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)

The AEFLA, known as Aspire Adult Workforce Readiness Education in Ohio had a former program manager directly supervise all state leadership activities to ensure alignment with the Combined State Plan activities with assistance from the former state director. The journey with WIOA implementation started robustly in Ohio in 2017. Ohio Aspire invested ample time and state leadership dollars to train teachers and administrators on implementing career pathways. Much of the training involved creating and executing a local career pathways plan, which requires collaborative services with WIOA partners, other educational institutions, and businesses. The local career pathway plans are supposed to be fluid documents that are updated throughout the year but with the changes in on-boarding new Aspire programs and a large amount of administrator and staff turnover at the local levels, career pathway plans have not been sustained.

Ohio continued to expand IET offerings in PY 2021. In addition to the number of models that increased, Ohio also saw an increase in the number of programs that offered some type of IET model. There were 16 programs that had section 243 funds, offering a pipeline to IELCE students to participate in an IET. Ohio’s goal with the creation of IETs is to help Aspire ABE/ASE/ESOL students at all levels achieve credentials and transition to additional training and employment. Ohio aims to serve the most in need populations with IETs including low level students, refugees, and students in corrections. In 2021, Ohio Aspire offered approximately 100 IET models, virtually and in-person, emphasizing alignment with local workforce plans and needs of community businesses.

Approximately 25 Aspire programs had some type of class held at a local one-stop center representing approximately 55 classes being offered at one-stop centers. Referrals from the one-stops and to the one-stops continue. Aspire programs may offer student assessments, in person or virtually, for partner programs.

AEFLA Section 223(1)(b)

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

State Leadership funds in Ohio continue to facilitate a culture of sustained learning and provide evidence-based, high-quality professional development to enhance the adult education system as a core partner in Ohio’s Combined State Plan. In PY 2021, State Leadership funds supported the Professional Development Network (PDN), comprised of a collaboration with the ODHE Aspire office and Kent State University (KSU). State leadership funds were also used to contract with national, state, and local content experts to provide high-quality PD.

The PDN consists of highly qualified trainers and content experts. State leadership funds supported a variety of training including sustaining a variety of delivery methods in PY21 including in-person, virtual synchronous, hybrid, and self-directed/asynchronous learning opportunities. The state PD policy lists required PD trainings, that focus on improving local adult education and literacy activities. Examples of required trainings include Orientation by job role (teacher, support staff, administrator), LINCS Learning to Achieve modules, Distance Education Basics, Assessment Fundamentals TABE 11/12 Certification, TABE CLAS-E Training, and specific trainings for our data management system, LACES.

Ohio Aspire had conversations about participating in a Leadership Institute as we have in the past. In September of 2021, we began to recruit for the Leadership Excellence and Development (LEAD) Institute, for Ohio’s adult education program administrators and lead instructors. The theme that Ohio chose was for the capstone projects to focus on a statewide goal to improve outcomes with innovative best practices. We had 29 individuals from Ohio begin the LEAD Institute, with approximately 25 individuals completing the program. As the former state director transitioned to retirement, the new SD worked to grow the collaboration with the state staff at ODHE and the PDN by looking at data and surveying the local providers to create PD and TA needs. In PY 21, to meet the needs of the 52 local Aspire programs, the PDN hosted a variety of synchronous virtual trainings focused on delivering quality instruction. Examples of some of the non-required PD opportunities that were available to support local programs are included below:

The Role of Orientation in Student Retention
The Role of Instruction in Student Retention
3-part series on Teaching Writing
New Teacher Orientation Refresher
Differentiation Listening Session with Dr. Carol Ann Tomlinson
Book Study: Culturally Responsive Teaching and the Brain
Introduction to the PD System
Continued Aspire Growth Leadership Webinar Series
- Dealing with Difficult People/Conflict Resolution
- Effective Feedback: Giving, Receiving, and Applying
- Let’s Talk About it
- Transitioning to Supervision, Roles and Responsibilities of a Supervisor
Using Standards in Your Instruction
Keeping Students Engaged (supplemental/complimentary course in LMS)
Overcoming Job Search Challenges: How to Help Students Find and Keep a Job (supplemental/complimentary course in LMS)
STAR Reading
LACES Workshops
LACES Teacher Access Training
LACES Follow-Up Training for Data Staff and Admin
IET 1.0 Basics
Aspire IET Camp 2.0 Edition

Throughout PY21, the state office worked with the PDN to provide bi-weekly virtual office hours for administrators and monthly virtual office hours for instructors. This opportunity allowed for updates, networking, discussion, relevant PD trainings, and connection with the field. The state office PD program manager had continual communication with the PDN for planning efforts and PD follow-up.

