Narrative Report | National Reporting System

State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))

Describe how the State has used funds made available under section 223 (State Leadership activities) for each the following:

AEFLA Section 223(1)(a)

Alignment of adult education and literacy activities with other one-stop required partners to implement the strategies in the Unified or Combined State Plan as described in section 223(1)(a)

Strengthening the role of the Missouri Department of Elementary and Secondary Education’s (DESE) Adult Education and Literacy program (AEL) as a fundamental element of Missouri workforce development is vital to the long-term success of adult learners, employers, and overall economic growth in the state. This year, DESE AEL focused resources on developing Integrated Education and Training (IET) opportunities throughout the state. By offering AEL, workplace readiness, and occupational training contextually and concurrently, IET programming effectively addresses Missouri’s Workforce Innovation and Opportunity Act (WIOA) Combined State Plan strategies to utilize, foster, and generate partnerships that develop career pathways for participants. The DESE AEL 2023-2028 Strategic Plan for IET (https://dese.mo.gov/media/pdf/ael-iet-strategic-plan) provides a framework to expand workforce literacy and occupational training opportunities through local AEL programs and Integrated English Literacy and Civics Education (IELCE) for adult learners. The Strategic Plan connects the Missouri WIOA Combined task of creating sector strategies with IET programming through partnerships.

To ensure cohesion with state and local workforce development activities, DESE AEL provided relevant regional labor market information in its IET Strategic Plan. The Strategic Plan unites this information with IET basics and identifies potential partners, laying the groundwork for all local AEL programs to enhance their workforce development offerings. DESE AEL offered tailored professional development to local service providers encompassing the Strategic Plan. DESE AEL also assists service providers in partnership development with targeted technical assistance and one-on-one introductions. Collaboration with partners through the WIOA Steering Committee and its sub-committees, like Employer Engagement, Youth Services, and others, catalyzes statewide partnership development that DESE AEL fosters locally. DESE AEL presented its IET Strategic Plan to all WIOA Core Partners and reports on the progress of its IET Strategic Plan to all stakeholders annually. DESE AEL staff are members of the Missouri Association of Workforce Development (MAWD), and an experienced local IELCE program director represents WIOA Title II on the MAWD Advisory Board.

DESE AEL initiated partnerships through targeted goal alignment meetings connecting local AEL service providers with important workforce development stakeholders. To promote referrals between AEL local service providers and job center services, DESE AEL facilitated one-on-one sessions between Local Workforce Development Boards (LWDB), contracted service providers, the Office of Workforce Development (OWD), and local AEL staff. These meetings were successful in ensuring proper communication and procedures for referrals between WIOA partners. DESE AEL will continue these efforts to support service braiding for Missouri’s adult students. DESE AEL initiated relationships between AEL local service providers and employers, building workplace AEL and English acquisition classrooms as a foundation for IET programs. AEL programs developed services with Tyson Foods, Mercy Hospitals, Amazon, Hitachi, The Sewing Labs, and Red Monkey manufacturing.

AEFLA Section 223(1)(b)

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

With State Leadership Funds, DESE AEL provides essential high-quality professional development to improve educational and career outcomes for the adult student population. Missouri requires a certification for every teacher instructing AEL students. To maintain certification, Missouri’s teachers must participate in ongoing professional development. DESE AEL sponsors a portion of the professional development led by subject matter experts, DESE staff, a pool of AEL-certified teachers recommended by the Professional Development (PD) Advisory Committee, or certified K-12 teachers with expertise in the field related to the designated workshop. DESE offers in-person training, virtual live training, and virtual on-demand training.

To support its IET Strategic Plan, DESE AEL staff provided training specific to IETs to local program staff at two conferences in PY21/FY22: Missouri Association for Adult Continuing and Community Education (MAACCE) and Missouri Adult Education and Literacy Administrators’ Association (MAELAA). Approximately 50 local staff members attended the MAACCE session, and about 30 attended the MAELAA session.

