State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))
AEFLA Section 223(1)(a)
In Program Year 2021-2022 (PY 2021), the Indiana Department of Workforce Development (IDWD) advanced continuous improvement through improved student outcomes and a continued focus on innovative models of instruction and effective professional development as the pandemic eased. Because of the pandemic, local programs shuttered in-person classes and moved to virtual and other instructional platforms in March 2020. The federal adult education program witnessed a 35 percent decline in enrollment from the previous program year, and while the drop in Indiana was only 18 percent, rebuilding enrollment was a goal for PY 2021.
Slowly, adult education providers reopened doors and welcomed students back into classrooms in PY 2021 while maintaining options for virtual/hybrid learning. Despite COVID, lessons were learned, promising practices were shared, and new opportunities were expanded; however, Indiana’s goal never changed – a vision of adult education programming that leads to successful career pathways, postsecondary transitions, and employment.
Lingering concerns about rebuilding enrollments were on the minds of local program personnel as the new program year began. Forty-five percent of the adult education administrators said in a survey that COVID impacted programs a lot and 70 percent indicated that enrollment was a primary challenge. In a similar survey, however, lead teachers viewed student retention as a greater challenge. In addition to enrollment, local directors of adult education said attendance, mental health, staffing, and morale were barriers post-COVID.
Enrollment slowly returned as COVID restrictions eased and English language learners led the return to in-person classes. A mid-year incentive for meeting or exceeding measurable skills gains and equaling the highest enrollment number of either December 31, 2019, or December 31, 2020, was responsible, in part, for spurring increases in performance.
State Leadership Funds (AEFLA Section 223)
Describe how the state has used funds made available under section 223 (State Leadership activities) for each of the following required activities:
- Alignment of adult 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(l)(a).
Since moving from IDOE to IDWD, Indiana Adult Education worked to align adult education and literacy activities with those provided by the one-stop system. WIOA allowed this work to deepen and expand to include additional partners. The pandemic provided additional incentives to this work.
In the spring of 2018, Governor Eric Holcomb signed Senate Enrolled Act 50 into law. This law moved state workforce board authority from the State Workforce Investment Council (SWIC) to the Governor’s Workforce Cabinet (GWC). The legislation charged the GWC with reviewing each workforce related program. Overall dollars for training of adult education participants was significantly reduced for PY 2019 causing a reduction in the level of co-enrollments between Title 1 and Title II. Leadership acknowledged these funding and enrollment issues and allowed the use of CARES Act funding for training of individuals without a secondary credential when co-enrolled in Title II beginning July 1, 2020.
Meanwhile, the governor appointed representatives for both adult education and vocational rehabilitation to the GWC and extended these representatives voting privileges in response to a WIOA State Plan modification. As advocates for inclusive and equitable programing, this allowed additional physical and programmatic access to WIOA-funded services for the populations that these programs represent and serve.
Alignment work continued around the delivery of employment and training services and development of career pathways using state and federal funding. New career and technical education courses were added for the 2021-2022 school year. Along with the Office of Work Based Learning and Apprenticeships (OWBLA), adult education continued to partner as part of the workforce system with both CTE and OWBLA to align Integrated Education and Training (IET) and Workforce Education Initiative (WEI) programming across the education continuum.
Likewise, the Virtual Client Engagement (VCE) tool was created in the state agency-wide Microsoft Team’s portal to connect the public virtually with workforce service providers. The system allowed for online scheduling of appointments, appointments themselves, document upload and download, and completion of required applications and signatures.
AEFLA Section 223(1)(b)
- Establishment or operation of a high-quality professional development program as described in section 223(1)(b).
Indiana offered high quality professional development in PY 2021 through new and existing initiatives. Adult educators had many online options as well as professional development conferences to fulfill the Indiana requirement of 10 hours of professional development for all instructors teaching over nine hours a week.
Professional development plans targeted measurable skill gains, enrollments, high school equivalency attainment, Integrated Education and Training (IET) programming, and workforce partnerships. The delivery system was driven by a network of lead teachers, known as Professional Development Facilitators (PDF), as well as state and federal professional development initiatives.
