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)

NJ's State Director continues to develop ways to ensure one-stop required partners are working towards common adult literacy goals. With that, the State Director, in conjunction with local boards, members of the OSCCs, the State Council for Adult Literacy and the State Employment and Training Commission planned and held a full day summit online titled, "Movement Along Career Pathways Towards Family Sustaining Wages" on August 12, 2021. The rationale and goals for this convening were the thought that as we in NJ move forward from the pandemic, we find that the challenge of career pathways resulting in family sustaining wages for the adult learner may benefit from a deep collegial discussion. This event came as the result of a dialogue including a number of stakeholders involved in the adult literacy and workforce development space with a goal of improving local and regional dialogues, maximizing resources and developing coordinated area ecosystems. The event was a joint venture under the auspices of the New Jersey State Employment and Training Commission (SETC) and the State Council for Adult Literacy Education Services (SCALES). It has been developed in with local and state representatives from across the partnership spectrum including adult literacy, education, community colleges, workforce development and business. Jane Oates, President of Working Nation was the keynote and was followed by Wendell Dallas, Vice-President for Sales and Marketing at Georgia Power and serves as the Chairman of State of Georgia Workforce Development Board, Co-Chair of the Georgia Literacy Commission and was a 2019 recipient of a Georgia Friend of Literacy Award. Mr. Dallas also serves as the Vice-Chair of the National Association of State Workforce Board Chairs under the National Governors Association. The session included employer perspectives, opportunities to discuss innovations and best practices with colleagues across WIOA, partnership in the OSCCs and beyond, and a call-to-action, which will hopefully be a strong beginning of this important dialogue and planning to help NJ's adult learners.

AEFLA Section 223(1)(b)

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

In 2021, two NJDOL Office of Adult Literacy (OAL) staff members and a team of 5 adult literacy math educators participated in a very time intensive professional development training initiative called ANI 2.0 PD. ANI 2.0 was a fully online professional development training that included both synchronous and asynchronous learning activities. Participants in the professional development training learned:

● How to build and facilitate a community of adult math learners;

● How to use common instructional routines (such as looking at student work or making student

thinking visible) to support continuous learning: what they are, why they are important, and how

to facilitate them; and

● Technology integration (including course and video-conferencing technology) to facilitate

mathematics instruction and participant mathematical discourse.

This pd was well-received in NJ since grantees had been asking for more math related pd since the CCRS trainings held about 5 years ago. The next steps for this professional development included 2 presentations by the NJ state Staff and participating educators to all involved in adult education in NJ and a robust discussion about best practices and challenges that we as a state will continue to recognize and build upon at the quarterly Title II Director's meeting.

AEFLA Section 223(1)(c)

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

NJ continues to utilize leadership dollars to ensure targeted professional development for all NJ Title II providers to ensure accurate and clean data in line with NRS requirements. The NJDOL OAL continues to utilize LiteracyPro Systems’ LACES (Literacy, Adult and Community Education System) software as the Management Information System (MIS). PY 21 training was provided by Literacy Pro staff to all New Jersey providers in separate, deep dives of agency specific data and best practices/errors. These online trainings focused on further areas of concern regarding data collection, student barriers at entry, and overall management, and specifically directed technical assistance was provided to each agency in order to help produce strong data. All sessions were held the length of a day and were recorded. Additionally, LiteracyPro sends the team/directors guidance documents summarizing how the trainings went and any further areas for concern.

To provide ongoing technical assistance NJ DOL OAL program staff continue to analyze the LACES data on a monthly basis in targeted desk audits and observe/document trends and other areas that could be perceived as areas of concern and/or remediation. Technical assistance was provided to Title II agencies in the completion of the 2nd year of funds applications. This included new guidance on tracking Career Services, Training Services, budgeting, and planning was sent to all directors, staff and partner agencies.

AEFLA Section 223(1)(d)

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

The monitoring and evaluation of the quality and improvement of adult education activities as per 223(1)(d) continued virtually and in-person for PY21. Three regional coordinators work in tandem with central OAL staff to complete monthly desk audits of all Title II lead agency programs and partner agencies. Areas of focus for PY 2021 included continued fiscal, client intake/exit, digital literacy planning, and curriculum monitoring based on the annual risk assessment.