In addition to annual conference participation and DESE AEL PD workshops, DESE encouraged local programs to participate in seminars and webinars through LINCS, WorkforceGPS, and Coalition on Adult Basic Education (COABE) in the following areas: reading, writing, mathematics, English Language learning, IETs, instructional strategies, college and career readiness, vocabulary, assessment, technology, and workforce preparation strategies.

Missouri has a statewide Adult Education Professional Development Advisory Committee that consists of AEL local program directors from each region of the state. It meets as a group with DESE AEL staff as needed (generally every 2-3 months). The committee members determine regional PD needs by seeking input from all teachers and all local adult education directors. During their meetings, the committee helps develop PD plans and resources, identify future PD needs, identify and implement best practices in PD, coordinate PD activities and review proposed PD workshops and trainers to ensure that they meet the needs of our teachers and students. The committee also reviews and provides input regarding proposed PD workshops and policy changes. DESE updates workshop content using insight from committee members and data gathered from evaluations completed by workshop participants after each workshop.

In PY21/FY22, DESE AEL utilized leadership funds to employ two part-time professional development specialists that maintain the AEL professional development program and implement strategic changes in the program design. This year's tactical developments included more diversification in program offerings and formats and incorporating embedded CCR standards into all appropriate workshops. Both specialists have teaching experience and are qualified to lead workshops when necessary and oversee the program as it adapts to serve the AEL community.

The table below lists the professional development topics offered through DESE AEL-sponsored workshops and the total number of participants attending each live workshop in PY21/FY22. This is a 225% increase over attendance last fiscal year and only includes synchronous events. DESE AEL will track the usage of on-demand PD in the future through a new Learning Management System (LMS).

General Course Topic	Number of Participants
Teacher Certification (required)	102
College and Career Readiness Standards	169
Data Management	6
Math	209
Reading	98
English Language Development	106
Writing Engagement	116
Differentiated Instruction	63
Learning Disabilities	137
Trauma Informed Care	19
AEL Director Training	29
TOTAL	1054

AEFLA Section 223(1)(c)

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

DESE AEL staff conduct monthly desk reviews analyzing each local program’s performance data to see areas of achievement and risk. Historically, the Desk Reviews included a formal discussion between DESE AEL staff on each program’s condition, and team members contacted low-performing programs to offer guidance. DESE AEL continued this practice and took advantage of growing access to virtual meetings. By providing each local program with a one-on-one meeting to discuss their desk review data. These conversations led to a deeper understanding of individual program difficulties, provided personalized technical assistance based on performance numbers, and allowed for sharing of promising practices.

To assist with transitions of new program leadership, DESE AEL sponsored in-person mentorships provided by experienced local program directors. This practice allowed the transfer of knowledge and utilized the expertise of front-line leadership to address pressing needs. DESE AEL saw evidence of shared best practices and strengthened relationships by using visiting directors. Missouri also supports the ongoing mentorship of its local program directors and instructors to ensure continuity and quality in service delivery. In addition to mentorship, DESE AEL hosted four virtual training sessions for local program directors that have held their position for fewer than three years. Sessions discussed WIOA, performance outcomes, the LACES data system, Missouri DESE AEL policies, and financial procedures.

This year, DESE AEL continued a bi-monthly virtual directors’ seminar, the DESE Download, to disseminate guidance and policy updates to all programs. These sessions supported the navigation of the changing environment and ensured consistent communication within Missouri’s AEL community. Topics included LACES data system guidance, statewide performance data reviews, providing accommodations for students with disabilities, trauma-informed classrooms, and assistance with follow-up outcome surveys. DESE AEL also took this opportunity to spotlight program directors and successes at each local program and answer direct questions from program directors.