Several activities were representative of a high-quality professional development program as described under State Leadership Activities. PDFs were responsible for submitting quarterly reflection reports that included performance outcomes, promising practices, challenges, and plans.
► Professional Development Staff – Two full time, state-level adult education coordinators (AECs) were employed to serve as professional development leads representing 12-workforce regions of the state. While the state-level coordinators retired in August and December, a new professional development coordinator was employed in November 2021. A new position – director of instructional design – was added to the team in January 2022 and a community outreach coordinator to assist with recruitment and social media marketing started in June. Twelve regional support managers provided additional coordination between adult education and the workforce system.
While the professional development team transitioned, the state continued to advance a strategic plan to target four areas –
(1) Develop a yearly professional development plan to target enrollments that focused instruction for low to mid-level skill gains in reading, writing, and mathematics integrated with employability and workforce prep skills;
(2) Support a PDF network to further expand local and regional professional development targeting individual program needs based on data analysis;
(3) Provide struggling and low performing programs additional support to increase performance aligned more closely to federal and/or state benchmarks; and
(4) Utilize content experts to design and deliver targeted professional development in priority areas.
Meanwhile, the professional development team identified underperforming programs using performance data and offered targeted assistance to address gaps. Moreover, the team consulted with PDFs and adult education directors to design and construct professional development plans that pinpointed specific PD needs based on enrollments and NRS Table 4 results.
Though most programs were opened for face-to-face instruction at the beginning of PY 2021, providers continued to struggle with sluggish enrollments. Programs continued virtual/hybrid options and implemented marketing strategies to attract new students. For the third year, the state office offered a mid-year incentive for programs meeting specific performance metrics. Targets were 55 percent on NRS Table 4, Column J, and equaling the highest enrollment number of either December 31, 2019, or December 31, 2020. New programs from PY 2020 received a mid-year performance incentive for equaling the enrollment number of June 30, 2021.
Once again, the mid-year incentive helped to drive strong performance.
► PDF Network – A network of the best-performing instructors in each program (about 30) were recommended and selected for the new program year to coordinate and provide just-in-time training locally and regionally, and to provide professional development planning and mentoring.
Due to ongoing concerns of social distancing and travel restrictions, there were no face-to-face trainings; however, as restrictions eased, directors and PDF meetings, in conjunction with Adult Education Day at the Indiana State House in January, were conducted by the state office. Additionally, program staff were invited to participate in national and state virtual options, and the state adult education office partnered with the Indiana Association for Adult and Continuing Education (IAACE) for its annual in-person conference that resumed after a year’s absence in September 2021. Quarterly PDF meetings included virtual trainings on online instruction, career coaching, high school equivalency preparation, and how to use Goggle Drive shared folders.
► Statewide Webinars – The state office held monthly webinars for adult educators to provide information, program updates, and professional development. As the remnants of the pandemic continued and with a change in high school equivalency test vendors in July 2021, an emphasis on topics related to test preparation was highlighted in a series of statewide webinars. Sessions covered class structure; boot camps; test-taking strategies; recommended materials; and promising practices. Additionally, the high school equivalency test vendor held a series of targeted trainings to assist adult educators with the transition to the new exam.
Meanwhile, the state’s workforce education coordinator offered short trainings for Integrated Education and Training (IET) and workforce programs. Included in these sessions were new application packets with an emphasis on contextualizing adult education activities and use of College and Career Readiness Standards for Adult Education. Statewide webinars were utilized to provide professional development on new measurable skill gains for postsecondary transcript or report card; skills progression; and progress milestones.
To assist administrators and budget personnel, fiscal tips and resources were presented by a local program director to the field. In other webinars, the professional development coordinator covered successes, barriers, and promising practices from quarterly PD reflection reports submitted by PDFs. The director of instructional design presented a series on how to capture and utilize distance education more effectively. Presentations reviewed how distance learning improved performance on NRS table 4, and examples were presented to demonstrate how distance learning was most impactful on retention and acceleration of learning.
To rebuild enrollment to pre-pandemic levels, webinars focused on enrollment trends during a 10-year period that included pre- and post-COVID timelines. To ensure growth following the pandemic, each region and local program were presented enrollment targets to raise Indiana’s enrollment to 25,000 students over a three-year period. The goal was dubbed 25 x 25 – 25,000 enrollments by the year 2025.