NJ DOL OAL staff continue to analyze, review, and monitor the following: provider budgets for reasonable and allowable spending, contracts and modifications; monthly draw-down of expenditure reports, NRS data in LACES including meeting negotiated benchmarks for performance.

All Title II providers receive a detailed “report card” noting their agency’s progress in addition to a statewide summary of overall performance. Report cards were disseminated and discussed at the required Title II Director’s meeting in October 2021. These reports provide an overall provider “grade” as well as a ranking of each Title II consortia program statewide against negotiated performance metrics. The Covid impact correlated to come providers not meeting some of the required federally negotiated targets. Many directors shared frustration with student attendance and persistence and the State Director is developing professional development around these topics for Program Year 2022.

AEFLA Section 223(a)(2)

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

DOL OAL has and will continue to conduct monitoring activities that evaluate the quality of, and the improvement in, adult education and literacy activities, workforce preparation and workforce training. DOL OAL monitors local program performance on a bi-weekly, monthly, and annual basis and works with eligible providers to improve local program performance and student outcomes.

Local program site visits, monthly desk reviews, monthly/quarterly programmatic and fiscal reporting, classroom observations, folder samples, self-assessments and end-of-the year monitoring reviews are employed to assess average attendance hours, measurable skills gains, credential attainment, students’ transition to secondary education, postsecondary education, training, advanced training and/or employment and other student performance, progress and outcomes. OAL provides professional development, technical assistance, and resources to adult education administrators, teachers and staff at all levels to ensure continuous improvement at the local program level.

DOL OAL continues to prioritize the facilitation of partnerships between adult education providers, training providers, local postsecondary institutions, industry associations and employers in an effort to create pathways and bridge programs from adult education to higher education and/or employment in high-wage and high-demand industries for adult learners in New Jersey. The State Director reviews local plans and ensures the State Plan is in alignment with the NJ workforce system.

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.

The lingering effects of the pandemic continue to be felt throughout New Jersey’s adult education programs during PY 2021. Enrollment, testing, retention, and performance were impacted by the pandemic and continue to pose challenges. The digital divide exposed challenges for participants in many ways. The obstacles were overwhelming, and students and staff encountered personal, medical, educational, and employment challenges. Fortunately, in PY 2021, for the first time in a great number of years, NJ was able to provide Title II providers with state funds for loaner device programs, technology to enhance hybrid and distance learning, and the addition of technology staff positions to programs.

At the start of the pandemic massive professional development plans were put together. Instructors became fluent in Google Classroom and Schoology among other resources including Kami, Nearpod, Padlet, etc. and online software tools such as Aztec and Burlington English became the norm. Agency staff had to support learners with increased flexibility and put great effort into engaging students. Initially, distance learning and remote instruction were often the only option. Agencies utilized instructional options for participants via computers, tablets, cell phones, and worksheet packets. Videoconferencing tools such as Google Meet, Zoom, etc. were the new way to provide engaging and interactive instruction. Though the option for in-person instruction has increased greatly this year there are still many programs offering hybrid instruction or remote options as this worked very well for some students and at times is the preferred option depending on a student's other responsibilities outside of their education.

The overall number of participants enrolled from PY 2020 to PY 2021 remained very close. In PY 2020, 11,709 participants were enrolled. In PY 2021, 11,714 participants were enrolled. There was a decrease in the number of distance learners as more providers moved back to in-person instruction options. The number of distance learners in New Jersey decreased from 9,420 students in PY 2020 with a total of 962,252 attendance hours to 3,579 students in PY 2021 with a total of 301,799 hours. NJ had 5,841 less distance learners and 660,452 less attendance hours in PY 2021 than in PY 2020. In PY 2021, 30% of the participants were distance learners compared with 80% in PY 2020, 12% in PY 2019 and 4% in PY 2018.

