State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))
AEFLA Section 223(1)(a)
The State of Michigan has uniquely positioned itself to align all the WIOA core partners within the Michigan Department of Labor and Economic Opportunity (LEO), Office of Employment and Training (E&T). LEO was created to bring together the labor, economic development, workforce, and housing functions of state government to expand opportunity and prosperity. E&T is one of 16 sub-agencies within the department and houses Workforce Development (WD), Michigan Rehabilitation Services (MRS) and the Bureau of Services for Blind Persons (BSBP). LEO-E&T provides oversight and administration of all four titles under the WIOA in Michigan. This structure ensures the WIOA core programs have the same strategic plan, vision, and mission, as well as leadership support for strong collaboration. E&T has continued to work diligently to increase collaboration at both the state and local levels among core program partners.
In 2022, LEO-E&T leadership - including the director, deputy directors of WD and MRS, and managers that oversee WIOA Titles I, II, and III – began meeting quarterly with the chief executive officer of the Michigan Works! Association and the executive director of the Michigan Adult, Community and Alternative Education (MACAE) Association. The purpose of these meetings is to share priorities, strategic plans, professional development opportunities, and new initiatives to ensure alignment across the three organizations.
LEO-E&T hosts a series of “Technical Assistance Tuesdays” webinars that provide hour-long training sessions to introduce specific programs or functions within LEO-E&T. These webinars are available to all Michigan Works! Agency (MWA) and internal staff who want a refresher on our programs or just want to get back to the basics. In August, the Adult Education was highlighted for Back-to-School month and the Technical Assistance Tuesdays featured Adult Education 101. The Adult Education team within LEO-WD also had an opportunity to showcase adult education services during the LEO Townhall that month for all employees in the department.
During PY 2022, LEO-WD used State Leadership funds to support alignment of the core partners under WIOA and networking opportunities through shared professional development. LEO-WD partnered with MACAE to offer a discounted rate to attend the MACAE Fall Conference, Partners for Progress, for Michigan Works! and MRS staff.
The Adult Education staff was invited to present to multiple state offices and partners to raise awareness of adult education services, including:
- The Women’s Commission: FARE Navigator Training
- LEO-E&T’s Employer Resources Webinar: Retention Services – presentation focused on workplace literacy services and highlighted a local partnership between an adult education provider and employer in West Michigan
- The Michigan Works! Annual Conference
- The Michigan Association of Superintendents & Administrators (MASA) Fall Conference
On an ongoing basis, Adult Education staff within LEO-WD attend regional and/or local meetings that bring together adult education providers, and can include MWAs and other core partners, to discuss ways to improve service provision and/or additional opportunities for collaboration. These meetings are convened by the locals and the role of the Adult Education staff is to provide relevant information, as appropriate, to assist with the discussions. As a result of being present for these discussions, Adult Education staff can share promising practices and/or innovative solutions with other areas of the state facing similar challenges.
AEFLA Section 223(1)(b)
Professional Development Survey
As part of strategic planning, Adult Education within LEO-WD, in partnership with EDSI, the state’s professional development contractor, launched the annual professional development survey in October of 2022. The results of the survey provided LEO-WD with data to better understand the field’s challenges and needs in order to design professional development events and resources aligned with those needs.
Eighty-eight respondents from 50 adult education programs statewide, representing programs in 9 of 10 adult education learning regions, responded to the survey. In response to specific needs identified by the survey, more professional development opportunities were provided in-person and included math-specific content.
Keywe
Keywe is Adult Education’s learning management system (LMS). Keywe serves as the hub for professional development and provides a course catalog for blended cohort and self-paced offerings. Facilitation of Keywe includes interaction with participants enrolled in the courses provided, including grading assignments, collecting and providing monthly course data to the state office, and submitting State Continuing Education Clock Hours (SCECH) for individual participants. Keywe also houses recordings and materials for state sponsored meetings and webinars. Currently, there are over 30 courses, 19 of which are SCECH eligible. The course catalog can be accessed at https://miaepd.catalog.instructure.com/.
As of June 30, 2023, there were a total of 713 enrollments in the LMS, an increase of 39% over the last program year. A total of 354 accounts were created, an increase of 29%, and 159 badges were awarded during PY 2022. Of the 394 participants enrolled in SCECH eligible courses, 159 (40%) completed the coursework, and 93 claimed SCECH (23%).