Specific activities included – (1) Determining community need to create new enrollment growth; (2) Analyzing current class offerings to maximize resource allocation; and (3) Offering classes aligned with community need and growth potential. Maintaining balance between “foundational” and workforce-focused classes was stressed. Potential workforce education partnerships were highlighted after a comprehensive analysis based on student employment.
To rebuild enrollment over three years, a demographic analysis was conducted and presented during these webinars with a focus on race/ethnicity and age. A review of why demographics matter was presented to (1) Understand and better meet community needs; (2) Demonstrate how access and equity were central to foundational adult education services; and (3) Show trends on how program services and outcomes were impacted. Take-aways included that enrollments for young adults were up slightly for Indiana, high school equivalency graduates were skewing younger, and how these trends impacted program services with younger testers.
► Virtual Regional Meetings – All state staff and regional support managers participated in monthly, virtual regional meetings. Topics typically focused on local program successes and challenges; performance by providers and regions; and how the pandemic continued to affect student enrollment, retention, and staff fatigue. A tight labor market was a concern for program administrators as they struggled to find qualified instructional and support staff. Fiscal reporting and data collection were monitored and reports were presented. Updates were provided by regional support managers for the American Job Centers (local WorkOne offices). Goals were to share promising practices, information about high-demand, industry-recognized certifications, training, and employment opportunities, and foster greater coordination and collaboration to increase referrals and co-enrollments with the one-stop system.
► 2021 Fall IAACE Conference – IDWD partners with the Indiana Association for Adult and Continuing Education (IAACE) each year to offer a variety of professional development opportunities. Due to the pandemic, the annual conference was offered virtually in April 2021 and resumed in-person participation for the fall. Topics included virtual learning; career coaching and workforce preparation; literacy and numeracy skills; math instruction and financial literacy; learner persistence; IETs, workforce programming, and new MSGs; IETs for the correctional population; learners with special needs and accommodations; English language learners; bridging the digital divide; and assessment practices for improved outcomes.
► Burlington English Webinars – Local providers were offered a menu of opportunities to participate in a series of trainings and webinars offered by Burlington highlighting promising practices. These training sessions were hosted by a myriad of professional development leaders and topics included career and work preparation.
► Evidence-Based Reading – Prior to the pandemic, the professional development team procured a vendor that offered an in-person and pre- and post-webinars that offered robust statewide trainings for evidence-based reading. Trainings emphasized a process for teaching reading in the adult education multi-level classroom, and incorporated evidence-based practice and the College and Career Readiness Standards (CCRS).
Since the pandemic, the vendor shared similar PD evidence-based reading opportunities for Indiana adult educators early in PY 2022 for state distribution and included teaching reading and writing; using CCR standards; serving lower-level and struggling adult learners; and creating active teaching and learning classrooms.
Adult educators heard from an Indiana University adult education professor who conducted research and collected reflections from learners who had low level reading skills. This session occurred at the April 2021 IAACE virtual institute.
► House Bill 1313 – State legislation required outreach with individuals who completed secondary school but did not graduate with a high school diploma. The bill mandated contacts be made within a prescribed timetable, and more than 65,000 Hoosiers were identified over a 10-year period who met this criteria. Initial planning took place in PY 2021 and later included a referral and tracking system to reengage individuals to workforce development, training, and adult education resources. The newly-hired community outreach coordinator oversaw the start-up and provided updates and training to field about the program. The outreach coordinator was later tasked with providing additional training in digital marketing, social media, geofencing, and community mapping.
AEFLA Section 223(1)(c)
- Provision of technical assistance to funded eligible providers as described in section 223(1)(c).
Indiana continued to utilize regional adult education coordinators (AEC) to provide virtual technical assistance and professional development to local providers in the areas of program performance, reading, writing, speaking, mathematics, ELL, and distance education. However, due to retirements and creation of regional support managers for each of the 12 economic growth regions, AEC positions were gradually phased out during PY 2021. To replace AECs who retired, new positions were more targeted and included a director of instructional design, professional development coordinator, and a community outreach specialist. These individuals joined the state director, division director, policy and grants manager, and workforce education initiative coordinator to round out the state team.