Although agencies were more familiar with remote instruction than when the pandemic hit there were still some challenges to overcome and planning and coordination to be considered; especially for programs offering hybrid instruction or both in-person and remote/hybrid options. Performance was still affected amid the uncertainty of what the program year would look like, and the difficulties participants continued to face. Providers who lost staff during the pandemic often struggled to replace positions. Some providers faced challenges because of Hurricane Ida and had to re-locate and deal with other planning difficulties due to extensive flooding. Some of the relocations were not as easily accessible by public transportation, causing a hardship for students who don’t drive.

The NJ Department of Corrections serves between 1,000 and 2,000 of NJ’s adult basic education students each year and in PY 2021 there were several changes made throughout NJ’s correctional system that affected performance. Southern State Correctional facility and Mountainview Correctional facility closed between June and December. Southern State Correctional facility housed 800 inmates, 400 of whom were moved to Bay Side Correctional facility and would not be able to be post tested. In addition, 4,500 inmates were released a year early because of COVID without post testing. Prison laws will continue to allow the release of inmates periodically. NJ DOC staff indicated that they foresee a shift in their Measurable Skill Gains (MSGs) performance compared with pre-COVID performance but are working diligently to develop new ways to ensure increased performance.

During the pandemic NJ allowed providers to use provisional assessments but that allowance was removed for PY 2021. All agencies are pre and post testing with NRS approved assessments. In PY 2021, NJ met its overall MSG target of 54%; 6 of 12 Educational Functioning Level (EFL) MSG targets were met. The targets that were not met were all ABE/ASE levels. NJ exceeded reaching its ESL targets by between 1% and 10% and missed meeting its ABE targets by between 5% and 14%.

NJ is very proud to report that despite continued challenges, that our providers have met NJ’s overall MSG target through so much dedication, persistence, and hard work and even though NJ did not meet individual PY 2021 ABE/ASE targets there was significant improvement from last year. NJ didn’t meet any of the ABE/ASE targets last year either but the percentage ranges that the targets were missed by last year, in PY 2020, ranged from 13% to 24%, whereas the range for this year, PY 2021, was 5% to 14%.

From PY 2020 to PY 2021 NJ demonstrated substantial increases in almost all of the ABE/ASE and ESL EFLs. The increases were greatest for ABE/ASE students. ABE Level 1 increased from 28% to 42%; ABE Level 2 increased from 31% to 39%; ABE Level 3 increased from 29% to 39%; ABE Level 4 increased from 34% to 43%; ABE Level 5 increased from 33% to 45% and ABE Level 6 increased from 31% to 42%. From PY 2020 to PY 2021 the ABE/ASE level increases ranged from 8% to 14%. These increases resulted in an average gain of 11% for ABE instruction which is up from a 4% increase from PY 2020.

For PY 2021, ESL increases were obtained in Levels 1, 2, 4, and 5 and ranged from 2% to 9%. Although there no increases in ESL Levels 3 and 6, the decrease was just 2%. Despite the difficulties and uncertainties that remained during PY 2021, there was an 8% increase in the number of participants post tested compared to the previous year, which is very positive in light of some of the NJDOL and Hurricane Ida issues that arose.

Prior to the pandemic in PY 2018, New Jersey’s adult education agencies post tested 70% of their students. In PY 2019 they were only able to posttest 54% of their students and in PY 2020 they were able to posttest 58% of their students. This year PY 2021, 66% of NJ’s participants were post tested meeting the required posttest rate of 60%.

A comparison of New Jersey’s performance targets for PY 2019, 2020, and 2021 and actual performance toward meeting the targets is provided in Chart 1 below. There is a clear trend of improved performance percentages as NJ made its way through the pandemic and it is expected that NJ’s performance will continue to increase.

