State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))
AEFLA Section 223(1)(a)
Throughout FY 2022-2023, WRU directed state leadership funds toward innovative services tailored to local providers’ needs. These funds supported high-quality student services, professional development for staff, program support, and collaboration with partners. Notably, WRU providers sustained partnerships with workforce entities through co-location models and career pathway support statewide and locally. Financial support for materials and supplies is crucial for student success in education and training programs.
Collaboration between WRU providers and essential partners like the local American Job Centers (AJC) and the Louisiana Workforce Commission (LWC) persisted, though challenges such as staff turnover remained. We continue to work toward a mutual understanding of missions and addressing communication issues. Success varied depending on the workforce region and partners involved. AJCs provided on-site counseling for eligible students. WRU representatives were integral in local Workforce Development Boards, the Louisiana Workforce Investment Council, and the LWC Industry-Based Certification Committee.
In an effort to align services within the workforce system, one local WRU provider supports student transition to post-secondary education and the workforce by educating their students regarding the programs offered in the local college, including credit and non-credit Workforce Development programs. They encourage students to use financial aid opportunities such as Ability to Benefit, WIOA, Reboot Louisiana, MJ Foster Promise, and the Five for Six Scholarship. These financial assistance opportunities help students enroll in postsecondary education while still working on earning a high school equivalency diploma. The WRU provider collaborates with the college’s Workforce Development department to enroll adult learners in short-term workforce development/non-credit training as well as industry-based credential (IBC) training to transition learners into further CTE training.
Another WRU provider works hard to transition Adult Education students into credit and non-credit programs. Inside the AE Division, instructors offer BLS, OSHA 10, NCCER, and Lift Truck Training to help students earn basic credentials that can be used in the workforce or that are eligible for prior learning assessment (PLA) into a credit or non-credit program. They also partner with their Workforce Division to co-enroll students in non-credit short-term training using institutional aid or scholarships from the Workforce Division. The WRU Student Navigator works with students to guide them through the process of admissions, financial aid, coursework completion, and enrollment in the next semester.
AEFLA Section 223(1)(b)
In FY 2022-2023, WRU demonstrated a commitment to high-quality professional development through various activities, including participation in conferences, training institutes, and workshops. Notable events included the NASDAE National Training Institute, Louisiana Association of Institutional Research (LAIR), Adult Numeracy Network (ANN), Coalition on Adult Basic Education (COABE), and LINCS.
The WRU network, comprising 56 local administrators/support staff, 274 adult education instructors, 41 instructional assistants, and 18 counselors, was actively engaged in professional development. New employees underwent a self-paced onboarding course, "WorkReady U and You," housed in Google Classroom, linking seamlessly with the state database and facilitating familiarity with the distance learning platform.
Local programs use the framework of statewide professional development to augment internal processes. One WRU program on-boards instructors with a structured approach to training by starting with developing a basic understanding of adult learners. Then, they work to incorporate and develop an understanding of the components of reading and how those are demonstrated and assessed. Their training includes using evidence-based practices backed by research and/or years of experience in the field from mentoring by seasoned practitioners to state workshops and conferences with national presenters.
Our state agency encourages collaborative support systems within and between all members of the statewide WRU network. We ask that PD experiences, resources, and best practices be shared in our virtual meeting space, Basecamp, and at our statewide conference. We provide multiple opportunities throughout the year for staff to come together and discuss their individual and collaborative work in the classroom, along with programmatic best practices and challenges so that we can work together.
AEFLA Section 223(1)(c)
State Leadership funds were instrumental in promoting awareness of assessment policies, enhancing professional development for data quality, and ensuring policy adherence. The focus extended to utilizing data for decision-making, retention techniques, and overall best practices for instructional delivery. Accountability in adult education, framed by WIOA and NRS, was strengthened through enhanced web-based data collection/management systems showing real-time student information.