AEFLA Section 223(1)(c)

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

In PY 21, Ohio worked to implement activities that ultimately provided TA to the eligible providers

Ohio developed and disseminated instructional and programmatic practices based on the most rigorous or scientifically valid research available in reading, writing, speaking, mathematics, ELA programs, DE, and staff training:

PD activities emphasize research-based features for effective PD, such as longer-term, job embedded activities with opportunities for participation and application of new skills. The required New Teacher Orientation, for example, begins with asynchronous online work detailing the overview of AEFLA, teacher standards, preparing for instruction, and assessing student learning. Next, teachers participate in a synchronous class, customized for ABE/ASE or ESOL instruction, to identify strategies and resources specific to the teachers’ content area. Two months later, there is a follow-up training to discuss any issues or questions new teachers may be experiencing in the classroom.
Statewide and regional opportunities are provided for adult educators to develop and share their knowledge through discussion lists, statewide conferences, online courses, and webinars. In addition, much of the TA that is provided is directly related to initiatives that receive federal support or are recognized as high quality trainings such as STAR, TSTM, the LEAD Institute, and Standards Action. The Literacy Information and Communication System (LINCS) is highly valued in our state and many of the OER courses are imported into our LMS. In addition, a PDN staff member sends out a weekly highlight of upcoming LINCS events. We are working to add a link to the Learning Portal to our website.
Ohio also disseminates toolkits, such as the IET Design Camp Toolkit and TSTM Toolkit, and advocates for our eligible providers to participate in PD activities that support Distance Education and Digital Literacy, such as the Transforming Distance Education Course. The LEAD Institute supported administrators and coordinators in staff training and strong programmatic practices.
Former program manager (now State Director) encourages her state team to attend Shop Talk discussions so that each program manager can shared information that will help develop stronger programmatic practices in the state. We recognize that many important trainings, such as the new DEI training on LINCS are shared on the Shop Talks, and we desire to keep our state apprised of relevant opportunities to make sure that our learners are receiving high quality instruction.

Ohio fulfilled our role to provide access to employment, education, and training services as required one-stop partners:

In PY 2021, a program manager began having conversations with the researchers and staff overseeing the U.S. Department of Education’s Connecting Adults to Success: Evaluation of Career Navigator Training study to provide information about participation and to work to encourage eligible Ohio programs to participate to help students have access to employment, education, and training. Nine Aspire providers are participating and will receive free training for their career navigators. In PY 2021, a collaboration was started in Northwest Ohio, which has continued where specific Aspire programs are working with the CCMEP Title IV program to create a specific IET for customers ages 16-24. The goal is to continuation a collaboration of services with WIOA partners, but to expand from just basic referrals and to create programming to serve the most at-risk populations. The goal is to expand IET participation, create new IET models, braid funding, and use this model for other parts of the state of Ohio. In FY 2021, Ohio the former state director and now state director attended a bimonthly WIOA stakeholder meeting to discuss coordination of services and other highlights that will provide Ohioans access to employment, education, and training.

3. Ohio provided assistance in the use of technology, including or staff training to eligible providers, especially the use of technology to improve system efficiencies:

Using state leadership funds, the PDN provides TA to all new program staff on the use of the hosted websites, databases, and Moodle (both PD and student). The PDN has also provided support to programs implementing distance education platforms, access to the DRC Insight platform for TABE 11/12 and TABE CLAS-E, and use of social media platforms. Trainers model the use of instructional technology by including activities using Kahoot, Google Forms, Padlet, polling platform, and recoded video. The PDN librarian loans out Wacom tablets and works with Aspire staff on instructional resources including locating information online, use of OERs, and using websites for instruction.

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 of education in Aspire programs continues to be performed primarily by ODHE Aspire program managers with more support and collaboration from the Kent State University PDN. We continue to use a risk assessment tool with criteria such as NRS performance measures, enrollment, allocation, and audit findings. Toward the end of FY 2021, the state director who began in May 2022 decided to restructure the split of programs for monitoring. Instead of doing a basic geographic split by region, the state director with discussion of other team members split programs into 4 groups.

