State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))
AEFLA Section 223(1)(a)
a) North Dakota (ND) Adult Education (AE) program continues to work closely with WIOA core partners in helping to better serve the students/clients (eligible participants) of ND. North Dakota continues to participate in a Peer Evaluation Cohort placing our efforts on developing a state-wide evaluation action plan. Our North Dakota Cohort consists of the WIOA North Dakota agencies; Job Service, Adult Education, Vocational Rehabilitation, Career & Technical Education, and North Dakota Department of Commerce. Objectives are to understand the current capacity for evaluation and then develop an evaluation framework in a timeline of a few years. We did a self-assessment of our agencies and collaborated for a team rating in key areas. Focus of growth will be made on the three areas: strategic planning; staff skills, capacity, and knowledge; funding strategies. The assessment identified our strengths as a state: evaluation culture awareness and data management. Adult Education also continues to work closely with/on the Governors Workforce Development Council (State Board) (WDC) to ensure adult education and literacy activities remain on the forefront of strategies to fill workforce needs. Regular meetings occur with the core partners. Time and work are centered around aligning work and initiatives found in the State Plan. We also place work related documents in a joint Microsoft Team, allowing us to stay connected. Ensuring alignment and working relationships at the local level is a key priority. Solid growth has occurred in identifying services for participants across the WIOA programs. In addition, our state is working to develop a comprehensive state plan to address the digital skills gap among adults, especially in rural areas and/or minority populations. A representative from Adult Education sits on that committee. Our state team worked with National Governor’s Association on a Digital Equity Plan in which we received a grant to build efforts toward digital equity in broadband and digital skills in adults in our state, partnering with the workforce agencies. The new work environment led the team to craft an overarching vision for digital literacy in North Dakota, “All North Dakotans will have equitable access to opportunities to develop digital skills to meet the needs of North Dakota’s 21st Century workforce.” The state team gathered data related to digital skills, population, and employment in ND to craft recommendations about how to develop and expand digital skills in ND while making training opportunities equitable for all groups. A survey was administered to all eight North Dakota adult learning centers and satellite locations, correctional sites providing adult education, and North Dakota workforce centers. More information will be gathered in tribal colleges and libraries. To start the work of writing a digital equity plan, North Dakota joined five other states in the National Governors’ Association Workforce Innovation Network, which provided technical assistance and access to experts who shared their expertise as it relates to digital skill literacy, broadband, and more; all in an effort to prepare states for the passage of the Digital Equity Act which requires that states develop a plan for digital equity throughout 2022-2023 year. North Dakota’s goals for this project were to gather data on the digital skill gaps and digital skill needs in the state; develop the foundation for a state plan that leverages public and private sector partnership, and policy strategies to increase digital skill literacy for adults throughout the state, especially those in rural areas and tribal communities.
Throughout the project period, the state team accomplished the following milestones:
- Crafted a vision that all North Dakotans will have equitable access to opportunities to develop digital skills to meet the needs of North Dakota’s 21st century workforce.
- Developed a glossary of terms related to digital equity to help a created shared language for future program partners, stakeholders, legislators, and others,
- Created a digital asset map that highlights existing digital skill training opportunities and resources for adult workers and jobseekers,
- Identified digital skills required for in-demand jobs that do not require a bachelor’s degree or higher and leveraged partners at Microsoft to categorize skills as basic, intermediate, and advanced digital skills,
- Calculated the return on investment for individuals who advance their digital skills.
Although work will be ongoing, this state plan is designed to serve as a foundation for a comprehensive digital equity plan that will be developed throughout the next year. The project team is comprised of individuals from across state government and the private sector whose efforts will give North Dakota a head start in advancing digital skill training for adult jobseekers and workers throughout the state. Report is available on the findings and work will be continued with the State Evaluation Team and other partnerships.
Goals: Improved appropriateness and consistency of assistance delivered across agencies, increase clients receiving fundamental digital skills training from agencies, increase and promote training opportunities for priority groups, increase client retention of fundamental digital skills.
