% of adult education programs had a program support visit to ensure compliance with the adult education program expectations, foster positive relationships between programs and the ICCB, and identify areas of support needed to ensure high quality programming which leads to student outcomes.
AEFLA Section 223(a)(2)
The ICCB coordinated an Outreach Project that resulted in a 40.49% increase in participants between PY20 and PY21. The Outreach Project combined the development of a statewide digital awareness and recruitment campaign with ongoing professional development to support local programs in their outreach efforts. Additionally, a toolkit that provided resources for local providers was developed and disseminated. The toolkit can be found at yourpathyourfuture.org/campaign-toolkit. Samples of the webinars and supporting professional development was archived on the Excellence in Adult Education website for easy access. Combined with the strong focus on effective outreach, the ICCB and the PDN launched a series of retention based professional development which included retention focused virtual learning communities. Additional efforts included the following:
Distance Education and Technology
Distance learning and technology integration remained a focus area in student enrollment / onboarding, support services, and instruction. The ICCB continued the relationship with the Improving Education for Adult Learner (IDEAL) project sponsored through the Ed Tech Center at World Education to ensure evidence-based practices for distance learning were incorporated into the professional development trainings. The ICCB continued the mission of ensuring equitable access for distance learners through the statewide deployment of i-Pathways and Burlington English. Both platforms are standards aligned, ADA accessible, web-based curriculums. To further maintain integrity in distance learning options, the ICCB developed an approval process for all program-developed distance learning instruction which mirrored existing course approval processes.
Adult Education and Literacy Advisory Council
The ICCB convened a year-long Adult Education Advisory Council consisting of WIOA state agency core and required partners as well as selected adult education providers representing community colleges, community-based organizations, public schools, and regional offices of education from each region of the state. The Advisory Council Committees were tasked with developing guidance and resources focusing on key areas of digital equity, service integration, and workplace literacy.
- Digital Equity: The goal is to develop a framework for a digital equity plan, focusing on digital literacy and balancing support in an on-going virtual environment.
- Workforce and Service Integration: The goal is to develop and share strategies for strengthening employer/workforce training partnerships. Examples could include a focus on strengthening employer/workforce training partnerships; apprenticeships/pre-apprenticeships; strong referral processes through the One-Stop.
- Workplace Literacy: Develop model and effective practices ensuring understanding among practitioners for the new policy.
These focus areas connected the priorities identified from the WIOA state plan such as equity goals and service integration to move the system from policy to practice. The committee recommendations were then integrated into policy, technical assistance, and the professional development plans for PY22.
Performance Data Analysis
Process: Illinois completed ongoing data analysis through desk-top monitoring from program support staff, data staff, and the Senior Director for Adult Education to monitor data quality. The required annual submission of a Data Quality Checklist reinforced the requirement of data integrity and identified any programmatic misunderstandings of adult education data, allowing for immediate and ongoing support. Additionally, the State MIS system prevents student files with errors to be included in the final report and the Error Status report in the MIS identifies errors that are corrected throughout the fiscal year.
Once the end of year reporting was completed, the ICCB Research and Analytics division compare current year data with prior year data to further test for anomalies and address areas of concern. There were no anomalies in the data for PY21.
Results: Illinois Adult Education providers’ performance were measured for outcomes by the following NRS Core Indicators of Performance:
- Employment Rate 2nd Quarter: 29.54% of participants who exited programs were in unsubsidized employment during second quarter. This is .1% higher than PY20. Performance in this indicator exceeds the negotiated target (27.7%).
- Employment Rate 4th Quarter: 26.00% of participants who exited programs were in unsubsidized employment during fourth quarter. This is .1% higher than PY20. Performance in this indicator falls within the 90% threshold of the negotiated target (28.4%).
- Median Earnings: The median earnings of program participants who were in unsubsidized employment during the second quarter after exit from program was $5,739.00. This is $686.00 higher than PY20. Performance in this indicator exceeds the negotiated target ($4,651.00).
- Credential Obtainment: 27.64% of program participants eligible to be included in this measure obtained a recognized postsecondary credential or a secondary school diploma or its recognized equivalent during participation in or within one year after exit from the program. Performance in this indicator exceeds the negotiated target (27.1%).