Activities and initiatives linked assessment and accountability in Louisiana, as outlined in the State Plan for Title II of WIOA. WRU utilizes a performance-based funding formula aligned with NRS and WRU prioritized outcomes, emphasizing reaching individuals with deficiencies in basic skills. Technical assistance efforts were ongoing, including focused virtual monthly meetings with providers to discuss successes, challenges, and opportunities. These themed meetings cover topics ranging from classroom activities and observations to partnerships and promotion. Pertinent data points are discussed in each meeting, and targeted data calls are scheduled quarterly.
Technical assistance activities included, but were not limited to:
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AEFLA Section 223(1)(d)
In 2022-2023, WRU moved monitoring visits from the spring to the fall to ensure that programs had adequate time to work on any issues or share best practices with the network during the year. Louisiana's onsite monitoring instrument, guided by a risk assessment model, was comprised of six vital modules: data, recruitment/retention, classroom activities, records/reports, partnerships, and finance. Aligned with USDOE/OCTAE guidelines, this instrument served as both a monitoring instrument and a training and planning tool for local providers. Based on federal requirements and performance measures, monitoring activities addressed fiscal and programmatic risks through a comprehensive assessment.
The monitoring process included fiscal risk assessment criteria such as federal award amounts, single audit findings, and programmatic risks like student enrollment and participant progress. An electronic grants management system, eGrants, facilitated budgeting, revisions, and reimbursement requests with providers trained in the WRU Recipient Grant Management Handbook. Statewide compliance teams conducted onsite visits, analyzed student files and attendance records, prepared monitoring reports, and ensured non-compliance resolutions.
Thirteen subrecipients were visited in 2022-2023. Seven visits consisted of a full review, with four programs having to write Corrective Action Plans (CAPs). The other site visits were considered technical assistance visits where the monitoring instrument was used as a guide for training purposes. All subrecipient findings with CAPs were successfully resolved after conversations and correspondence with state staff to ensure compliance within those areas.
AEFLA Section 223(a)(2)
State leadership funds were utilized to support grants to scale innovative practices, including local program implementation, continuous improvement, integration, alignment, and capacity-building activities within the WRU network and the broader workforce system. These additional activities contributed to the dynamic and adaptive nature of the WRU program in Louisiana.
For example, one WRU provider developed a faculty-led retention/persistence committee. This innovative idea is being used to reimagine and redesign programs and courses to best serve students' needs. The committee focused on redesigning when and how classes are offered, their approach to student advising/orientation, and finding ways to develop lasting relationships with students to increase persistence. Another program relied on student surveys to inform their strategic decisions. The program surveyed students to gauge their preferences regarding educational modalities, campus locations, and available time slots. In conjunction with their assessment of staff availability, this valuable data served as a cornerstone for determining the specific types of programming to be offered at each location.
Performance Data Analysis
In evaluating the overall performance of programs, WRU had a profound impact in FY 2022-2023, serving 23,791 undereducated and underemployed citizens (Table 2A + Table 4) – a 14.5% increase over the previous year. Among them, 77% participated in basic skills instruction (ABE levels 1-4), 22% participated in English language acquisition services (ESL levels 1-6), and 1% were at secondary levels (ABE 5-6). As outlined in NRS Table 4, data analysis indicated that 41% of participants in academic services during the fiscal year achieved a measurable skill gain (MSG). While overall enrollment increased, MSG decreased by 2%. The data makes it clear that WRU providers are struggling to post-test students. The state office will provide additional technical assistance to programs to improve outcomes.
NRS Table 3 shows that 99% of students served in FY22-23 were Adult Basic Education or English Language Language learners. This sustained dedication to the most at-risk citizens affirms WRU's role in building a stronger Louisiana through comprehensive adult educational services. We aim to sustain this momentum with quality programming and instruction.
WRU actively promoted data sharing and discussions among faculty and staff to enhance program quality and effectiveness. Daily, weekly, and monthly data reports were analyzed to identify specific targets and goals for improvement. Data-driven insights facilitated instructional shifts, enabling teachers to tailor their approaches to the needs of diverse students. The Student Information System (SIS) played a crucial role in this process, allowing for continuous improvement and a sharper focus on areas requiring attention and those demonstrating excellence.