AEFLA Section 223(1)(b)
(b)The State Adult Education office informally tracks professional development (PD) needs by taking note of questions asked by multiple adult learning centers (ALCs), trends in errors in the data systems, or new items/processes that are either upcoming or recently implemented. A survey was shared with directors and staff to respond on topics of interest for Professional Development. We offered a continuing credit option through an institution in North Dakota, partnering with the LINCS platform which allowed individuals in our state to take courses pertinent to their field of study and receive credits toward credentialing renewal. Due to low numbers of participation, we are not offering this year, but may rotate every other year. Professional Development needs are discussed at our directors’ meetings with the State office and shared with NDALL board members on present and future trainings. Continuing to improve, even for our higher performing ALCs, is the model. We want to take out State performance from “good to great”. The North Dakota Association for Lifelong Learning (NDALL) assists the State office in finding PD opportunities and delivering professional development. NDALL also plays a large roll in orchestrating the annual Adult Education Fall Conference. The NDALL 2 ½ day Conference was held in September in person this year. First day had an emphasis on LACES training. The next two days were filled with presentations on the topics of “The Adult Side of Dyslexia”, “Development & Delivery of Soft Skills Offsite Training,”, “Reading Strategies,” “Choice, Voice, and Student Engagement,” “TABE,” “GED,” “EL Roundtables,” “Foundations for Success Class,” “Accent Management: Partnering with Speech Pathologists,” “Poverty Simulation,” and a local program directors’ meeting with state office. Our state uses conference evaluations as a part of the process to continuously improve. The State Director is a member of the NDALL Board and Conference planning committee. Discussion of professional development is one item of focus. Another area of Professional Development is the state pays for a one-on-one webinar session for each site (personalized) and pays for one focused day of LACES training/data analysis for all sites. NDALL puts together a conference committee that includes directors, adult education teachers, and alternative high school principals/staff. Virtual round tables were offered on a few different topics and offered the needed collaboration and support that staff were requesting. We continue to evaluate to meet the requests and needs of the field.
Directors have had focused PD with their staff on various topics. LINCS is an option encouraged and shared with directors as well as all conferences available. Other PD opportunities outside of the annual conference include mini check ins with directors or staff on GED, data analysis, TABE testing, WebGrants (new grants management platform used by all grant recipients), and LACES. All pertinent information and training/webinar sessions are shared with directors when changes occur. The State Office (State Adult Ed. Lead) attended nation-wide conferences and trainings such as NRS Regional Training, New State Directors’ Conference, NTI Conference, NASDAE, OCTAE, COABE, and many in house trainings required/optional in our department. Having all training available on a hybrid platform has made them more available to attend. Meetings are held every other month with the ALC directors to offer support, share information, and assist in solutions/collaborate. The two staff in the State office are readily available for any technical support that is needed.
We continue to work with the field with leader/teacher transitions as needed. Teacher/educator shortage is a real issue and keeping up with the professional development of that new staff is important. We have eight regional sites, four satellite sites, and Correctional sites that we work with in our state. We are thankful for the directors and their dedication and engagement with the students they serve in Adult Education in North Dakota.
AEFLA Section 223(1)(c)
c)The State office acts as the first stop for all technical assistance. This allows for a quick response back to local staff and if needing to take a step further, the State office can track and coordinate this inquiry and response. Typically, an answer that would go above the State office will then be posted in our Adult Education Microsoft Team (Teams), through email, or provided for at meetings, so it is documented and accessible by every Adult Education staff member in the State. Two of these Adult Education Microsoft Teams exist, one for those at director level and then one for all staff. Technical assistance is constant, and questions are encouraged to ensure consistency and accurate implementation. Microsoft Teams has also opened lines of communication between the sites themselves and allow for best practice questions/answers. The threads of conversations are very encouraging to see. Funding used to pay for our databases and systems have built in cost for technical assistance and trainings as well. We will continue to utilize Microsoft Teams, email, and connect via Teams in meetings with our directors.
AEFLA Section 223(1)(d)
d)Federal and state compliance monitoring continued even through a pandemic. Formal on-site monitoring visits occurred in 2020-2021, informal visitations to sites 2021-2022, data review continues, general networking, and questions about a wide range of needs. We plan to administer another formal on-site monitoring visit to each site 2022-2023. We continue to be available for Teams meetings as needed individually and as a group. Desk audits of data happen regularly, and a data review twice a year. Lastly, Adult Education holds an annual director meeting to discuss previous years data, current issues, best practice, large scale changes, and other items to steer Adult Education for the future. Meetings are held every other month with the Adult Learning Center directors to offer support, share information, and assist in solutions/collaborate. All information collected from monitoring, evaluation, desk audits, trending questions, etc. are used (in real time) to help adjust future professional development topics and technical assistance guidance communicate to the field. Quarterly reports are prepared for the state office from each site as well.