- Measurable Skill Gains: 38.07% of participants who were in an education or training program achieved measurable skill gains toward a recognized postsecondary credential or employment. Performance in this indicator fell below the 90% threshold of the negotiated target (44.8%). This metric was significantly impacted by the challenges related to virtual assessment brought on by variants of the COVID-19 pandemic. However, the MSG rate was 6.49% higher than PY20. Additionally, to improve on this outcome, the ICCB has implemented a centralized, state facilitated Assessment Hub in PY22 for post-testing adult learners.
Analysis: PY21 saw an increase of 40.5% of NRS reportable learners from PY20 with English Language Learners (NRS Levels 1 – 5) increasing by 49.5%. In contrast, ABE Learners (NRS Levels 1-4) only had a 12.11% increase.
Action: Throughout PY21, the Senior Director reviewed weekly statewide enrollment reports that included Adult Education and Literacy enrollment and Bridge and IET enrollment. Programs with low enrollment were referred to the Professional Development Network for targeted Technical Assistance. Additionally, the ICCB Adult Education Program Support team facilitated weekly desktop reviews on post-testing and measurable skill gains at the local level, providing technical assistance or referrals to the PDN’s ongoing targeted professional development. Additionally, as a part of the FY21 AEFLA Grant Continuation, funded programs were required to submit a work plan that identified the actionable steps toward meeting grant deliverables and continuous improvement. Progress toward goals on the work plan were reported. While there was consistent communication between program level staff and the ICCB AEL staff, these quarterly reports provided program level staff the opportunity to review their progress toward goals and communicate specific technical assistance needs. The ongoing impact of the COVID-19 variants hindered local programs and these issues remained at the forefront of the ICCB’s approach to support. In addition to the high-quality professional development, the Professional Development Network held monthly virtual office hours on Assessment, Improved Data Practices, Retention Strategies, English Language Learner Instruction, and Bridge and IETs were facilitated so local program staff could have questions answered. These office hours were designed to allow programs to also share promising practices. These supports have been impactful and will be continued as one component of the state’s approach to technical assistance.
In PY22, Illinois’ student enrollment is trending toward increased numbers of economic migrants, refugees, and asylees brought to the state from Texas. As of the development of this report, the ESL enrollment is 72% of the statewide enrollment and 52% of those in our data collection system lack a social security number. This will impact our outcome measures for Employment 2nd Quarter after Enrollment and Employment 4th Quarter after enrollment. Additionally, it is unknown how long the asylees will remain in Illinois – potentially impacting both post-test rates and Measurable Skill Gains. In response to these concerns, and enrollment for ESL trending toward the NRS Level 1, the ICCB is facilitating a full day NRS Institute, reinforcing improved data practices, identifying strategies for collecting social security numbers, reminding programs of the importance of identifying students as Not in the Labor Force and Barriers to Employment. The Senior Director for Adult Education will review monthly enrollment trends which includes Measurable Skill Gains. The Professional Development Network has been directed to develop and facilitate virtual trainings on NRS Level 1 instructional strategies. Furthermore, the ICCB hired a Director for Integrated Literacy and Civics Education to add another layer of support and oversight.
Integration with One-stop Partners
The ICCB, the state-level entity responsible for Title II, is a member of the state Illinois Workforce Innovation Board (IWIB) and is represented on all state-level major Workforce Innovation and Opportunities Act workgroups and committees.
Title II funded providers fulfill membership responsibilities on each Local Workforce Innovation Board (LWIB). A state-level Interagency Technical Assistance Team includes Title II representation and provides direct technical assistance to strengthen the Memorandum of Understanding process which includes negotiations of infrastructure costs and shared local one-stop delivery costs among partners. The Technical Assistance Team also develops regional and local plans within the twenty-two Local Workforce Investment Boards (LWIB). The ICCB continues to work with other partners around service integration to reduce duplication and ensure effective collaboration. Information is continually updated and made available on the Illinois WorkNet website at Illinoisworknet.com. Additionally, webinars are hosted regularly for all workforce partners (core and required), and state-level partners collaboratively send updates via email to respective partners. Finally, joint professional development for all ICCB funded programs is provided by the PDN, WIOA partners, and Career and Technical Education partners.