Plans for further performance enhancement center around a set of quality indicators collaboratively developed with providers, state staff, and stakeholders. Aligned with federal and state considerations for funding programs, these indicators allow programs to quantify performance, set goals, and measure improvements. The framework includes assessing the proportion of low-skilled students served, outreach to older adult learners, integration of digital literacy instruction and assessment, demonstration of workforce preparation, and an analysis of program effectiveness and efficiency in fund utilization. The indicators were designed to inform future initiatives, ensuring a continued commitment to excellence and innovation in adult education services in Louisiana.
In FY 22-23, WRU developed an automated report on key indicators to deliver to all WRU providers and leadership each morning. The report provides up-to-date information on student enrollment and performance. This new report aims to keep providers and leaders informed and encourage data transparency and informed decision-making.
In a local context, one WRU program relied on closer examination of MSG rates to enforce program structure more strategically so they do not miss opportunities to post-test students. The program remains flexible for students who endure many barriers in their lives, but the added rigor is helping some students to take more responsibility for their attendance. In another WRU program, data helped them discover that many of their students were deficient in multiple subject areas. A deeper dive into the data and student conferences led them to partner with community sites to serve those who had barriers such as transportation and/or scheduling issues and could not attend certain classes. Bus passes are now provided to students who need them. Doing this will help increase the percentage of students making measurable skill gains and increased hours of instruction, quickly getting more students to their goals. The program data was also used to improve instruction in their current classes. The instructional staff completed a study of TABE scores focusing on skill-deficient areas. The students with deficiencies were offered one-to-one tutors if they were not already working with one.
Integration with One-stop Partners
Louisiana has 8 workforce regions and 15 local workforce development boards (LWDBs). Adult education providers actively engage in collaborative efforts within each of the LWDBs. Negotiations take place between adult education representatives and LWDBs to determine the range of services offered at local one-stop centers. These partnerships vary, with some adult education programs providing assessment services while others focus on delivering workforce preparation and basic skills classes. A unified approach is maintained by utilizing the statewide Unite Us platform, facilitating seamless referrals and follow-ups with WIOA services within local one-stop centers.
The Louisiana Community and Technical College System (LCTCS) has played a pivotal role in supporting the integration of activities sponsored under the Adult Education and Family Literacy Act (AEFLA). Starting with the 2017 competitive Request for Proposals (RFP) and subsequent continuation applications, program applicants were required to articulate how their services align with local workforce plans and coordinate efforts with both core and non-core partners. WorkReady U (WRU) actively collaborates with One-Stop centers, fostering partnerships that enable shared, unduplicated services. To enhance coordination, adult education supervisors from WRU serve as representatives on all 15 Local Workforce Development Boards (LWDBs). This involvement ensures effective communication and provides Title II representatives with a platform to contribute to local workforce development discussions.
LCTCS leadership actively engages in relevant committee and board activities of state agencies responsible for Workforce, Corrections, Higher Education, and Economic Development. This participation reinforces the alignment of adult education initiatives with broader state-level goals.
In compliance with Workforce Innovation and Opportunity Act (WIOA) regulations, negotiations at the local level address the shared infrastructure costs of the One-Stop Delivery System. Each WRU provider collaborates with its respective LWDB comprehensive center to determine shared infrastructure costs and establish a Memoranda of Understanding (MOU).
As an example of coordinated efforts, one local program dedicated staff time at the American Job Center to assist job-seekers/learners with career exploration, education mapping, and enrollment processing. The program also provided client testing and resources for students engaged in local college credit and non-credit activities, as well as recruitment for the youth work experience program. This comprehensive approach highlights the program's adaptability and commitment to providing holistic support to adult learners in varied educational and workforce contexts. In another example, a local program works with the American Job Center to provide the testing requirements for many employment opportunities. Their WRU supervisor serves on the workforce development board and actively participates in the meetings and activities. Lastly, a local WRU program has a close working relationship with local AJCs for student referrals for LWC funding for post-secondary programs, support services referrals, tuition assistance, and on-the-job training (OJT). These partnerships have been vital in expanding adult education’s reach in local communities and helping serve those most in need.