AEFLA Section 223(a)(2)
N/A
Performance Data Analysis
Performance Data Analysis
The State office often reviews performance data and looks for trends and/or measures that cause concern or that should be commended. A desk audit is conducted individually and monthly. LACES training and PD is concentrated on teaching directors and staff how to quickly check these data sets and then, more importantly, to use this data in decision making and student academic planning. The overall data performance measures that included the TABE assessment in 2019-2020 and 2020-2021 were affected. We continue to transition to TABE 11/12 since 2018-2019. We are starting to see rebound from the pandemic with enrollment growing, working with sites on data management, tracking student growth, administrating the pre and posttests and accumulating the hours, and tracking POPs with distance learning. We have remained strong and many sites, even though distance education was an option before, are moving to innovative and flexible scheduling with hybrid options to meet student needs. We still offer in person learning with teacher/student engagement and connection at the top of priorities. We have had to be creative on methods but continue to serve students in North Dakota. On Vue online option of GED has been an added option to students in rural areas. It has allowed better accessibility during this time for students wanting to complete the GED. Technology and devices are needed, and some students do not have access. We continue to work on options for our students if this is needed. North Dakota legislation approved North Dakota Option #2(SB 2147). With this option, it has allowed high schools the option to use portions of the GED toward a high school diploma when students are in credit recovery. They may work toward a GED as fulfilling high school credit requirements toward a high school diploma and still take part in high school. Some boards are adopting this optional pathway in their policies. The adult learning center leaders and staff have been able to share best practices and resources with them. If students are not able to move forward in this pathway, and they drop out of school, adult learning centers are available to assist in students obtaining a GED.
2021-2022
PoP with MSG ABE Total (Table 4) 37.8%
PoP with MSG ESL Total (Table 4) 41.89%
PoP with MSG Grand Total (Table 4) 38.9%
PoP with MSG ABE Total (Table 4b) 38.2%
PoP with MSG ESL Total (Table 4b) 66.9%
PoP with MSG Grand Total (Table 4b) 49.1%
Employment Rate (Quarter 2) 59.2%
Employment Rate (Quarter 4) 52%
Median Earnings (Quarter 2) $5,743
Credential Rate 41%
(Table 5)
The data above is looked at closely at the end of the year. As mentioned, during the year, desk audits are conducted monthly, and reports shared two times a year. In addition, a deeper dive into LACES is conducted on each site to produce a data analysis. This deeper dive goes into student level data and reveals small but relevant pieces of information such as students missing small items such as Highest Education Level that would keep them from being an NRS participant or NRS participants post-tested below minimum hours. There are around 15 different criteria that are involved in the Data Analysis. LACES staff can do these for a fee, the State Director can perform them if time allows. The last piece of data that is shared with the Adult Learning Center directors is more of an overall look and includes GED data as well. This report looks at Table 4, posttest percentage, NRS participants v. students with 1 hour but not NRS participants, GED Pass Rate as defined by GED Testing Service, and a real Passed/Given percentage on GED official exams. Each quarter the Adult Learning Centers must look closely at their data for the Quarterly Report that is required before funding is released. Performance data is examined at the local level to drive increased performance and professional development needs. We also try to align newer local directors or directors who are struggling a bit in a certain area with a director who is excelling in that same area. It is helpful to hear best practice and a plan to improve from their cohort as well as the State level. In North Dakota, we use data match and survey at the site level to try and obtain as many positive matches as we can. Fine tuning the data match process has involved being precise on when we run the report, when sites should check the data system after matches are imported, and lastly increasing the effectiveness of LACES tables and searches to make this process more user friendly.
North Dakota’s unemployment rate in September 2022 not seasonally adjusted unemployment rate was 1.7 percent. North Dakota unemployment rate is 1.7%, September rate. Total Labor Force was 408,648 (Employment 401,843 and Unemployment 6,805). However, compare this to those on unemployment we find the numbers are quite lower…during the last couple of months, the state has seen an average of 650 people certifying their unemployment claim each week. August’s rate was 2.2%
State Job openings/September: 18,380 on our website jobsnd.com (100 more than last month and 816 more than last year at this same time).