Chart 1: New Jersey Adult Education Performance for the last three years

Performance Objectives	PY19 Target	PY19 Performance	PY20 Target	PY20 Performance	PY21 Target	PY21 Performance
ABE Level 1	51%	20%	51%	28%	52%	42%
ABE Level 2	49%	26%	50%	31%	51%	39%
ABE Level 3	46%	29%	50%	29%	51%	39%
ABE Level 4	43%	32%	47%	34%	48%	43%
ABE Level 5	56%	29%	57%	33%	59%	45%
ABE Level 6	45%	26%	52%	31%	53%	42%
ESL Level 1	57%	54%	57%	55%	58%	64%
ESL Level 2	56%	57%	56%	63%	57%	65%
ESL Level 3	59%	52%	57%	63%	58%	61%
ESL Level 4	57%	50%	57%	54%	58%	59%
ESL Level 5	45%	44%	45%	53%	46%	56%
ESL Level 6	38%	33%	40%	46%	41%	44%
Overall MSG	baseline	59%	53%	47%	54%	54%
Employed Q2…	baseline	44%	45%	38%	46%	36%
Employed Q4…	baseline	46%	43%	39%	44%	39%
Med Earn Q2…	baseline	$5,930	$4,783	$6,370	$4,833	$6,747
Attained SSD & PSE/Training…	baseline	3%	2%	4%	3%	3%
Attained SSD & Employed…	baseline	22%	18%	25%	19%	14%
Attained PS Credential…	baseline	40%	58%	41%	59%	25%
Attained any Credential…	baseline	31%	27%	34%	28%	19%

This chart shows data over the past three years on primary indicators of performance and; MSGs in the areas of: Adult Basic Education (ABE) and English Language Acquisition (ELA). Chart 1 shows improvement in almost all EFLs, median earnings and overall MSGs, which went from 47% in PY 2020 to 54% in PY 2021.

For years prior to the COVID-19 pandemic, New Jersey demonstrated consistent and significant improvement in all of the Measurable Skill Gains (MSG)/Educational Functioning Level (EFL) gain areas. For PY 2017 and PY 2018 New Jersey met all of its performance targets and was on track to meet their performance goals for PY 2019 when COVID-19 shocked all of New Jersey but especially our adult education programs. There was great improvement from PY 2019 to PY 2020 especially in regard to English Language Learners (ELLs) but there is even greater improvement from PY 2020 to PY 2021 in regard to MSGs in virtually all EFLs.

During PY 2021, educational services and instruction to adults were provided through a variety of program offerings including: ABE/ASE, ELA, volunteer literacy programs, adult high school programs, High School Equivalency (HSE) test preparation, and programs at state and local correctional facilities. Despite the pandemic, agencies continued providing adult education services consistently through the program year. The provision of supportive services and information outside of the direct realm of adult education became increasingly necessary and agency staff did an amazing job of supporting and helping participants in many ways.

The ABE/ELA and Integrated English Literacy and Civics Education (IELCE) program services were delivered through 18 grantees with multiple delivery sites throughout the counties coordinated by either a lead agency heading a consortium or a single entity. Agencies included community/technical colleges or public and private non-profit agencies and New Jersey State correctional institutions. Together, 76 agencies participated in delivering services to 11,714 participants in PY 2021.

Chart 2 provides a breakdown of participants by EFL for PY 2020 and PY 2021 demonstrating the enrollment difference by levels between the years. In PY 2021, New Jersey’s WIOA Title II agencies served 11,714 adult participants. In PY 2020 they served 11,709 adult participants. The populations served for PY 2021 included 4,110 ABE participants (3,439 ABE Levels 1 - 4 participants and 671 ABE Levels 5 and 6) and 7,604 ELA participants.

Chart 2: New Jersey Adult Education Enrolled Participants

Educational Functioning Level	PY 2020 Total Enrollment	PY 2021 Total Enrollment	Enrollment Difference between PY20 and PY21
ABE Level 1	581	476	105 less students
ABE Level 2	713	657	56 less students
ABE Level 3	1,121	1,093	28 less students
ABE Level 4	1,276	1,213	63 less students
ABE Level 5	498	477	21 less students
ABE Level 6	258	194	64 less students
Total ABE	4,447	4,110	337 less students
ESL Level 1	2,124	2,484	360 more students
ESL Level 2	1,662	1,797	135 more students
ESL Level 3	1,116	1,161	45 more students
ESL Level 4	1,025	960	65 less students
ESL Level 5	921	819	102 less students
ESL Level 6	414	383	31 less students
Total ESL	7,262	7,604	342 more students
Total ABE and ESL	11,709	11,714	5 more students