Missouri was proud to host a virtual Directors’ Conference to meet the needs of local programs while remaining sensitive to concerns about traveling. This three-day event contained traditional sessions covering successful IET development, student employability skills, inclusivity for people with disabilities, trauma-informed classrooms, and serving adult basic education students with low literacy levels. DESE AEL also hosted team-building sessions, breakout discussions on lessons learned from the pandemic, and a lunch-and-learn with food provided by a sponsor to each program locally.

AEFLA Section 223(1)(d)

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

DESE AEL divides local service providers into three cohorts to distribute on-site monitoring over the three-year grant cycle. Using a risk assessment, DESE AEL determines which programs receive on-site reviews and analyzes data identifying specific classrooms for observation based on performance, attendance, and testing. Due to continued travel concerns, the state monitoring team developed procedures for virtual monitoring. This protocol included secure file transfers, virtual monitoring of classrooms, and virtual interviews with students and instructors. Programs in the scheduled cohort not completing a virtual on-site review completed a self-assessment, which DESE AEL staff reviewed and discussed with local programs.

Once the DESE review team collects all necessary information, they examine Self-Assessments or On-Site reviews and supporting documentation. During team meetings, DESE AEL uses this opportunity to capitalize on areas of strength within each program and offer suggestions on areas of weakness and risk. The review team identifies two types of risk through a report for each local program after the review. “Areas of Concern” are typically issues that involve non-compliance with requirements in the grant or a state policy, fiscal/accounting concerns, or performance results below state standards and require a plan of action. “Additional Information” is for clarification purposes. Some programs must submit a written response and complete a corrective action plan.

AEFLA Section 223(a)(2)

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

DESE AEL recognizes it is essential to invest State Leadership Funds in distance learning statewide. The MOLearns program, funded by State Leadership Funds, has been a valuable instructional option for Missouri adult learners. MOLearns is Missouri’s distance learning product available to students who cannot attend a traditional class or as supplemental instruction for hybrid students attending local service provider class sites and participating in online learning. With the availability of online assessment products, DESE AEL now supports MOLearns in providing student assessments. Removing this burden from local service providers allows them to extend local program resources. Further, MOLearns teachers conduct assessments to inform the online instruction provided to students. The demand for MOLearns now supports its integration into local program services, which DESE AEL will support.

DESE AEL applies State Leadership Funds to assist local service providers in achieving and measuring negotiated performance levels. Investments in student assessment include improved professional development for proctors and alignment with performance data. Based on feedback and assessment data, DESE identified the need for additional assessment training for English learners. Using the expertise of experienced adult educators, DESE AEL revamped its process for proctor certification to simplify and accommodate the changing needs of local service providers. State professional development staff have also focused on identifying a Learning Management System to support PD needs statewide.

DESE AEL continues to discover customizations in the statewide data management system that assist local programs in recording Measurable Skill Gains (MSG) through IETs and workplace AEL classrooms such as Tyson Foods and Mercy Hospitals. DESE AEL provided additional technical assistance and one-on-one training to support the development of IETs with quality skills and credential attainment. Further updates to the data system and its reporting functions allow DESE to share real-time performance comparisons with all service providers throughout the program year and react to trends immediately. DESE AEL continues to provide guidance and tools to programs for follow-up outcomes and incentivizes programs to obtain this data.

Performance Data Analysis

Describe how the adult education program performed in the overall assessment of core programs based on the core indicators of performance. Discuss how the assessment was used to improve quality and effectiveness of the funded eligible providers and any plans to further increase performance in future reporting years.

Significant Outcomes
This fiscal year, Missouri made considerable strides toward restoring enrollment numbers to pre-pandemic levels. Out of 11,625 reportable individuals in the Literacy Adult and Community Education System (LACES), Missouri programs enrolled 9,595 participants in Adult Education. A participant received a pre-test and persisted for at least 12 hours of instruction. This eighty-three percent (83%) persistence rate shows effective recruitment and retention by Missouri’s local AEL service providers.