The professional development coordinator assisted with the development of local program professional development plans and the state team was a liaison between eligible providers and WIOA partners. They interpreted performance data for local programs and determined areas for improvement. The InTERS data team provided technical assistance and training individually to local program personnel, especially in the areas of data collection and reporting.
A former AEC became IDWD’s career exploration and advising coordinator with similar duties for adult education and workforce and served as a liaison for local academic and career coaches. His team provided technical assistance and professional development related to career advising and coaching to adult education programs.
AEFLA Section 223(1)(d)
- Monitoring and evaluation of the quality and improvement of adult education activities as described in section 223(1)(d).
To monitor and evaluate the quality of adult education activities, program management, fiscal management, data management, and performance measures are continuously assessed. Informal monitoring, desk audits, data checks, and program visits were conducted by state central office staff, and the InTERS data team. Low performing programs were identified, in part, based on NRS table 4 results. Visits (in-person and virtually) were made to struggling programs. Plans were outlined to contract with IAACE to employ a former local director of adult education to work with the state office to mentor new administrators and assist struggling programs. The position was to start October 2022.
Virtual monthly meetings were held to discuss program goals, outcomes, and continuous improvement with providers.
Likewise, a comprehensive risk assessment was conducted in the spring of 2022. Local programs developed professional development plans, targeted measurable skill gains to increase academic gains, and developed strategies to increase enrollments and reduce student separations. “Report cards” were provided monthly to local programs outlining key metrics and analysis was provided during regional meetings. Report cards presented comparisons to state and local data based on points in time. Quarterly reports submitted by PDFs were utilized to identify promising practices, technical assistance, and gaps in service. Promising practices were highlighted monthly during statewide webinars. Local program personnel were placed on the agenda to share innovations on the call.
AEFLA Section 223(a)(2)
No funds used for additional permissible activities.
Performance Data Analysis
Overall, Indiana continued to perform at high levels with respect to measurable skill gains, high school equivalencies, and credential attainment. Enrollment was up nearly 11 percent from the previous year, a strong emphasis on incorporating hybrid and virtual instruction, coupled with in-person classes was highlighted in professional development activities. In an assessment of core programs based on core indicators of performance, targeted instruction and a focused assessment program were key to achieving high measurable skill gain rates for ABE and ELL. These percentages exceeded core indicators of performance.
The pandemic hit ELL enrollment the hardest, and while recognizing challenges faced by ELL students with fewer in-person options, professional development activities focused on ensuring all students achieved measurable skill gains. Local providers modeled promising practices that were highlighted in monthly regional and professional development facilitator meetings and statewide webinars.
The measurable skill gain percentages for ABE and ELL were near the highest the state has ever achieved based on a concerted effort to ensure that learners were afforded the best instructional strategies and support services in uncertain times. While measurable skill gains were down approximately one percentage point from PY 2020, the overall performance outperformed national averages.
An analysis of enrollment trends was conducted in PY 2021 as numbers decreased from the previous year and as the state office began efforts to rebuild participation levels. However, the statewide online- only programs for ABE and ELL flourished and continued to grow during this period though concerns about retention and positive outcomes of students escalated as numbers climbed.
Building enrollments was a focus in PY 2021 ensuring quality and effectiveness of service. An analysis of target populations and “most in need” were an emphasis as well.
The spotlight on enrollments paid off as the pandemic eased and more ELL students returned to in-person classes. Nearly 2,000 more ELL students, a 54 percent increase, were enrolled in PY 2021 than the previous program year while ABE enrollments remained steady. Though ELL fueled the increase in statewide enrollment, measurable skill gains for these students dropped slightly.
PY 2021 Performance Outcomes
|
19,430 |
Increase from PY 20 |
|
13,356 |
Increase from PY 20 |
|
3,795 |
Decrease from PY 20 |
|
2,005 |
92.17% completion rate |
|
2,984 |
88.46% certification rate |
|
6,089 |
|
|
14,172 |
Increase from PY 2019 and PY 2020 |
|
3,925 |
|
IDWD has a system of state performance metrics in addition to the federal measures required under the National Reporting System. Above is a summary of outcomes that state staff shared broadly with practitioners in the field.