Adult Education and EDSI continue to look for opportunities to promote Keywe and the courses available. EDSI shared an overview of Keywe and the course offerings at the State of Adult Education virtual meeting on September 29, 2022, and for Dearborn Adult Education on August 31, 2023. State staff regularly promote Keywe course offerings at adult education regional and provider meetings.
In-Person Events
In response to renewed interest in face-to-face events, the following institutes were provided in-person. Topics were designed in response to the needs identified in the 2022 Fall Survey and from previous surveys.
August Institute (August 8-12, 2022)
- Career Navigator Training - 2-day training offered at two locations (Mt. Pleasant and Metro Detroit)
Building on the Career Navigator Series in Keywe, the workshop offered a hands-on, interactive training that explored the multifaceted role of career navigators. Thirty-eight participants across the two locations participated in the training.
- New Director and New Teacher Institute - 1-day training offered at central location (Lansing)
The morning session provided a comprehensive overview of adult education, policies, and guidelines. In the afternoon, Adult Education and EDSI staff led separate breakout sessions tailored to the specific needs of new teachers and new directors. Nineteen participants attended this event.
Fall Institute (October 24 and 26, 2022) - 1-day training at two locations (Grand Rapids and Metro Detroit)
The workshops were developed and facilitated by state staff, EDSI staff and national leaders in the field. All workshops were offered to attendees at both locations. Fifty-one participants in total attended the institute.
- Math Doesn’t Have to Be Scary: Building Students’ Math Competence and Confidence
This offering provided adult educators with strategies and tools to develop adult learners’ “mathematical mindsets.” Michigan’s current data, goals and barriers regarding high school equivalency were examined and resources were provided to instructors for mathematics for the high school equivalency exams.
- MAERS: Look Back to Move Forward
In this workshop, participants learned how to pull specific Michigan Adult Education Reporting System (MAERS) reports to analyze program data relating to performance and applied steps to build a program improvement plan.
- Distance Learning, Hybrid Instruction, Digital Literacy-What Next?
In this workshop, participants explored tools to assess digital literacy and learned about different instructional practices and tools. Participants created a self-assessment and developed an action plan to map the way forward.
Spring Institute (March 15 and 17, 2023) – 1-day training at two locations (Lansing and Metro Detroit)
The workshops were developed and facilitated by state and EDSI staff and were designed to meet the state’s priority to use data-driven strategies to increase learner achievement. At each location, the institute began with a general information session that highlighted state priorities. Workshops were offered to attendees at both locations. Fifty-eight participants in total attended the institute.
- MAERS: Follow Up-Follow What?
State staff guided participants through the Follow Up process, measures and targets, and examined reports to assist with Follow Up.
- Working Together: Using Project Based Learning to Boost Real-World Skills
Participants engaged with different models of Project Based Learning (PBL), were provided actionable tools and strategies to implement PBL, and created a plan on how to adapt PBL in the classroom.
- Level Up Math! Math Scaffolding Strategies for Classroom Instruction
This workshop provided adult education instructors with strategies and tangible tools to implement math differentiation into their lesson design. Participants learned strategies to identify learner needs and interests, developed scaffolding math lessons, and planned how to implement strategies in their classroom.
Webinars
Embracing Chat GPT: How Educators can Utilize A.I. Tools in Instructional Planning (August 25 and September 20, 2023) Fifty-four participants in total attended the synchronous virtual sessions.
In this webinar, participants learned how to use ChatGPT to save time and energy in their instructional planning. The sessions provided educators with practical ways to utilize ChatGPT, including to plan lessons, create assignments, and differentiate instruction. Participants had the opportunity to follow up with EDSI staff after working with ChatGPT on their own.
MACAE
Adult Education within LEO-WD continued support of the MACAE Fall Conference, which plays an important role in the professional development landscape for local adult education educators and administrators, by sponsoring the conference and offering sessions at the conference.
AEFLA Section 223(1)(c)
The Adult Education staff within LEO-WD are organized by region and there is a WIOA Regional Coordinator assigned to each of the 10 regions of the state. The regional coordinators provide on-going technical assistance to each region by responding to emails and phone calls regularly. The regional coordinators also attend regional meetings to better understand the current challenges and activities locally, and address any questions raised by the providers at those meetings.