Integrated English Literacy and Civics Education
IELCE Funds and grants
Louisiana held its most recent competition for Integrated English Literacy and Civics Education (IELCE) program funds in the spring of 2021. In this competitive Request for Proposals (RFP), the state awarded funding to seven programs committed to providing instruction in literacy, English language acquisition, math, and civic participation. These programs specifically catered to adult English language learners, including individuals with professional credentials from their native countries.
Training activity
Louisiana actively ensures that English Language Learners (ELLs) can participate in career pathways and workforce preparation activities. IET programs span various industries such as allied health, graphic design, skilled crafts, transportation & logistics, hospitality, business, and information technology. WRU integrates core partner services into workforce preparation by emphasizing career exploration, workforce navigation, and transitional support. This approach ensures that students, including those in IELCE programs, gain exposure to in-demand industries and occupations.
As an example, one WRU program provides contextualized instruction to students that includes the opportunity to earn IBCs within their preferred career pathway while working on basic skills remediation and/or English language acquisition. The goal is to streamline and accelerate post-secondary transition for students while ensuring career readiness. Additionally, their college offers a benefit to students who earn their HSE diploma - a $500 tuition waiver at graduation. This tuition waiver is explicitly for students to use within the college in either for-credit or non-credit programs to continue their career pathways. Furthermore, they have an Adult Education Enrollment Coordinator/Coach who works with all students to move them through the program.
This same program supports IELCE through English language acquisition courses aligned with the English Language Proficiency Standards and U.S. Naturalization (Citizenship) preparation courses and services. Their post-secondary transition supports include the International Student Scholarship, which allows international students to receive financial aid for post-secondary courses, and a staff-created International Student Support Group for students to join and partake in social activities around campus. WRU programs understand that both content and community are necessary for success for IELCE students.
IELCE Section 243(c)(1)
To meet the program goals of preparing and placing IELCE participants in unsubsidized employment in in-demand industries, WRU providers employ various strategies. Career fairs, partnerships with workforce development boards, career counseling, and collaboration with college job placement centers offer exposure to employment opportunities. Many IELCE programs facilitate co-enrollment in a combination of college and career readiness courses, ELL courses, and transition courses, along with non-credit and credit programming in specific industry clusters. The curriculum is designed to integrate basic skills remediation, ensuring students build foundational academic skills while advancing in degree programs. Transition programming within IETs helps students overcome obstacles in finding family-sustaining employment and enrolling in quality post-secondary programs.
The cultural aspects of living in America are also emphasized in the learning environment, focusing on inclusivity by incorporating food, music, and holidays and encouraging students to share their cultural backgrounds.
IELCE Section 243(c)(2)
The state's efforts showcase progress in providing comprehensive services to English Language Learners. Challenges include addressing the diverse educational needs of learners entering at basic levels. Lessons learned emphasize the importance of creating an inclusive learning environment that acknowledges cultural diversity and fosters community within educational programs.
As the state moves forward, the commitment to contextualized instruction, workforce preparation, and career pathways programming remains integral, reflecting the ongoing dedication to enhancing the economic self-sufficiency of IELCE program participants.
According to one WRU program, their performance results with this group of students are positive. However, they face challenges in retention, post-testing, and confidence to partake in other post-secondary opportunities. One of the lessons learned is that providing students with educational and training opportunities in their native languages increases participation with their international students. Another lesson learned is the importance of personal, individual attention for IELCE students. Due to their lack of confidence and the fear of approaching native English speakers in a college environment, they work hard to provide them with a personalized, hands-on approach from registration through classroom participation and post-secondary opportunities.
Adult Education Standards
Louisiana has embraced a comprehensive approach to adult education by adopting the College and Career Readiness Standards (CCRS), English Language Proficiency Standards (ELP), the OCTAE Employability Framework, and the Northstar Digital Literacy Standards across all adult education programs.