College, University, and Community-Based Organizations
K12, ESC, and Additional Career Centers
Adult Diploma Associated Programs
The Targeted Technical Assistance cohort based on 2 calculations including Enrollment rank and MSG rank.

The senior program was assigned to work with the target technical assistance cohort to provide more intense monitoring, TA, and PD in combination with the PDN.

The 4 ODHE program managers monitor each program quarterly via the local Program Improvement Consultation Plan (PICP). The decision was made in FY21, that the ODHE program manager and a PDN trainer would both participate in the PCIP discussion to assist with monitoring, TA, and the creation of a proactive PD plan.

In FY 2021, the ODHE team decided to pursue a new desk review template, and asked LiteracyPro Systems (LACES) to create a customized Desk Review. In addition, each Aspire program received a data report before the final data submission in FY21 with data errors, missing pieces, and general components that needed to be verified within their data portal. This is a new procedure and tool that we used to give programs more accountability in looking at and cleaning up their data at the end of the year.

Aspire providers submitted an annual Local Program Data Certification Checklist modeled after the federal checklist. This document certifies programs’ compliance with NRS data quality standards. Aspire staff monitor compliance with this document annually.

These tools for monitoring programs help the state staff and PD staff work collaboratively with the local programs to implement strategies for program improvement and stay on top of local performance issues.

The state office and PD providers used various methods to ensure information about evidence-based practices and promising models were disseminated to Aspire practitioners. These methods included:

Offered “just-in-time” virtual trainings at the state and local levels to meet programs’ immediate needs. By focusing on the specific needs of the program, more local staff were able to participate and see that data improvement is a collective process.
Sent a weekly electronic digest with information about training opportunities and quality resources.
Provided more peer-facilitated best practices webinars, webchats, and facilitated practitioner discussion listservs.

AEFLA Section 223(a)(2)

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

Ohio continued to support one state literacy resource center located at Kent State University known as the PDN. For quality customer service, all PD related questions were handled through one main point of contact at KSU. KSU responded to technical assistance requests through a phone hotline, email, and instant messenger. The resource center houses a lending library where resources, such as sets of books, devices, manipulatives, reproducible materials, toolkits and curriculum, are mailed to teachers through the lending library. Other high-cost items such as the TABE test in braille are kept on reserve. KSU contracts with content experts (at the local, state and national level) to provide training, technical assistance, curriculum development, and support to local programs and staff.

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.

Highlights from the Achievements of the Core Indicators of Performance

In PY 21 had a 44.29% overall MSG. As a state, we are not satisfied with Ohio’s performance. We have had more ways for students to earn an MSG. One piece that is different is that as a TABE only state, we are seeing less gains through an EFL gain, and overall, less eligible students receiving a progress test.
Student persistence remained relatively the same at an average of 56.56 hours per student PY 21.
Ohio saw an increase in the number of IET students (+821) in PY 21.
PY 21: Employment rates 2^nd quarter after exit: 62.36%.
PY 21: Employment rates 4^th quarter after exit: 29.77%.
PY 21: Median earnings 2^nd quarter after exit: $1,789.00
PY 21: Credential attainment: 24.59%. At the end of PY 21, our state office learned that in order for students to receive credit for the credential in LACEs, that their class level must be marked at a 9^th grade level or higher. That had not been the case in previous years. The state office provided TA and training to address this at the end of PY 21.

Data was reported in the NRS portal and each of the local grantees were required to enter local program data into LACES by the 10^th of the month. Program managers provided TA and data assistance throughout PY 21 to identify errors and resolve moving forward. LACEs also provided TA and a series toward the end of PY 21 on data clean-up.

In comparison to PY 20 (SFY21), the MSG rate was a little higher. The overall MSG was 42% in comparison to 44% in PY21. In PY 21, Ohio saw an increase in the employment rate 2^nd quarter after exit and a decrease in employment rates 4^th quarter after exit. The PY 21 median earnings were substantially less than in PY 20, but as a state we need to make sure that we are utilizing the best methods to record a more accurate $ amount. The credential attainment rate while enrolled or within one year of exit increased from PY 20.