An adult education provider in the Upper Peninsula, Region 1, noted in their final narrative report from PY2021 that they could benefit from technical assistance on data entry into the Michigan Adult Education Reporting System (MAERS). The Adult Education team, including the WIOA Region 1 Coordinator, MAERS Specialist, MAERS Team member, State Funding Coordinator, and High School Equivalency Testing Coordinator planned a week trip to the Upper Peninsula to visit each of the five (5) providers in the region and provide individualized technical assistance. Each visit included an update of state policies, procedures, and resources, as well as dedicated time for questions and concerns specific to that provider. The visits were mutually beneficial and provided an opportunity for the providers that often are not able to travel to in-person professional development because of the significant distance, to meet directly with the state team. It also provided the state office an opportunity to see and hear about the unique challenges in this region of the state, including staffing and retention. Because of the positive feedback and value at both levels, the Adult Education team is reviewing opportunities for regional technical assistance in PY 2023.
Adult Education also hosted monthly New Directors virtual meetings. While these meetings were developed specifically for new directors, they were open to experienced directors or staff that wanted a refresher. Each meeting focused on a different requirement, procedure, or policy, including but not limited to budgets and allowable costs, an overview of MAERS, assessment policy, participant orientation, participant persistence, and end of year reporting. During the meeting, attendees would review and discuss videos on each topic that were recorded in the previous year and are available on Keywe. Attendance at the sessions was not as strong as prior years, so the Adult Education team is exploring other options for providing technical assistance to new directors going forward.
Adult Education has a MAERS Team made up of 3 staff – the Adult Education Manager, a WIOA Regional Coordinator, and the MAERS Data Specialist. The MAERS Team is available to attend regional provider meetings and offer MAERS training or answer any questions regarding data entry, reports, and data analysis. During PY 2022, the MAERS Team held 17 in-person or virtual technical assistance sessions with specific regions and/or providers. The content at each session was tailored to the needs of each region or provider.
The Adult Education manager continues to meet regularly with the executive director of the Michigan Adult, Community and Alternative Education (MACAE) Association to discuss the challenges reported by the MACAE membership and ensure consistent guidance and recommendations from the state office and association. In addition, the Adult Education manager and the executive director of MACAE hosted “Coffee Conversations” during the program year. These Coffee Conversations began during the pandemic as a way to meet individually with local programs to gain a better understand of the varying challenges and concerns. We have continued these Coffee Conversations because they have been valuable to stay connected to local programs, but the focus of these meetings has shifted to share bright spots and successes. These 30-minute meetings have been beneficial for all parties to keep a pulse on what is happening across the state, share resources, and identify additional guidance needed.
Adult Education within LEO-WD communicates regularly with local administrators and staff through a monthly newsletter, as well as using GovDelivery to send important announcements and reminders. GovDelivery allows LEO-WD to track message open and click rates, and this information is analyzed monthly with LEO-E&T Communications to continuously evaluate and improve communication strategies. The Adult Education staff also works with the LEO-E&T Communications team to ensure our website is kept up to date with the latest policies, guidance, resources, and announcements.
AEFLA Section 223(1)(d)
Michigan uses a multi-faceted, team approach to its monitoring and evaluation activities. Topics covered include, but are not limited to, grant activities, allowable costs, data collection, data reporting, and data quality. Michigan monitors 100% of its grantees via a desk review.
On a regular basis, the Fiscal Analyst runs reports that track budgetary activities in the Next Generation Grant, Application, and Cash Management System (NexSys) to ensure grantees are complying with federal and state fiscal regulations and policies. Concerns or instances of non-compliance are discussed with program staff and follow-up action is taken to address any concerns or non-compliance with providers.
In addition, MAERS reports containing provider enrollment, measurable skill gains, outcomes, and other data is run on a regular basis and reviewed quarterly by the MAERS Team and Adult Education staff. Any concerns or instances of non-compliance are discussed internally, and follow-up action is taken, as necessary and appropriate, to address concerns or non-compliance with providers.
The Adult Education staff also review grantee narratives, modification requests, and final narrative reports to ensure grantee compliance with federal laws, regulations, and guidance, and state policy. Again, any concerns or instances of non-compliance are addressed with providers.