As stated earlier, this year saw a significant increase in enrollments as the pandemic subsided. The state showed strong numbers in several areas. The number of students obtaining their HSED in PY 2021, however, decreased 20 percent from the previous program year. The number can be attributed, in part, to a change in test vendors in PY 2021.
|
Program Year |
# of HSEs awarded |
|
2010 |
4,848 |
|
2011 |
5,683 |
|
2012 |
7,349 |
|
2013 |
6,759 |
|
2014 |
5,405 |
|
2015 |
5,132 |
|
2016 |
4,870 |
|
2017 |
4,989 |
|
2018 |
4,932 |
|
2019 |
4,146 |
|
2020 |
4,744 |
|
2021 |
3,795 |
Of the 19,430 students enrolled, 29 percent were English Language Learners (ELL), up from 21 percent in PY 2020. Of ELLs, 57 percent entered instruction at the bottom two educational functioning levels (EFL), up five percentage points from the previous year. ELLs attended an average of 75 hours of instruction. Of ELLs served, 61 percent made a level gain down from 65 percent the previous year.
Of ABE/ASE student enrollments, 96 percent entered instruction at an EFL of Level 4 or below. The largest group (38 percent) entered at EFL Level 3. The overall ABE/ASE student group attended an average of 75 hours of instruction and 76 percent of students received a post-test.
At 50 percent, students between the ages of 25-44 are the largest demographic. Particularly interesting to Indiana is the percentage of students who fell within the WIOA Youth age range. One-third of Indiana enrollments were between the ages of 16-24. This percentage is about the same from the previous year. There was a 13 percent increase in 16-17-year-old enrollments; IDWD shared this information at a local level to providers and regional workforce development boards as they looked to develop out-of-school youth programming.
NRS Table Highlights
Table 4
In summary, with higher enrollments, Indiana finished PY 2021 with an overall Table 4 MSG of 68 percent, which was slightly down from the previous program year’s average. Still, Indiana exceeded the latest national average of 35 percent by 33 percentage points in PY 2020.
As noted, the 11 percent increase in enrollments for PY 2021 was largely driven by ELL students. Along with state office support, three local adult education providers were housed during the winter at Camp Atterbury to assist with ELL services to about 7,000 Afghan visitors who would be relocated to Indiana communities and other areas.
The quality of ABE and ELL performance remained nearly the same on Table 4 and overall performance was excellent in the final analysis.
(As a preview to PY 2022, the state augmented the mid-year incentive to include a targeted enrollment goal for each local program.)
The post-pandemic months affected employment and credential attainment indicators, too.
The fourth quarter after exit employment indicators were up from PY 2020 and median earnings second quarter after exit were $5,688, an increase from $4,985 in PY 2020. The credential indicator was up by nearly 750 from last year.
Integration with One-stop Partners
IDWD implemented a consortium model for adult education services in 2011. Eleven adult education consortia were created (the Indianapolis metropolitan area two boards were combined for adult education services) that aligned with the state’s one-stop economic growth regions. Consortia included local adult education providers, as well as other entities with interest in adult education service provision. Local board staff or representatives have served on and partnered with adult education ever since. As a result of this structure, the required WIOA integration of adult education into the one-stops had already taken place.
Indiana has 12 Workforce Development Boards (WDB) that are responsible for procurement of the one-stop operators and career services providers. Each adult education consortia chose a local provider to represent adult education on the WDB. At the state level the commissioner of IDWD served on the Governor’s Workforce Cabinet and represented adult education. (In August 2022, the state director of adult education, who serves as IDWD’s associate chief of workforce strategy and design, was named to the cabinet, and will serve through December 2023.)
WDBs are responsible for overseeing and ensuring all applicable career services are provided within the one-stop system. Adult education students have access to these services through one-stop offices as well as through adult one-stop staff who work at adult education sites. Additionally, local adult education programs are required to have transition coaches who provide career services.