New Jersey’s ELA programs are offered at different venues from literacy-based volunteer programs to adult education programs. The ELA population represented approximately 65% of all the students being served in the WIOA Title II program. This specific population may have limited reading or writing skills in any language and may function minimally or not at all in English. For the volunteer-based programs, most services are provided through tutor-learner matches that deliver one-on-one or small-group instructional services. Most of the ELA students served (33%) were assessed at the ESL Level 1 EFL. This information is reflected in chart 3. This population may only understand isolated words or phrases, may have no or minimal reading or writing skills in any language, and functions minimally or not at all in English.

Chart 3: New Jersey Adult Basic Education English Language Learners

Educational Functioning Level	Total Number of ELLs PY 2021	Total Percentage of ELLs PY 2021
ESL Level 1	2,484	33%
ESL Level 2	1,797	24%
ESL Level 3	1,161	15%
ESL Level 4	960	13%
ESL Level 5	819	11%
ESL Level 6	383	5%
Total	7,604	100%

From PY 2020 to PY 2021 our programs demonstrated an increase in the overall ESL MSG from 57% to 61%. There were increases in educational gains in ESL EFLs 1, 2, and 5. There was a 9% increase at Level 1, a 2% increase at Level 2 and a 3% increase at Level 5. Of the 11,714 students served in the WIOA Title II program for PY 2021, 7,604 of them were English Language Learners (ELLs). New Jersey met all the ESL EFL gain targets for PY 2021. For PY 2020, NJ only met 4 of the ESL EFL targets.

New Jersey embraces its cultural diversity. New Jersey’s diverse makeup is consistent with its status as a gateway for immigrants. Agencies were required to integrate an English language/civics education component for their Section 243 funded IELCE programs. They are required to design programs to prepare ELLs for employment in in-demand industries and occupations that lead to economic self-sufficiency and integrate with the workforce development system. The IELCE programs support the immigrant community and other limited English proficient populations.

During PY 2021, 2,070 participants were served through the IELCE program and almost 200 more students passed their citizenship exam compared with PY 2020. Two hundred and eighty-three of our ELLs passes their citizenship exam between July 1, 2021 and June 30, 2022, compared with just eighty-five students in PY 2020. The IELCE program emphasizes contextualized instruction on the rights and responsibilities of citizenship, naturalization procedures, civic participation, and U.S. history and government, in accordance with the National Standards for Civics and Government. Types of activities supported by these funds included:

provision of experiential learning opportunities including completing employment forms, completing the voter registration process, engaging participants in volunteer opportunities and linkages with community resources;
provision of computers and software for instruction;
citizen preparation including visiting of polling places and government buildings in the state capital;
field trips to promote American cultural awareness and skills; and
preparation of curricula focusing on issues of importance to non-citizens such as preparation for becoming a U.S. citizen, job training and placement, housing, parenting and civics preparation.

ELLs enrolled in programs that received IELCE Section 243 funding were offered the opportunity to participate in Integrated Education and Training Programs (IETs). Twenty-eight percent of ELLs served with Section 243 IELCE funds participated in an IET, which was 5% higher than PY 2020. Implementation of the IETs for PY 2021 continued to prove difficult because of lingering pandemic circumstances and challenges. Some of the hands-on components of established IET programs were still not possible. In addition, some of the agencies affected by Hurricane Ida had to postpone their IET classes for safety reasons and inaccessibility to their computer labs. Agencies tried to reach out to libraries to borrow computer lab space but they were not allowing group gathering at the time.

The NJ DOL made a variety of investments to help individuals obtain their high school diploma or its recognized equivalent, improve their basic math, reading and writing skills, and attain basic English listening and speaking skills along with computer proficiencies necessary for employment including the purchase of the Aztec and Burlington English online software as an in-class instruction tool and for supplemental learning outside the classroom. The NJ DOL utilizes state funding to enhance adult education alternatives directly related to welfare registrants, dislocated workers and other jobseekers.