In PY21/FY22, local service providers administered post-tests to 71% of participants, surpassing Missouri’s post-test rate of 70% in the two years before the pandemic. This rate demonstrates adaptation in service delivery to reach students regardless of limitations presented by the pandemic. With state-level support, local service providers have embraced the opportunities provided by virtual platforms to develop and implement strategies allowing them to adapt and grow.

Missouri also saw an increase in EFL gains this year, with 79% of students receiving a post-test advancing to higher educational functioning levels. While this is lower than in pre-pandemic years, similar to enrollment, it shows a consistent pattern of steady increase, indicating that service providers are successfully adapting instruction. In addition, Missouri’s Measurable Skills Gain rate of 62% for FY22 is higher than it was the year before the pandemic began. This further verifies Missouri AEL local programs’ effectiveness in serving students regardless of the dynamic environment.

NRS PY MO DESE FY	PY18 FY19	PY19 FY20	PY20 FY21	PY21 FY22
Number Enrolled	15,632	13,074	7,859	9,595
Number Students Post-Tested	10,898	8,382	5,427	6,846
Percent Students Post-Tested	70%	64%	69%	71%
Post-Tested Students Making Academic Gain	82%	77%	74%	79%
Measurable Skill Gains %	60%	53%	56%	62%

Performance Measure – Employment Second Quarter after exit: 48.5%
Performance Measure – Employment Fourth Quarter after exit: 42.4%
Performance Measure – Median Earnings: $5,342.00
Performance Measure – Credential Attainment: 30.7%

Efforts to Improve Quality, Effectiveness, and Outcome Performance
DESE AEL emphasizes program improvement, and staff evaluates real-time data on a monthly basis. State staff utilizes data to develop strategies that will help improve local program performance outcomes. DESE AEL staff deliver ongoing technical assistance to programs regarding academic gain, the number of students served, and the cost per student. Local programs must instruct a proportionate number of students related to the funds spent. DESE AEL emphasizes that programs must evaluate the entirety of data to ensure efficient and effective use of resources. Throughout the year, there are communications between DESE AEL and the local programs regarding data quality, program effectiveness, and performance based on DESE AEL data reviews.

DESE AEL identified methods to improve the reporting of follow-up outcomes through surveys. State staff offered technical assistance in survey completion and revealed to service providers the positive impact follow-up outcomes have on performance reporting and strategic planning. DESE AEL provided survey scripts in multiple languages, updated its survey collection tool with data validation features, and utilized state staff to distribute contact information of students ready for surveys. Missouri customized a report in the LACES data system that provides extensive at-a-glance data for local programs. Using this report, DESE hosts one-on-one meetings with local service providers to discuss trends. Programs receive feedback on enrollment, post-testing rates, student persistence, and skill gains.

Local service providers need support beyond the state office, so DESE AEL supports connections and PD opportunities that address challenges demonstrated in statewide performance and enrollment data. To encourage the push toward practical and accessible career and workforce training, DESE focused these efforts on career-related opportunities for AEL students. Two local programs and the state office participated in the IET Design Camp experience and developed internal professional development based on that experience. Several Missouri service providers will participate in a study analyzing the efficacy of training for local career advisors. This opportunity affords those programs access to current professional development for their staff.

Integration with One-stop Partners

Describe how the State eligible agency, as the entity responsible for meeting one-stop requirements under 34 CFR part 463, subpart J, carries out or delegates its required one-stop roles to eligible providers. Describe the applicable career services that are provided in the one-stop system. Describe how infrastructure costs are supported through State and local options.