The Governor’s Workforce Development Council and WIOA core partners continue to work toward solutions for retention and recruitment of workers in our state.
Action: We continue to monitor and offer support to the directors in moving students along in reaching their goals. We are monitoring the instruction and data but trust our directors as they lead their staff in the tools, they need in delivery methods. Much like learning loss that is heavily expected in K12, it is also occurring in Adult Education in ND. Not only has the method of delivery needed to be shifted, but peoples’ needs have increased and a focus on improving academic standing was not a priority. With refugee resettlement, we are noticing an increase in EL students in various regions in 2022. We are thankful for our partnership with the Office of Refugee Resettlement. We are noticing an increase in enrollment and slow increase in our EL MSG data, from 32.1% 2020-2021 to 41.8% 2021-2022. We have heard from our EL instructors that distance education is much harder due to the language barrier and skills to utilize technology, however the Office of Refugee Resettlement is working to support those settling in rural areas through an online platform, paying for Career Navigator and EL teacher and networking with our adult learning centers. In addition, equally staff turnover has impacted services and depth of data entry.
Integration with One-stop Partners
Integration with One-stop Partners
Job Service of North Dakota (JSND) is the main provider of career services in our single workforce state. An ongoing MOU between ND Governor, his Workforce Development Council (WDC), and JSND explains they are to provide and make available the career services described in WIOA and 34 CFR 463 subpart J. The MOU also includes language dealing with core and required partners of WIOA to work as a one-stop system to more effectively serve students and participants well accomplishing the Governor’s workforce goals laid out in the WIOA State Plan.
Adult Education in North Dakota provides basic career services by assisting participants in eligibility determinations, providing information on available programs and assistance offered, assessing skill/academic levels, sharing in-demand occupation information, access to current job openings and skills/requirements for those positions, postsecondary training information for job attainment, providing information about support services available in the area and statewide, assistance with financial aid and guidance to individuals who specialize in this area but also help assist in filling out forms such as FAFSA. Meaning assistance in the above areas is provided, but not provided in all areas as listed in 34 CFR subpart J. Some individualized career services are provided however due to COVID this has been more challenging connecting students to these vocational services, but centers continue to provide what opportunities they are able for employment preparation. They have worked with virtual meeting options and in person if available. Directors continue to communicate with the local agencies. These would be pre-vocational services or soft skills such as communication skills, interviewing skills, acting as a professional etc., work and training experiences, workforce preparation activities, financial literacy, digital literacy, or technology based training, and English language acquisition and in some local sites, IET/IELCE programs. Follow up is conducted for students who exit Adult Education. Areas of the career services that AE does not cover are covered by one-stop partners. These services, for example, would be placement assistance, more intense labor market information, unemployment compensation claim assistance, diagnostic testing and other non-academic testing or assessment, development of more intense individualized employment plan.
Core partners have committed to the WIOA required Infrastructure Cost Agreement. ND did request a waiver of Section 121(h)(1)(B)(i) and 121(h)(2)(C)(i) of WIOA concerning funding of one-stop infrastructure. The waiver was not approved. Currently, the infrastructure cost (no co-location) for Adult Education remains being calculated on co-enrolled participants.
Adult Education partners with JSND and Voc. Rehab. regarding support in upskilling students, providing connections to employment, and assisting with preparation for the workforce. JSND hosts smaller hiring events in our workforce centers across the state. Most of these can be found on our website www.jobsnd.com or on our social media platforms like Facebook, Instagram, and Linked-In. Employers can place job openings on their site with access to over 3,000 active resumes in their system and take part in job fairs. JSND hosted its first ever podcast where they talk with employers from across the state and key industry leaders, along with providing listeners a little information about Job Service and what kind of services they provide. There are 35 different podcasts available. 1400 Downloads. In addition, they provide reemployment and job seeker services including Job Search, resume assistance, interview skills, contact your local Job Service Workforce Center for an appointment.