Onsite monitoring and evaluation visits are intended to complement the desk reviews and also provide an opportunity for state staff to provide targeted technical assistance. LEO-WD is revising onsite monitoring tools to be sent to OCTAE for review and approval and will resume on-site monitoring during PY 2023.
AEFLA Section 223(a)(2)
MAERS
LEO-WD utilized State Leadership funds to improve and upgrade the Michigan Adult Education Reporting System (MAERS). The significant updates completed in PY 2022 were:
- Updates to the Training Activities module to better collect and report data on the training component of an IET program.
- Created a Training Report to summarize the data collected by participant in the new Training Activity module, including the training program, start date, training hours, exit date, and credential earned.
- Created a new utility to track assessment data matches and identify tests that were not matched because of a business rule violation.
Translated Versions of Adult Learning Plan
LEO-WD requires adult education providers to maintain the state-approved Adult Learning Plan (ALP) for all adult education participants. The ALP collects participant demographic information, contact information, labor status, barriers, and goals. LEO-WD received multiple requests for translated versions of the ALP, and the Adult Education staff worked with LEO-E&T Operations this past year to make it happen. The ALP is now also available in Spanish and Arabic, the two primary languages spoken by immigrants and refugees in Michigan.
Teaching Skills That Matter
A team from Michigan participated in Teaching Skills That Matter (TSTM) – Cohort 6 from February 2023 – June 2023. The Michigan team consisted of four instructors (from two providers) and a state representative participated in the five-month initiative. The team gained a deeper understanding of the nine skills that matter and integrating relevant content from the five topic areas. The four instructors teach ESL, so the initial focus has been on integration of civics and workforce preparation. Members of the state team have since presented at regional and state workshops to share their knowledge with colleagues around the state.
IET Design Camp
A team from Michigan participated in the IET Design Camp in June 2023. The Michigan Team consisted of two state staff and four instructors from two different providers. This was the second team that Michigan has had participate in the design camp. The providers that participated had mixed background and experience with IET, as one provider has been offering IET for a few years and the other is developing an IET program. An additional state staff member participated in an effort to increase the IET knowledge at the state level. The experience and resources from the design camp will be shared with other local programs at regional and state workshops.
Staff Training
State Leadership funds were used to support professional learning experiences for the Adult Education staff within LEO-WD. In PY 2022, state staff attended national conferences including COABE, CASAS, and the State Directors of Adult Education National Meeting. Additionally, LEO-WD is a member of the National Association of State Directors of Adult Education (NASDAE) and attends the NASDAE Policy meetings.
Performance Data Analysis
In PY 2022, enrollment (1+ hour of instruction) in adult education programs in Michigan increased by 17% to 28,158. The increased enrollment represents a return to pre-pandemic enrollment levels, as the enrollment level is slightly below enrollment in PY 2018. The number of participants also returned to pre-pandemic levels, as the participant count was just under 24,000, an increase of 19% over the year. The increase was consistent across both ABE/ASE and ESL participants.
The increase was primarily driven by correctional education and specifically Michigan Department of Corrections (MDOC), which increased by 47% over the year. While the number of participants at MDOC is still below pre-pandemic levels, overall the number of participants in correctional education programs across the state is consistent with PY 2019 totals. Also, most of the local adult education providers that had not been able to deliver services in the local or county jails since the pandemic returned in PY 2022.
The participant barriers data collection has improved significantly in recent years since this section was updated on the Adult Learning Plan (ALP) in PY 2020. The participant barriers section now includes questions for participants that define each barrier. Adult education providers have shared that these questions have been very helpful for both staff and participants. The number of participant barriers reported outpaced the growth in participants and increased by 25%. In PY 2022, the most prevalent barriers for adult education participants were Low Income (49%), Long-Term Unemployed (32%), Individuals with Disabilities (24%), Ex-Offenders (20%), and Single Parent (13%).
The measurable skill gain (MSG) rate was 40%, an increase of nearly 2% over the year. There were significant increases reported in the number of participants that made an educational functioning level gain and attained a diploma or its equivalent, which increased 24% and 29%, respectively, over the year. The MSGs reported from IET participants, including milestones and passage of an occupational or knowledge-based exam, declined over the year. This is mainly due to clarity in collection and reporting of these gains, so additional guidance and technical assistance will be provided in the coming year on this topic.