DESE AEL plays an integral part in the Missouri Workforce System, a collaborative, multi-agency relationship that leads to employment and post-secondary pathways for adult students. The Commissioner of DESE represents Adult Education (WIOA Title II) and Vocational Rehabilitation (WIOA Title IV) on the State Workforce Development Board. DESE AEL assists with modifications to the WIOA Combined State Plan and participates in infrastructure cost-sharing negotiations with LWDBs that result in agreements with all partners. DESE AEL supports infrastructure costs for some of its local service providers, while other local programs use in-kind contributions instead of cash. Additionally, 18 local AEL Directors (out of 28) serve on Missouri’s 14 LWDBs, while more than a dozen programs hold classes at One-Stop (Missouri Job Center) locations. DESE AEL ensures that all programs inform students at orientation about the Missouri Workforce System and the available services listed on the Missouri Services Navigator (https://mo.servicesnavigator.org/s4s/WhereILive/Council?pageId=1&lockla=true). Local programs also employ career advisors and transition staff who make direct referrals to partner agencies.

DESE AEL local programs use Missouri Connections (https://portal.missouriconnections.org/) for student career development. DESE funds this comprehensive online career development and planning program at no cost to all Missouri citizens. Local programs also encourage students to enroll in jobs.mo.gov, a system hosted by the Office of Workforce Development (WIOA Title I). This site provides countless resources for job matching and building resumes. Local AEL programs work closely with Missouri Job Center staff, who assist students in finding job opportunities, apprenticeships, and post-secondary tuition assistance. Scholars@Work combines Title I and Title II in Missouri to integrate AEL classes with employment and employability skills. Students can earn a paycheck while pursuing their high school equivalency or citizenship.

To address the specific needs of Missouri's citizens, local workforce regions and AEL service providers customize partnership activities. In addition, DESE AEL monitors local programs to ensure alliances that meet the needs of local labor markets and adult learners. Programs co-locate in partner facilities where possible and in-person referrals occur throughout the state. Local AEL service providers must expose all students to Missouri Job Center services at orientation and record referrals in the statewide data system. Job Center and AEL local program staff share assessments such as TABE and WorkKeys. In many cases, WIOA partner staff also serve as AEL instructors. Multiple local programs provide virtual access to job center services within their AEL location. This year, DESE AEL facilitated one-on-one conversations between LWDBs, job center staff, and AEL career advisors to improve referral procedures on a local level.

Integrated English Literacy and Civics Education

Describe how the state is using funds under Section 243 to support the following activities under the IELCE program:

IELCE Funds and grants

Describe when your State held a competition [the latest competition] for IELCE program funds and the number of grants awarded by your State to support IELCE programs.

DESE AEL awarded three IELCE grants to the following programs during the recent competition: Literacy Kansas City, St. Charles Community College, and East Central College in Union. DESE AEL will fund these programs from July 2020-June 2023. DESE AEL selected these service providers for their focus on integration with workforce training, demonstrated effectiveness, and targeted services for specific subpopulations. Based on information obtained from last year’s program self-assessments, DESE AEL works one-on-one with other English language acquisition providers to expand access to IELCE services across the state. This effort addresses a need identified through enrollment data.

Training activity

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

DESE AEL grant specifications require the provision of IELCE services collectively with integrated education and training (IET) activities. It is a priority that IELCE services combine with IET activities that serve the current needs of students and the community. DESE AEL fosters relationships with employers and training providers to support the growth and expansion of career pathways offered through Missouri’s IELCE programs. Local IELCE service providers strive to help adult learners through partnerships for supportive services, workplace literacy, and occupational skills training.

Through this initiative, adult students learning English receive certifications in welding, carpentry, masonry, painting, medical office support, and more. In addition, they can attain certifications in medical terminology, blood-borne pathogens, phlebotomy, HIPAA (Health Insurance Portability & Accountability Act), first aid, and Certified Medical Assistant. Job Corps also offers AEL students ServSafe Food Handlers, Handcuffing Certification, Oleoresin Capsicum Spray Certification, Police Expandable Baton Certification, OSHA 10+, Power Actuated Tools, Lead Awareness, and Building Construction Fundamentals. IELCE service providers place students with YouthBuild, the Department of Labor, Full Employment Council, Job Corps, The Sewing Labs, Allied Health, Truman Medical Center, Shoppes Toyota, and the LWDBs for St. Charles County, Eastern Jackson County, and Kansas City to provide IET opportunities for the IELCE students in forklift driving, hospitality, healthcare, logistics, commercial sewing, and construction trades.