The nine workforce centers have been engaged with rural communities that fall within their area of jurisdiction (Govs 8 Planning Regions). From there they visit the communities once or twice a month and bring our services to that community. Normally they set up at a college. They are on-site for about four hours, visit with employers, and jobseekers. Here is a link to the scheduled outreach. https://www.jobsnd.com/outreach
Our state continues its efforts on Refugee Resettlement. Ukrainian and other populations are now settling in North Dakota, majority in Bismarck and Fargo areas at the present time, also Devils Lake, Grand Forks, and Jamestown on the horizon. Discussions have continued in updates of New American populations; how to prepare and meet the needs of refugees with the help of the Adult Learning Centers in EL and wrap around services to support them. Ongoing collaboration has taken place with Adult Ed., JSND, and Holly Triska-Dally, State Refugee Coordinator, under the ND Department of Human Services. The Office of Refugee Services via Refugee Support Services Grant from the federal Office of Refugee Resettlement will fund to support the hire of an EL teacher through ALC’s focused on remote learners to reach those in rural areas with too many barriers to get to an ALC. They are also working to offer classes at satellite sites, where refugees live, and provide childcare through the YMCA's drop-off childcare. This will be funded through the Childcare Assistance Program. Details will be solidified mid-October! They also expect to fund EnGen - an ESL Virtual Learning Platform. It is focused on building sector specific language skills and will be incorporated into IET opportunities for CDL and CAN and other in-demand jobs. It will also be available to remote EL learners and can used in conjunction with in-person instruction. It has been a great resource to support newcomers in other states! We are crafting a job description for a Career Navigator position that will be paid by the office of Refugee Resettlement as well.
Integrated English Literacy and Civics Education
IELCE Funds and grants
Integrated English Literacy and Civics Education (IELCE) Program (AEFLA Section 243)
The agreement resulting from the first competitive grant process ended in 2018-2019. The second competitive grant process will conclude 2024 and we start the new grant application process December 2023. In the last cycle, NDDPI awarded one grant to one regional provider and that was the Fargo Adult Learning Center. They were the only ones to apply.
Training activity
All Adult Education providers in North Dakota have been trained in the concepts of IELCE and IET. Fargo is the only site that is mandated to provide both services, an IELCE program that includes IET. Ideally, with increased knowledge of the programs and educating stakeholders, we can secure additional resources to duplicate the work being done in Fargo. There are also conversations on-going with TrainND about cost reduction and how other core partners can help alleviate the cost. These two concepts will, hopefully, drive future IET offerings. The Fargo ALC currently assists students in achieving their C.N.A. license. Fargo ALC started a CNA Nursing program provided for students on an online platform. Fargo ALC also started an Intro to Education (last year): This 10-week class is designed to help prepare students to become a para educator and pass exams such as the Para-Pro. This class reviews literacy and math skills, classroom management, behavioral and academic supports, school safety, and post-secondary education. It is still a state goal to grow and scale IET programs. In addition, a third option of CDL IET opportunity will be introduced. Reports are shared with the state office and data is reviewed.
IELCE Section 243(c)(1)
All IET programs in the IELCE program are in-demand industry areas. All local sites in ND are aware of the in-demand occupation list and relate to the local workforce through advisory committees and work with local job service centers. There are only two or three more sites that could incorporate a solid IELCE program (serving ELL students). Fargo has agreed to mentor and share best practices, challenges, and lessons learned from implementing their program. The hope is to less implementation time and keep costs to a minimum. Conversations and partnerships are in place, the next step or progression would include moving from meetings/conversations to action. Challenges have been being able to network with the surrounding agencies in person during COVID, but the director has done a nice job navigating virtual options and now moving to a hybrid approach for students as things have opened quite a bit. As mentioned earlier and as out data shows, it is more difficult for EL students in a distance learning model. The Office of Refugee Resettlement will be partnering with Fargo (IELCE) and Bismarck (not IELCE site, but supported with IET funding) to provide IET experiences and use of EnGen, career navigator, and EL instructor.
Outside of IELCE, the state ran two grant competitions for IET grants with outside of Adult Ed. grant funding to incentivize programming. 2021-2022 three sites applied and were granted: areas in paraeducator, intro to education, CNA, Intro CNA, Pre-CNA. 2022-2023 four sites applied and were granted: areas in paraeducator, Intro. to Ed., Intro. CNA, Medical tech, Phlebotomy Tech, and CDL. Goals of the IET Program are to create a long-sought after program opportunity for students that welds workforce and education that did not exist prior to this grant opportunity, have students leave with 1.GED and 2. Workforce credential and directly impact the local workforce, and if 1 and 2 deemed a success, find a way to sustain in the future. We continue to build on PD resources and tech. support in this area. In addition, outside the grant, one site partnered with the CTE programming as the director is also CTE Director at that site.