New hires undergo training on utilizing the WRU Lesson Plan Vault, a homegrown database that facilitates easy access to CCRS-aligned lessons, incorporating the OCTAE Employability Framework. The WRU Onboarding Course equips instructors with the necessary skills to leverage the Lesson Plan Vault, allowing efficient lesson planning through keyword, subject, lesson level, and standard search functionalities. This resource-rich platform not only provides quality online materials but also fosters an online community through Basecamp. This community is a hub for sharing best practices, posing questions to colleagues and state staff, and building a collaborative instructional community.
Programs are taught to build lessons around standards, integrating study skills, research techniques, written and oral communication skills, and interpersonal skills such as critical thinking and collaboration. Curriculums should encompass time management, organization skills, and digital literacy, ensuring a holistic approach to student development. Emphasis should be placed on efficiently preparing students for the high school equivalency exam and broader college and career readiness, addressing academic skills gaps while incorporating workplace readiness standards.
One program noted that despite utilizing standards for many years, they continue to face the challenge of how to best differentiate classrooms, curriculums, and lesson plans for the wide variety of educational functioning levels seen in adult education students. One of the lessons learned early in implementing CCRS is that you must have instructor buy-in, which comes from quality training. Some of the lessons learned over the years include 1) the need to reinforce and reinvigorate our implementation of the CCRS and ELP within classes, which is accomplished through informal professional development opportunities and peer-to-peer mentoring arrangements; 2) the implementation of digital literacy standards into classes takes explicit and proactive attention; and 3) students are not always receptive to the inclusion of digital literacy standards into their high school equivalency curriculum without the understanding of the value of these skills for continued college and career success.
The only way to know if incorporating standards in the curriculum is effective is by multiple means of evaluation. Evaluation of program data is used as part of annual personnel performance evaluations in one WRU program. This process allows them to focus on improving what instructors do in the classroom, leading to better student outcomes. This program also holds department meetings to discuss data and performance with faculty and staff. The Adult Education Student Data Analyst and Success Coordinator evaluate program data daily and report to administrators. The data analyst also provides instructors with monthly assessment reports, which helps ensure all students are post-tested on time so that progress can be accurately reflected.
Future plans include onboarding distance learning, digital literacy, and adult career pathway leads at the state level. These staff members will expand WRU’s ability to develop and disseminate high-quality instructional materials and methods while leading statewide communities of practice.
Programs for Corrections Education (AEFLA Section 225)
Due to high incarceration rates, Louisiana has focused on bipartisan criminal justice reform aimed at steering individuals away from prison for less serious crimes, reducing prison terms, and facilitating re-entry. Savings from these reforms were reinvested in reentry initiatives, particularly strengthening educational programs within the state's prison systems. Funded providers collaborated with parish prisons to extend educational services to offenders, emphasizing rehabilitation and reducing recidivism.
The recidivism rate, a crucial metric, is tracked by the Louisiana Department of Public Safety & Corrections (LDPS&C). This rate considers the return to custody following a conviction for a new felony or technical revocation of supervision. Education classes offered during incarceration play a role in reducing recidivism, with various programs focusing on adult education, post-secondary programming, workforce preparation, peer tutoring, and reentry and transitional services at multiple state facilities, local jails, regional reentry centers, and day reporting centers.