The MSG rate for correctional education programs showed significant improvement over the year as programming in the jails and prison system is stabilizing after the pandemic. The post-test rate for MDOC was 64%, up from 47% in PY 2021, and the MSG rate was 35%, an improvement from 27% in the prior year. Overall, correctional education programs in Michigan reported an MSG rate of 37%, an increase of nearly 7% over the year.
Michigan met or exceeded 4 of the 5 performance measures, including MSG, Employment 2nd Quarter After Exit, Employment 4th Quarter After Exit, and Median Earnings. Over the year, the improved MSG rate was due to a significant increase in both high school equivalency attainments and educational gains from pre/post-testing, at 43% and 24%, respectively.
The statewide average for Credential Attainment fell shy of the target with 33% achieving that outcome measure. The percentage of participants that earned a diploma or its recognized equivalent and transitioned to postsecondary within a year was 5%, the percentage that attained a diploma or equivalent and are employed within one year was just over 30%, and those in IET that attained a postsecondary credential was 66%. The credential attainment rate increased more than 2% over the year. LEO-WD is working to implement data match with community college records to improve the collection and reporting of this data, although the time lag for reporting by the colleges and when the file can be available to LEO-WD may impact the match rate.
The Adult Education team within LEO-WD reviews enrollment and performance data quarterly. The MAERS Specialist has created multiple spreadsheets that summarize various MAERS data management and performance reports by provider, which allows staff to review the data for that quarter and compare to the same quarter in previous years. In PY 2022, additional data was identified to be reviewed, including the number of participants in IET and correctional education programs. This process has been helpful to identify any enrollment or performance concerns and ensure that the data reflects services offered as described in the grant application and final report. LEO-WD staff reach out to the local provider to address any issues or concerns in a timely manner and before the data is finalized for the program year.
Integration with One-stop Partners
LEO-WD has chosen to delegate its responsibility for meeting the one-stop requirements under 34 CFR Part 463, Subpart J to eligible providers via the competitive grant process. Information outlining the responsibilities was included in the Requests for Applications (RFAs) issued by LEO-WD in the Spring of 2020.
The career services outlined at 34 CFR 463.425 and 34 CFR 463.430 are provided through Michigan’s one-stop system via the required and optional one-stop partners, as appropriate. All adult education participants in the state received the following career services from the delegated AEFLA providers – intake, orientation, and assessment of skill levels. Adult education providers were encouraged to partner with the local MWA to offer supportive services or referrals to the appropriate agency for these services if needed. Some providers have existing partnerships within the community to offer these services directly to participants. Many adult education providers have partnered with the local MWA to provide an overview during the adult education orientation of the MWA and services available, and individuals are co-enrolled in the core programs under the WIOA if and when appropriate. In PY 2022, just over 6% of adult education participants were co-enrolled in another core program under the WIOA.
Infrastructure cost contributions to support the one-stop system for PY 2022 were determined via the local funding option by the federally prescribed deadline. This option used a consistent methodology across the state. The agreed upon contributions are outlined in the executed IFAs and associated documents submitted to LEO-WD. It is important to note that there continue to be challenges related to the infrastructure costs and rising costs in some regions - generally rural areas with limited number of partners - that can make it cost prohibitive to be co-located in the one-stop.
Integrated English Literacy and Civics Education
IELCE Funds and grants
Michigan most recently held a competition for IELCE program funds in the Spring of 2020. A total of 16 IELCE applications were approved for funding. While the majority of the IELCE providers in Michigan are in Southeast Michigan and West Michigan, there are IELCE providers in 5 of the 10 regions of the state.
Training activity
IELCE applicants are required to complete and submit an IET Plan (Parts 1 and 2) for each IET program offered to their IELCE participants. The IET Plan was created to ensure the IET program meets all required components prescribed under Section 203 of the WIOA and 34 CFR § 463.36-38, and was updated in PY 2022. Part 1 of the IET Plan captures program design information, such as the service provider for each of the required components, participant screening and placement requirements, career pathway, the postsecondary credential or certification to be earned, and the learning objectives for the three required components of IET – adult education and literacy, workforce preparation, and training. Part 2 of the IET Plan is the IET Syllabus that identifies the delivery approach (e.g., team teaching, adult education and occupational training taught concurrently but separately, single teacher for both adult education and training), demonstrates that the curricular materials are occupationally relevant, and identifies the delivery method (e.g., instructor-led, self-guided, online) for each component. Part 2 also includes the course scope and sequence for each of the three required components by week, demonstrating that they occur simultaneously within the overall scope of the program and are each of sufficient intensity and quality.