DESE AEL acknowledges that program agility is key to IELCE/IET student success. Identifying programs that meet community needs and entice an adult student to completion is essential to a thriving program. IELCE service providers partner with LWDBs to address employer, community, and student needs through evolving IET offerings. Assessments are administered before occupational training to ensure students’ aptitude and interest. In addition to specific occupational training, workforce readiness coursework is available to students virtually from their first day of class to promote ongoing progress. DESE AEL facilitates connections to local refugee support organizations for supportive service assistance such as transportation, childcare, translation services, and cultural understanding. In addition, IELCE providers focus on digital literacy for all students to support workplace readiness and future learning.

IELCE Section 243(c)(1)

Describe how the State is progressing towards program goals of preparing and placing IELCE program participants in unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency as described in section 243(c)(1) and discuss any performance results, challenges, and lessons learned from implementing those program goals; and

Using analysis from Local Workforce Development Plans and labor market research, local IELCE service providers develop English Language learning objectives with employers and occupational skills trainers. Local programs embed essential workforce skills (a.k.a. soft skills) in all IET curricula. Specialized transition staff works with employers to place students in a job with sustainable wages. Co-enrollment in Title I gives students additional resources for supportive services, resume polishing, and interview skills. As DESE AEL develops IELCE programs across the state, monitoring and technical assistance ensure that currently funded programs achieve their purpose and serve students successfully.

Last year, Missouri saw its students requiring English acquisition increase exponentially. Historically, these students obtain skill gains at a much higher rate than adult basic education students do. Capitalizing on these student characteristics led to a quarterly median earnings value for all IELCE periods of participation (PoPs) that equals $8,456.27, a promising outcome for our students. The earnings metric is much higher than the adult basic education programs, indicating success in integrating civics and workforce skills throughout the state. Of the 619 students served (12+ hours and pre-tested) in PY21/FY22, 520 (84.0%) received a post-test. 450 (86.5%) of students attained academic gain. DESE AEL recognizes these outcomes as remarkable for opening up English language students to Missouri’s workforce.

IELCE Section 243(c)(2)

Describe how the State is progressing towards program goals of ensuring that IELCE program activities are integrated with the local workforce development system and its functions as described in section 243(c)(2) and discuss any performance results, challenges, and lessons learned from implementing those program goals.

Missouri’s local IELCE programs work closely with the workforce development system. The three IELCE program directors serve on their LWDB. DESE AEL staff attend LWDB meetings and constantly cross-promote IET programming. Local provider personnel contribute to LWDB sub-committees that focus on essential workplace skills, service for students with disabilities, and employer engagement. IELCE program staff participate in regional NEXUS group meetings to connect directly with employers in their area.

With an increasing refugee population needing IELCE services, local providers must rely on partnerships to meet the needs of students. Relationships developed through LWDBs with employers, community organizations, and WIOA partners have contributed to the success of IELCE and IET combination. Employers provide a career pathway and occupationally relevant materials from which to instruct. Community partners offer cultural connections and supportive services. WIOA partners assist with accommodations and workplace readiness. Programs have aligned these partnerships and braided services to prepare English learners for a career in an in-demand occupation and to be productive citizens of the United States.

DESE AEL and Missouri’s three local IELCE programs commit to thriving through partnerships with other WIOA agencies. The advancement of co-location, MOUs, combined workforce services, and training will build a strong foundation of IET excellence for adult English Language learners. Program integration from intake to student outcomes in the current three grantees provides the model to duplicate and expand program offerings statewide. DESE continues to build partnerships with employers and community organizations to promote IELCE and IET programming for adult English language students.

Adult Education Standards

If your State has adopted new challenging K-12 standards under title I of the Elementary and Secondary Education Act of 1965, as amended, describe how your Adult Education content standards are aligned with those K-12 standards.