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Total |
1st Year Returns |
% |
2nd Year Returns |
% |
3rd Year Returns |
% |
4th Year Returns |
% |
5th Year Returns |
% |
|
|
2008 |
3,165 |
553 |
17.5% |
944 |
29.8% |
1,227 |
38.8% |
1,387 |
43.8% |
1,486 |
47.0% |
|
2009 |
3,140 |
494 |
15.7% |
885 |
28.2% |
1,100 |
35.0% |
1,208 |
38.5% |
1,317 |
41.9% |
|
2010 |
3,615 |
538 |
14.9% |
1,025 |
28.4% |
1,334 |
36.9% |
1,483 |
41.0% |
1,604 |
44.4% |
|
2011 |
3,284 |
468 |
14.3% |
940 |
28.6% |
1,188 |
36.2% |
1,351 |
41.1% |
1,446 |
44.0% |
|
2012 |
3,080 |
441 |
14.3% |
873 |
28.3% |
1,105 |
35.9% |
1,240 |
40.3% |
1,337 |
43.4% |
|
2013 |
3,271 |
444 |
13.6% |
849 |
26.0% |
1,108 |
33.9% |
1,246 |
38.1% |
1,353 |
41.4% |
|
2014 |
3,096 |
407 |
13.1% |
776 |
25.1% |
992 |
32.0% |
1,120 |
36.2% |
1,215 |
39.2% |
|
2015 |
3,029 |
363 |
12.0% |
765 |
25.3% |
1,009 |
33.3% |
1,160 |
38.3% |
1,241 |
41.0% |
|
2016 |
2,410 |
301 |
12.5% |
598 |
24.8% |
790 |
32.8% |
873 |
36.2% |
908 |
37.7% |
|
2017 |
2,197 |
243 |
11.1% |
516 |
23.5% |
650 |
29.6% |
712 |
32.4% |
775 |
35.3% |
|
2018 |
2,028 |
238 |
11.7% |
420 |
20.7% |
509 |
25.1% |
587 |
28.9% |
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|
2019 |
2,024 |
193 |
9.5% |
363 |
17.9% |
504 |
24.9% |
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|
2020 |
1,625 |
124 |
7.6% |
286 |
17.6% |
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|
2021 |
1,352 |
128 |
9.5% |
Recidivism is defined as a return to custody following conviction for a new felony or technical revocation of supervision after having been released from incarceration through completed sentence, released on parole, conditional release, or split probation sentence. Offenders released to a detainer, released in error, deceased, or transferred to another jurisdiction are omitted. An offender may be released multiple times but is only counted once per release year. The figures above are state offenders released from adult institutions.
Inmate tutors, selected and trained by certified education staff, contribute to the success of these programs. Their role in providing one-on-one instruction to adult learners aligns with the goal of preparing individuals for career advancement post-release. The DOC strives to integrate adult education and literacy with workforce preparation activities, facilitating a smooth transition for offenders upon release. Efforts also extend to collaborating with employers willing to hire individuals with felony convictions, contributing to successful reintegration into society.
DPS&C works with several LCTCS colleges that provide programming in various facilities across the state. These programs range from associate’s degrees to various Career and Technical Education (CTE) programs that result in industry-based credentials (IBCs) upon completion. DPS&C partnered with the Louisiana Workforce Commission (LWC) and three training providers to run job skills training programs in three Regional Reentry Centers. Wagner Peyser funded this programming and is an example of a partnership that should be replicated in other areas of the state.
DPS&C continues to expand and enhance educational programming statewide to include integrating academic and employability skills instruction into CTE curricula, post-secondary programming utilizing various state and federal funding sources, and access to technology throughout the state. An Integrated Education Training (IET) Program will be implemented in winter 2024 in two state facilities. Louisiana was one of four states selected to participate in the IET in Corrections Pilot funded by OCTAE. The Louisiana team was provided the resources to implement this program through a design camp. The first IET program implemented will be Heavy Equipment Operator.
DPS&C has engaged with hundreds of employers across the state at over 30 job fairs, employer engagement forums, and various other events. They are working with Geographic Solutions and LWC to deploy a Virtual One-stop platform so that the incarcerated population can engage with employers and vice versa before release.
Post Release, 85% of their population is assigned to the office of Probation and Parole, with many of them assigned to a Day Reporting Center (DRC). The DRCs are responsible for the continuation of programming that the participant needs. These programs range from social programs to reentry and transition programs, and education. The DRCs provide a support system for the participants to aid in learner success, such as transportation and employment. DPS&C services include high school equity programming and industry-based Credentials (IBC). DPS&C also collaborates with the Community Incentive Grant (CIG), which works with various community partners to assist inmates post-release. DPS&C faces serious challenges at the local level with instructional space, staffing, and funding. There are DOC inmates at over 100 local jails without proper staffing to oversee programs in these facilities.