Educational opportunities were provided to adults via programs ranging from ABE Level 1 through ABE Level 6 and ESL Level 1 through ESL Level 6 to prepare adults to:

enroll and participate in the appropriate level of an adult education program and receive ancillary support services if necessary;
move to the next EFL;
sit for an HSE exam and, if successful, receive a New Jersey state issued high school diploma; or graduate from an adult high school;
obtain gainful employment;
enter postsecondary education or vocational training programs;
attain an industry-recognized credential(s).

There were 23 Workforce Learning Link (WLL) programs throughout the state for PY 2021 compared to 24 from PY 2020. Most of these programs are located at the One-Stop Career Centers (OSCCs). Through a combined training approach and computer-based instruction, the WLLs provide services that include basic computer literacy including typing, financial literacy, job search and employability skills, ELA instruction, and HSE preparation and testing. This effort has allowed New Jersey to expand its literacy services to provide interactive training services that allow participants to address individual employment-related issues at their own pace.

The WLLs are able to assist individuals to raise their basic skill levels, obtain employment, enter occupational training, and attain their high school diplomas by passing their HSE exams using computer labs in OSCCs throughout the state. For PY 2021, the state’s 23 WLL facilities helped approximately 1,221 individuals which was an increase of 166 compared to PY 2020. WLLs had actively offered virtual/online literacy services and training to their participants to continue to provide learning opportunities during these uncertain times.

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.

The NJDOL OAL continues to encourage partnership within local workforce areas and Title II providers. The State Director attends the State Employment and Training Commission meetings whenever they are held to ensure Title II is fairly and objectively represented. The State Director in 2021 began to join a working group within NJDOL to revise the MOU/IFA state guidelines since NJDOL was cited by USDOL. The State Director will continue to ensure the MOU/IFAs are a true partner agreement by providing training to Title II directors and communicating concerns/ideas to local boards and OSCCs.

The OSCCs continue to make referrals to the Title II partners who are for the most part, housed at a different site away from the OSCC. All OSCC managers and local boards receive Title II training information on intake, CASAS testing, the Title II directory of contacts, and barriers by way of intake forms.

The State Director continues to help lead the modernization effort of the main client database utilized in each OSCC with the DOL goal of obtaining a new system that can interface with the required NRS Title II data collection system called LACES.

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.

NJ DOL continues to offer competitive IELCE program funding. A new competition for Title II 243, 225, and 231 funds was held in Spring of 2021.

The Department awarded a total of 17 NJ Title II providers 243 funding.

The Notice of Grant Opportunity required eligible providers to demonstrate strong plans that aligned with the needs of the local area and WDB local plans;
The IET monitoring tool was revised in 2021 and is used to observe every Title II agency utilizing 243 dollars for the IELCE program. Spending and direct instruction are observed virtually (and in-person when possible).
All providers funded with 243 dollars must provide annual forms which outline the curricula, training plan and placement for IET/IELCE students.
Title II program directors and staff continue to share best practices and challenges via a structured monthly forum with Regional Coordinators. This new forum was started in 2020 and continues virtually.

NJ DOL is progressing towards program goals of ensuring that IELCE program activities are integrated with the local workforce development system by way of a required MOU which details the collaboration and pathway for literacy activities between the One-stop, WDB, and Title II lead agencies/partners. Title II providers applying for funding during the competition period were required to collaborate with the local WDB and document the collaboration via an IET planning form as part of their application. NJ DOL OAL staff shared labor market information to all as a tool to help in planning.

Training activity

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

All Title II funded providers are required to meet quarterly, at a minimum, with One Stop and local partners including the local WDB. This effort also required NJ OAL staff to attend these meetings. The purpose is to ensure that the IETs being planned and put forth are in alignment with local plans, metrics including an analysis of current job and market data and need for the community they serve.

Further, IET planning sheets are required from all Title II providers and these planning sheets are reviewed annually in tandem with program performance and negotiated targets to ensure the IET and IELCE services make sense. IELCE and IET monitoring occur annually and inform the State on which areas may have strengths/best practices or weaknesses/challenges.