The IET Plan is a required upload for completion and submission of the IELCE application, but the plans are intentionally separate forms to allow greater flexibility for program modifications, expansions, and development during the program year. The plans can be updated and resubmitted, as needed.
The IELCE providers funded in Michigan meet the requirement to provide IELCE services in combination with integrated education and training (IET) in multiple ways. Two of the recipients are training providers so are able to offer all the services under one roof. Three providers have established partnerships with local training providers and/or local employers to develop and offer IET to participants. About half of the providers partner with their local Michigan Works! Agency in the development of the IET program.
The number of IELCE participants enrolled in IET increased slightly to 154 in PY 2022, up from 133 in the prior year. LEO-WD will use the experience and knowledge gained from participation in the IET Design Camp to increase enrollment in IET programs for IELCE participants.
IELCE Section 243(c)(1)
The IELCE providers in Michigan are dedicated to preparing English language learners for in-demand job opportunities. Training programs were offered in a wide variety of occupations or industries in PY 2022, including certified nursing assistant (CNA), industrial sewing, certified production technician, CompTIA A+, pharmacy technician, forklift training, child development associate, culinary, medical interpreting, and school paraprofessional.
LEO-WD has continued to promote collaboration and partnership between adult education providers, Michigan Works! and local employers to ensure participants are exiting adult education classes with the skills and competencies employers are requiring. LEO-WD has dedicated Title I discretionary funding to continue to support the development of IET programs in partnership between adult education providers and Michigan Works!.
Overall, progress continues to be made and IELCE participants report higher performance than the statewide average for all participants. As shown on NRS Table 9, the measurable skills gain rate for IELCE participants was 45%, compared to 40% overall. While the employment rates were slightly below the statewide average for all participants, the median earnings were $7,800 for IELCE participants, compared to the statewide average of $5,780.
One of the challenges reported by IELCE providers is conducting follow-up to capture and report data on employment. This is especially true in areas that serve migrant workers. Another challenge or consideration is the timing or schedule of when the training component is offered during the year. That can have an impact on the ability of the participant to gain employment in certain industries, specifically those that have seasonal employment or hiring schedules.
IELCE Section 243(c)(2)
There has been continued progress with ensuring that IELCE program activities are integrated with the local workforce system. LEO-WD has dedicated Title I discretionary funding to support the development of IET programs and further the collaboration between the MWAs and adult education providers.
There have been challenges partnering with Michigan Works!, specifically partnering in the delivery of services. In general, many IELCE providers reported a strong partnership with Michigan Works! and regular communication and meetings between the agencies. The partnership has been valuable in identifying the training options and in-demand occupations for IET opportunities, as well as assisting with recruitment of students.
Adult Education Standards
The State of Michigan has not adopted new K-12 standards recently. Michigan adopted the College and Career Readiness (CCRS) standards for Adult Education, and LEO-WD continues to offer professional development each year for teachers and administrators to implement and improve standards-based lesson planning and instruction.
Programs for Corrections Education (AEFLA Section 225)
In PY 2022, there were 30 adult education providers in Michigan that were approved for Institutional funding, including the Michigan Department of Corrections (MDOC); one federal prison - Milan Area Schools; and 27 school districts and 1 Michigan Works! Agency that provided services in county jails across the state. Most all providers were able to deliver services in the jail or prison during PY 2022, although some still reported disruptions in programming due to segregation and/or quarantines for COVID.
The data that is collected and available at the institutions on recidivism varies widely, as does the relationship between the school districts and each of the county jails. Of the recipients that operated in PY 2022, the majority reported not having any data related to recidivism currently available due to a lack of access to data or ability to determine whether an individual was housed at another facility. Other challenges shared were that the jail houses inmates from other areas of the state that are overcrowded, so it is difficult to track those individuals after their release, and areas of the state that border other states do not have a way to share data across states.
The Michigan Department of Corrections (MDOC), which served more than 75% of the correctional education participants in PY 2022, reported a recidivism rate of 22.1%. This rate captures the percentage of men and women that return to prison within three years of being released of all inmates released.