The ICCB staff remained a core partner within the Comprehensive One-Stop Service Centers (COSC)/American Job Centers. Services delivered include outreach, intake, orientation, skills and supportive needs assessments, program coordination and referrals, training provider performance, cost information, information on the availability of supportive services and referrals, and classroom instruction. These services are offered either on-site or via a direct linkage to a site near the COSC. Additionally, Title II partners contribute infrastructure and shared delivery system costs related to meeting their partner responsibilities.
Throughout PY21, the Illinois Department of Corrections, the PDN, and the ICCB worked with WIOA core partners to develop linkages to one stops in the correctional facilities. The Department of Corrections formed Re-Entry Resource Rooms within the facilities providing many one stop services. The Office of Adult Education and Vocational Services provided students support and in-classroom access to the resources provided in the Re-Entry Resource Rooms. Students are encouraged to utilize the resource rooms during open hours and request assistance through the clinical service department.
Integrated English Literacy and Civics Education
IELCE Funds and grants
The ICCB held its AEFLA competition, including IELCE 243, in PY20. In PY21, a second competition was held to expand the number of IELCE providers. A total of 32 programs located in urban, suburban, and rural Illinois received IELCE funding.
Training activity
The ICCB continued to provide guidance, research, professional development, and technical assistance to IELCE funded adult education programs to ensure the state IELCE services are meeting the guidelines of WIOA 243 regulations. As the Immigrant population continues to increase in Illinois, the ICCB hired a Director for Integrated English Language and Civics Education in PY22 to oversee the growth of the IELCE program.
IELCE Section 243(c)(1)
IELCE providers were required to collaborate with WIOA partners to ensure IELCE programs were aligned with regional and local job sector needs that lead to unsubsidized employment in in-demand industries and occupations that lead to economic sufficiency for students. The median earnings for IELCE learners increased from $7,303.00 in PY19 to $7,492.00 in PY20, and $7,953 in PY21. These outcomes reflect the coordinated effort from the ICCB and the PDN to focus on technical assistance designed to aid IELCE programs to prepare adults, including professionals with degrees and credentials in their native countries who are ELLs, to transition to unsubsidized employment in in-demand industries. The technical assistance utilized the IELCE Logic Model developed in 2019 and the expectation of continuous improvement to guide program administrators and instructors through the steps to design, implement, and evaluate their IELCE program.
IELCE Section 243(c)(2)
The State enforced policies through ongoing program support and review of programmatic reports to ensure IELCE providers participated in regular meetings with local workforce boards and Area Planning Councils (APC) to ensure program activities were aligned with local workforce demand and economic needs. The state has developed a process for local workforce boards to review provider grant applications during competitive funding years to ensure alignment efforts at the local and regional level.
Adult Education Standards
Illinois’s strategic plan for implementing standards aligned curriculum and instruction began in 2014 with the integration of the Illinois Adult Education ABE/ASE Content Standards with the College and Career Readiness (CCR) Standards released by the Illinois State Board of Education as well as the Office of Career Technical and Adult Education (OCTAE). These standards also include employability frameworks. The Illinois Professional Development Network offers specialized training on standards-proficient instruction to all ICCB providers. This ensures every adult education program has the guidance and resources needed to deliver high-quality, standards-aligned instruction to students. The ICCB Adult Education Policy requires that every adult education program incorporates content standards in curricula and instruction through the use of Standards Proficient instructors. Standards-aligned instruction through comprehensive professional development has been an ongoing priority for the ICCB and maintains a priority in all PD delivery. The Illinois Adult Education Content Standards are inclusive of adult basic education, adult secondary education, and English Language instruction.
Programs for Corrections Education (AEFLA Section 225)
The Illinois Department of Corrections has a current recidivism rate of 38.5% for fiscal year 2018. This is the most current data available. IDOC tracks recidivism rates on a three-year track. The individuals released in fiscal year 2018 are tracked for re-incarceration the following three fiscal years to determine the rate of recidivism. The next recidivism calculation results for the Illinois Department of Corrections for FY19 will not be calculated or published until late Spring of 2023. The recidivism rate for the Illinois Department of Corrections does not separate students served in the Adult Education program from individuals not served in the academic or vocational areas.