Areas for Improvement and Action Steps Needed

The focus for improvement includes MSG and employment rates. In PY 21, Ohio was a TABE only state. Though there were new methods to earn an MSG through workplace education and through passing a technical exam in an IET, our team believes that having only one approved assessment may have impacted the EFL increase. In addition, data demonstrated that our programs were not as successful with progress testing, and we saw many students who exited the program before they received an assessment. Looking at NRS TABLE 4B helps our team to see that many students who receive a progress t test do achieve an MSG. The issue is that not enough students are being progress tested. Weekly reminders are sent out, reminding programs to look at the dashboard in LACES to see which students are eligible to progress test. Ohio Aspire hopes to see an increase in performance outcomes by taking proactive measures now including TA and targeted progress testing communication in PY 22.
Increase the amount of progress toward milestone MSGs earned and increase the amount of MSG earned by passing the occupational exam for IET participants. Ohio is looking to expand our progress toward milestone measure for FY 23 and 24.
After a decrease in employment rates in 4^th quarter after exit, Ohio needs to increase partnerships with local employers to help students transition into employment after exit. Aspire continues to be a part of the Workforce Stakeholder Meetings with other WIOA Core partnerships, hopefully allowing for more opportunities to learn about employment opportunities and initiatives to help increase employment. Continued improvement needs to occur with local program student follow-up for self-reporting of employment.

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.

All the Ohio one-stops, called OhioMeansJobs Centers, had local AEFLA program services accessible to their customers as part of their services menu. Career services that were provided in the one-stop system include outreach, intake and orientation, assessment of skill levels, referrals, provider performance and program cost information, and supportive services information. In PY 2021, Aspire programs located in Northwest Ohio began a working collaboration with one-stop centers within a couple of regions to create a partnership which worked on referrals of customers, recruitment of students for core partners, and creation of new IETs with possible braided funding, and the creation of a specific IET model for CCMEP customers.

The Aspire programs enter an MOU on the operation of the one-stop where WIOA partners’ roles and responsibilities are identified, and cost contributions negotiated. Agreements were extended through June 2022. The local AEFLA administrators have gotten better about negotiating their fair share and asking for assistance from the state office, when needed. Each year, grantees are required to complete End-of-Year Financial Reports. Included in that report is the career services expenditures and the OhioMeansJobs Center (One-Stop) Infrastructure and Fair-Share Costs. The Aspire fair-share budget amount is determined by the local Workforce Development Board and is identified in the local JFS MOU. Some grantees may have a $0 fair-share infrastructure budget.

In PY 21, 32 of the 52 AEFLA programs paid cash contributions totaling $179,891.43 to support the OhioMeansJobs Centers’ infrastructure costs, similar to the previous year’s contribution. The amount paid was approximately $25,000 less than the amount that each program budgeted.

In PY 21, approximately 25 Aspire programs had some type of class held at a local one-stop center representing approximately 55 classes being offered at one-stop centers. Referrals from the one-stops and to the one-stops continue. Aspire programs may offer student assessments, in person or virtually, for partner programs. Some one-stop centers work with Aspire for the workforce preparation piece of the IET and may also assist with job fairs and employment opportunities as part of an in-kind agreement.

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.

The Ohio Department of Higher Education held a competition for WIOA Title II funds in PY 2021. The 3-year grant application covers State Fiscal Years 2022, 2023, and 2024. The grant period is between July 1, 2021-June 30^th, 2024. In PY 2021, we had 16 IELCE providers.

Training activity

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

Ohio continues to work hard to develop, enhance, and sustain a robust IELCE program, in combination with integrated education and training activities. Ohio is proud to encourage participation in an IELCE program regardless of entry level. If a PD opportunity or initiative was available in PY 21, a representative from the state office participated. We have been working as a state to not lapse any of the section 243 funds. Each of the 16 IELCE grantees are required to have at least one IET option in their program as part of a career pathway to English Language Learners, but students are not required to participate in the IET. All classes incorporate civics pieces and Ohio continues to use the TSTM toolkit with specific focus on the Civics Education content from the toolkit. IELCE Aspire grantees provide high-quality, evidence-based instruction in reading, writing, speaking, and understanding English, mathematics skills, and civics education to all English Language learners including professionals with degrees and credentials in their native countries. By utilizing the national ELP standards, Aspire programs are situated to meet the academic rigor outlined in WIOA.