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

The State continues to explore ways to ensure IELCE program participants are not lost in the system once removed from Title II. Ther State Director is very active in the State Council for Adult Literacy Education Services (SCALES) group and planned a statewide online summit to discuss challenges for Title II IELCE students in particular. This online day-long meeting brought together employers, colleges, NJ Dept. of Education, Labor, and many other partner agencies to explore ways to create sustainable career pathways with direct linkages to NJ Title II. This meeting also raised awareness about key issues including participant tracking and data across various MIS systems, co-enrollment challenges and success, the growth of new industry sectors, and possibilities of pre-apprenticeships and more targeted IETs. The State Director and members of SCALES continue to build capacity through awareness and hope to host another event in 2023.

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.

As previously discussed, NJ OLA has employed a rigorous IET and IELCE monitoring tool. This monitoring of 243 programs (or any area funding an IET) is not based on risk at this time as it is an absolute. The regional coordinators, after reading and approving the annual required IET planning forms use this information in tandem with federal regulations to ensure IELCE program activities are occurring and integrated with the local workforce system.

Part of monitoring requires regional coordinators/OALs staff to attend each Title II provider's literacy meetings, which include members from the area and the local workforce system. Finally, annual "report cards" show where each Title II agency stands in terms of meeting required metrics and negotiated targets. These progress cards often help lead the conversations between Title II agencies and locals about needs, co-enrollment, and funding.

Finally, the MOU/IFA process went under a revision in late 2021 and continued into 2022 based on USDOL corrective action for NJDOL. It is understood that Title II, along with other partners, need a seat at the table and to be included in trainings, planning, and guidance set forth. The State Director is an active part of the MOU/IFA NJDOL working group and will ensure Title II is fully represented and will attend MOU/IFA meetings for Title II areas and local boards/OSCCs.

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.

New Jersey continues to utilize the College and Career Readiness (CCR) Standards for Title II adult education. NJ DOL adult literacy regional coordinators regularly review grantee curricula and monitor instruction to ensure the CCR Standards are being effectively met. Regional coordinators continue to work to develop professional development initiatives in order revisit standards-based training in the coming year. OAL Regional Coordinators and a small group of Title II math teachers took part in the intensive ANI 2.0 math training to help bolster statewide math professional development for instructors.

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.

The NJ Department of Corrections (NJ DOC) is a Title II provider awarded through the same competitive process for AEFLA funds. NJ OAL staff works to ensure all policies are implemented and that NJ DOC staff are included in trainings and professional development and are monitored accordingly.

The NJ DOC provides mandatory education to inmates who do not have a high school diploma or a high school equivalency (HSE) degree. Under the State Facilities Education Act (SFEA) of 1979 (N.J.S.A. 18A:7B1 et seq.), all inmates under the age of 20, as well as those under age 21 with an Individualized Educational Plan (IEP), are provided traditional high school coursework. Students earn credits from their home school districts toward the fulfillment of their high school diplomas. Similarly, inmates who are over the age of 21 who do not have a high school diploma or HSE and have 18 months or more remaining on their sentence before a mandatory release date are eligible for mandatory education programming to obtain a HSE (N.J.S.A. 30:4-92.1 (P.L. 2009, c.330). Within the 2015 release cohort, there were a total of 351 inmates who participated in mandatory education programming during their stay of incarceration (https://njdoc.gov/pdf/offender_statistics/2015_Release_Recidivism_Report.pdf.)
NJDOC follows the NJ State Assessment policy, utilizes LACES for tracking/data, and tests Title II students with CASAS.
NJ DOC uses a return to DOC custody (i.e., a reincarceration) within three years as a measure of recidivism. For the 2015 release cohort, the reincarceration rate was 30.4%. Said another way, 30.4% of persons released in 2015 returned to DOC custody within three years. This is old data, but NJDOC does not collect Title II specific data follow-up of inmates for recidivism and the NJDOL State Director for adult education is working towards an amicable solution with the NJDOC Director.

Narrative Report for New Jersey 2021