IELCE Section 243(c)(2)
A quarterly report is filled out by the IELCE site. The directors of the FALC is strong, experienced, and always open to constructive feedback, to brainstorm the best solutions for students. Goals, data, and enrollment are shared with the state office. in addition, they are asked to share about workforce system integration, and to identify one aspect of their IELCE program that they would see as a strength and one that they would improve. We have availability to hop on a meeting or phone call as needed.
Fargo IELCE site is seeing refugee resettlement from Cuban, Haitian, and Ukrainian populations. The FALC EL teachers are grateful to have more students in class and have the capacity to serve more. The teachers are the greatest asset and they continue to work creative schedules to meet student needs.
Their greatest collaboration that aligns with WIOA continues to be with JSND partners. Job Service ND Fargo collocates at the ALC officially once a week. Numerous individuals have been in contact with JSND staff at the ALC during the weekly appointments. Having JSND staff on site eliminates barriers such as childcare, transportation and fear of the unknown. Job Service staff has come into Parent Education classes to assist Even Start Parents with setting employment goals. Additionally, the WIOA case manager visits students on site multiple times a week to discuss progress, find work experience opportunities and employment.
Job Service ND Fargo collocates at the ALC officially once a week. Numerous individuals have been in contact with JSND staff at the ALC during the weekly appointments. Having JSND staff on site eliminates barriers such as childcare, transportation and fear of the unknown. Job Service staff has come into Parent Education classes to assist Even Start Parents with setting employment goals. Additionally, the WIOA case manager visits students on site multiple times a week to discuss progress, find work experience opportunities and employment.
They collaborate with Vocational Rehabilitation. They were critical in providing services to EL student that were blind. Their collaboration with TRiO is strong, the adviser makes regular presentations at the FALC. The TRIO advisor has been meeting onsite with GED and EL students and supporting some students with their college enrollment for January.
Adult Education Standards
Adult Education Standards
North Dakota Adult Education program adopted the College and Career Readiness standards (CCR) for Adult Education in 2015. NDDPI, regarding K-12 standards, began to write and release North Dakotas own version of standards. The Mathematics and English Language/Literacy standards came out in 2017 and the Science and Social Studies standards were released in 2019. Both have a concentration on 21st Century Skills and the 4 C’s. The assessments used in Adult Education are also built upon the CCR standards. ND K-12, as apart of ESSA Plan, recognizes Choice Ready to assess and ensure students are ready for post-secondary education or training. Work has begun to align with the work we do in Adult Education. In an early review, plenty of alignment exists with the concentration of post-secondary and education in Adult Education.
Programs for Corrections Education (AEFLA Section 225)
Programs for Corrections Education and the Education of Other Institutionalized Individuals (AEFLA Section 225)
Federal AEFLA and State funds are provided to the ND Department of Corrections and Rehabilitations (DOCR) for Corrections Education and the education of Other Institutionalized Individuals. In ND, if an individual is incarcerated at a DOCR facility and does not have a high school diploma or its equivalent (as determined by the State), they are (by law) mandated to work towards one. The recidivism rate is calculated by the number of offenders in the release cohort in a calendar year who returned to the NDDOCR for a new conviction or technical violation within 12, 24, and 36 months after release from the NDDOCR divided by the number of offenders in the release cohort.
NDDOCR can specifically extrapolate data for adults in custody who were served with state and federal adult education funds for the time of July 2021-June 2022 required by OCTAE. This data was requested of DOCR and provided to DPI. In 2019-2020, DJS recidivism rate is 12.4%. This measurement is a return to either adult or juvenile state custody within one year of discharge from court order. It is not a measure of reoffending but could be behaviors that bring youth back to custody. This is just the numbers for the whole of DJS. 82% of students are currently served OUTSIDE of NDYCC.
NDDOCR is implementing STAR Reading for reading instruction at the Correctional sites. Two teachers went through the STAR Reading Training and will be training more DOCR staff. The STAR Training expands participants’ knowledge of effective reading instruction and improves their ability to build local and state adult basic education systems that support reading improvement.
NDDOCR applied for and were awarded an IET grant for CDL Integrated and Education Training program for residents. Other work preparation programs are also provided for residents at various Correctional sites.