Missouri DESE improves lives through education and provides access to opportunity. The K-12 Missouri Learning Standards define the knowledge and skills students need in each grade level and course for success in college, other post-secondary training, and careers. The standards ensure that students learn basic and higher-order skills like problem-solving and critical thinking. These standards have real-world relevance and reflect the knowledge and skills students need to achieve their goals. While the standards do not dictate the curriculum, programs are strongly encouraged to adopt a curriculum that closely aligns with the standards. DESE AEL monitors ABE and ASE classroom instruction to confirm alignment.

The Missouri Adult Education and English Language Development Standards align closely with the K-12 College and Career Readiness Standards (CCRS). The Missouri Adult Education Standards, much like the K-12 standards, provide a framework within which programs can develop the curriculum needed to prepare students to achieve their goals. These goals include obtaining employment, enrolling in post-secondary options, and developing language and life skills needed to be a part of the culture of the United States. Missouri’s Adult Education Standards offer guidance in academic areas such as applied math, reading comprehension, communication (verbal, written, and listening), critical thinking and problem-solving, technology, and gathering/evaluating information. Additionally, programs support work readiness skills such as career development and planning, professional behavior, accountability, interpersonal skills, and self-management.

In Missouri, the basis of all adult education, literacy, and English language acquisition activities must be the CCRS. Local providers must incorporate CCRS into their instruction and participate in professional development related to CCRS. DESE AEL carefully reviewed its CCRS workshop requirements and discovered they were ineffective and outdated. Instead of one focused CCRS PD opportunity, DESE used state and local program staff to revise all workshops, incorporating the standards into each. In the future, all DESE-sponsored PD opportunities will include applicable portions of CCRS encouraging instructors to incorporate them into all lessons.

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

To support the focus of IET expansion statewide, DESE offered professional development and technical assistance in developing Single Sets of Learning Objectives (SSLO) for workplace education and occupational training services. Using the IET Design Camp resources as a foundation, DESE AEL staff walked program staff through the importance of SSLOs and used real-life examples to demonstrate. By working with other team members to develop IET learning objectives based on occupationally relevant materials, local programs can integrate the practice of SSLOs in all AEL classrooms providing workforce readiness to adult students statewide.

Programs for Corrections Education (AEFLA Section 225)

What was the relative rate of recidivism for criminal offenders served? Please describe the methods and factors used in calculating the rate for this reporting period.

To determine the recidivism rate for criminal offenders served, Missouri uses a data match to determine all individuals enrolled in Adult Education and incarcerated in the Department of Corrections with a release date of July 2016 through June 2019. The table below shows the de-duplicated recidivism rate through 2022 for those individuals. In all date ranges measured, the AEL student recidivism rate is considerably lower than that of the entire corrections population averaging 43%. The data demonstrate the capacity of Department of Corrections AEL programs to affect their students’ lives in a meaningful way.

Recidivism of Justice-Involved Individuals Exiting the Adult Education and Literacy Program 2016-2019:

Release Year	# of Releases	Return to Incarceration within 6 months	Return to Incarceration within12 months	Return to Incarceration within 2 years	Return to Incarceration within 3 years
NRS PY16 DESE FY17	187	6.5%	17.3%	33.5%	36.2%
NRS PY17 DESE FY18	308	8.1%	18.5%	32.5%	35.8%
NRS PY18 DESE FY19	472	7.8%	15.3%	27.6%	35.1%

The primary challenge this year for correctional adult education programs was staffing. Instructors and proctors had to invent new procedures to ensure the continuity of services for justice-involved individuals. With restrictions on technology in Missouri correctional facilities, proctors relied on paper testing and assessment. Post-pandemic, some facilities now allow certain mobile devices off the network. Teachers can use those devices to continue learning with adult correctional students outside minimal class times. DESE AEL continues to support innovation in serving Missouri’s adult students in congregate care facilities.

Narrative Report for Missouri 2021