AEFLA funded career services in Indiana included outreach, intake, and orientation including initial assessment. These assessments included TABE and TABE CLAS-E as well as Indiana Career Explorer. An online career and education planning tool, Indiana Career Explore was required along with TABE for enrollment. Additional AEFLA funded career services included referrals and coordination of activities with other programs and services as well as the provision of information on the availability of supportive services with appropriate referrals. AEFLA does not fund the Eligible Training Provider List; however, staff funded by AEFLA use this list with program participants to provide performance information and program costs of eligible training and workforce providers.
A new vendor for Indiana Career Explorer was procured; the roll out was completed in PY 2020.
Meanwhile, Indiana developed and implemented an infrastructure cost policy; local providers completed these negotiations.
Integrated English Literacy and Civics Education
IELCE Funds and grants
State town halls were held in December 2019 to announce the competition. IDWD released the multi-year grant competition for IELCE funds in February 2020. Eight grants were awarded; implementation began July 1, 2020. Subsequent years were grant continuations. Local providers may utilize both Section 243 funds and other funding for the provision of service.
Training activity
Indiana Adult Education continued to provide technical assistance and professional development for IET as well as IELCE. IDWD established a formal IET/IELCE approval process. Programs must submit curriculum showing the components of an IET/IELCE class. Applications are then reviewed by central office staff and technical assistance was provided on any areas not meeting program requirements.
Statewide webinars highlighted the approval process for IET/IELCE and outlined considerations for local providers to follow. Local programs may utilize IELCE as a bridge program, especially for lower-level ELL students, if training was available. The competitive application included questions –
– What is the name of industry recognized certification? Describe any entry level requirements.
– What curriculum will be utilized? Attach the curriculum which includes descriptions of literacy and adult education, employability skills training, and occupational skill training components.
– Is the program length 40 hours or more and 14 weeks or less? How many hours will be dedicated to occupational training, employability training, and adult education?
– Describe regional demand for this occupation (list potential job positions, hiring companies, and Indiana Career Ready flame status).
Considerations included –
IET and IELCE
Whether the activities provide learning in context, including through IETs, so that the individual acquires the skills needed to transition to and complete postsecondary education and training programs, obtain and advance in employment leading to self-sufficiency, and to exercise the rights and responsibilities of citizenship –
► Explain how the applicant has provided, or plans to provide, IET instruction to eligible individuals. Describe how College and Career Readiness standards are used by the applicant to enhance instruction. Explain how career readiness and workforce skills are taught, and/or plan to be taught, to eligible individuals. Describe how the applicant provided, and/or plans to provide, career awareness curriculum.
► What specific occupation or occupational sector will the applicant’s proposed IET cover? Describe the intensity and quality of the adult education and literacy component of current and proposed IET course(s). Describe how occupationally relevant activities and materials have been, and will be, used in proposed IET program(s). Explain which workforce training activities will be used in any proposed IET program(s).
► How will the applicant provide these activities? Describe how the three required components (basic skills remediation, workforce preparation, and workforce training) of IET programs will occur simultaneously. Describe how the applicant intends to fund the training portion of proposed IET program(s). Does the applicant plan to offer the proposed IET in partnership with other organizations? If yes, explain this partnership.
► Describe how the three required components (basic skills remediation, workforce preparation, and workforce training) of IET programs will occur simultaneously. Describe how the applicant intends to fund the training portion of proposed IET program(s). Does the applicant plan to offer the proposed IET in partnership with other organizations? If yes, explain this partnership.
► The continuation application for PY 2021 required successful applicants to update information from their PY 2020 (July 1, 2020 – June 30, 2021) Adult Education Competitive Grant Application (Request for Application). Additionally, adult education providers described progress toward achieving goals, noted any adjustments, and provided justifications. Furthermore, continuation applications required programs to include how the organization planned to implement instruction in literacy and English language acquisition, the rights and responsibilities of citizenship, civic participation, and any workforce training to meet the needs of eligible individuals. Each provider was required to provide a potential list of trainings and numbers of eligible individuals to be served.
IELCE Section 243(c)(1)
Webinars provided updates to the field about IET/IELCE enrollments, including applications approved, and completion and certification rates. Top certifications included NCCER; CNA; CCMA; welding; and paraprofessional.
Indiana Career Ready (ICR) enabled students, employers, and educators to use employer job requirements and job demand in making training and education decisions. As a part of the IELCE application process, adult education programs must access ICR and submit the job demand for positions that will result from a proposed training. This information ensured that training aligned with employer needs as well as job openings.
IELCE Section 243(c)(2)
In the request for proposals, the competitive application addressed –
► The extent to which the eligible provider demonstrated alignment between proposed activities and services and the strategy and goals of the local plan, as well as the activities and services of the one-stop partners –
Had the organization or program worked with the one-stop partner to ensure the efficient delivery of adult education services to eligible individuals? Did the organization or program discuss plans for co-enrollment, referral services, and infrastructure costs? Did the applicant establish, or retain, a working relationship with the one-stop partners in the communities it intended to serve?
As mentioned, IDWD adult education programs are organized into regional consortia. These consortia align with the state’s local economic growth regions. WDB members have participated in these regional consortia for many years. As a result, local WDBs have been involved in the adult education WIOA implementation process including integrating IELCE with the local workforce development system. IDWD is using lessons learned from previous programming to effectively implement IET programming across the state, including IELCE programming.
Adult Education Standards
Indiana Department of Education (IDOE) adopted Indiana Academic Standards in April 2014 for K-12. With few variations these align with the Common Core. IDWD has adopted OCTAE’s College and Career Readiness (CCR) Standards for Adult Education a subset of the Common Core.
Programs for Corrections Education (AEFLA Section 225)
Indiana measures recidivism by criminal acts resulting in rearrests, reconviction, and/or return to prison with or without a new sentence during a three-year period following the offender’s date of release from an Indiana Department of Correction (IDOC) facility.
In 2020, of offenders who recidivated, approximately 34.7 percent returned to IDOC for the commission of a new crime, compared to approximately 65.3 percent for a technical rule violation of post-release supervision. For the 2017 release cohort, 38.16 percent of those released were recommitted to the IDOC within three years of release, either for a new conviction or post-release supervision violation.
The Indiana experience indicated that a returning citizen who has not completed the HSE is 2.8 times more likely to become a recidivist than one who has achieved the HSE. Interestingly, research specific to Indiana also revealed –
- Incarcerated adults who attended correctional, academic adult education programs and achieved at least one academic gain have a recidivism rate of 29.7 percent.
- Those individuals who did not enroll in academic adult education programs had a recidivism rate of 67.8 percent.
- Continuing research specific to Indiana identified two of the most significant variables of decreasing recidivism are formal education attainment and post-release employment
(Unable to paste table showing 2014-2021 3-Year Adult Recidivism Rates.)
Combining workforce preparation and basic education is not an unusual concept to Indiana. Through partnerships with Indiana based colleges and universities, the Indiana Department of Correction provides formal education programming ranging from adult basic education, through the attainment of the HSE and onto high quality and high-demand industry-recognized certifications. The IDOC provides workplace soft skills training through the WIN Softskills program which is a required component of Literacy programming.
Continuing Impact of COVID 19 on IDOC’s Adult Schools
The Indiana Department of Correction implemented feasible protocols for the long-term management of COVID-19.
IDOC facilities are operating with guidance from department medical services leadership. Individual facilities may implement stricter protocols than their counterparts. Wardens and IDOC leadership in tandem may make decisions regarding the daily operations of prisons on an as needed basis. Individual facilities may implement one or more of the following –
- Suspension of visitation;
- Quarantining of housing units;
- Prohibiting various housing units from congregating; and/or
- Restricting staff assignments to certain areas/dorms to reduce staff movement among various physical settings.
Since January 2022, all facilities were operating at normal capacity with limited disruptions due to COVID-19 protocols. While attendance hours have increased, some facilities still have class size and housing unite co-mingling limitations. (The transition from ETS HiSET® to PSI HiSET® and TASC® to HiSET® in September/October 2022 resulted in a loss of several weeks of testing due to PSI scheduling, training, and platform issues. This is an ongoing issue that is not specific to IDOC but encountered statewide.