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

Questions from OCTAE’s IET checklist were included in the 243-funding application and specific questions must be addressed pertaining to placing participants in unsubsidized employment in in-demand occupations, alignment to a career pathway, connection to a local workforce plan, and demonstrate solid existing employment opportunities for participants once they complete the IET or a credential opportunity. Each IET must be part of a career pathway leading to a credential, certification, or employment. All IELCE grantees have a staff person, typically a transitions coordinator/career navigator, whose job is to assist IELCE participants and all ESL students into postsecondary education/training and employment leading to economic self-sufficiency. In collaboration with the Ohio Office of Opportunities for New Americans (ONA), the Aspire office has created licensure charts to guide professionals with foreign degrees and credentials to employment pathways in Ohio. The ONA website also provides information about other pathways, training opportunities, and other employment opportunities.

In PY 21, an IELCE grantee provided a statewide virtual IET available to eligible Aspire students throughout Ohio’s 88 counties. A hands-on kit filled with manipulatives was sent to each enrolled student which was used during the virtual synchronous class time. Students could earn up to 4 credentials and were able to use credentials in their county to advance job opportunities or look for new opportunities. We realize that not every Aspire program offers IETs, but the virtual IELCE IET offering provide opportunities to help English Language Learners get onto a career pathway, while working on civics and other coursework.

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.

The goal is that all local ESL programs work with the community partners, such as other training providers, OhioMeansJobs centers, employers, and support service agencies to provide IELCE activities that align with the local workforce needs. One of the required questions on the IET checklist for Ohio asks how the IET program reflects the criteria of being a part of a career pathway aligned to the local workforce plan and how it supports the requirements that a career pathway helps an individual enter or advance within a specific occupation or occupational cluster. The incorporation of the OCTAE IELCE Self-Assessment Tool helps programs self-evaluate if they are integrating IELCE program activities that meet the needs of the local workforce development system.

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.

Ohio’s adult education program has a long history, over 28 years, of standards-based education. In 2014, the ODHE Aspire program adopted the rigorous College and Career Readiness (CCR) Standards for Adult Education (U.S. Department of Education, 2013) for use in all ABE/ASE classes. In 2018, the Aspire program adopted and adapted the English Language Proficiency Standards (ELP) for Adult Education (U.S. Department of Education, 2016) for use in all ESOL classes. By utilizing national standards, Ohio Aspire programs were situated to meet the academic rigor outlined in WIOA. The CCR standards, intended to provide all adult students with the opportunity to be prepared for postsecondary education/training and the workforce without needing basic skills remediation, were developed, and aligned to the K-12 Common Core State Standards, adopted by the Ohio Department of Education.

All Aspire programs are required to implement these standards as a grant requirement. To ensure Aspire programs are aligned with these standards, Ohio requires initial PD covering the standards for new Aspire educators. Ohio also provides ongoing professional development to support the implementation of intentional, standards-based instruction in Aspire ABE/ASE and ESL classrooms and online environments. Standards-based lesson plans are reviewed regularly as part of the on-site local monitoring and classroom observations. Here is a link to Ohio’s Standards: https://www.ohioaspire.org/I-Standards.html

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

Ohio Aspire invested substantial state leadership dollars when the CCRs were first implemented years ago. Resources were developed such as Standards-Based Lesson Plan Templates by subject, Lesson Plan Rubric, and an online Teacher Resource Center with thousands of standards-based lesson plans and resources. The goal was to set the expectation that every program’s curriculum must be aligned to the CCRs; the state office made it easier to implement the new standards by providing lesson plans, PD, and technical assistance.

Now, eight years later, all Aspire programs are using the CCR standards to some degree. Ohio continues to set the expectation of standards implementations and continues to provide TA and PD with standards implementation in mind.

Ohio is encouraging and promoting program participation in the national training Standards-In-Action (SIA) 2.0: Cultivating a Language and Content Focus for English Learners.

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.

In PY 2021 in Ohio, there were twenty-one AEFLA grantees that provided corrections education (CE) in 40 separate community based correctional facilities (CBCFs) and county jails. As per the Chief at the Bureau of Community Sanctions for the Ohio Department of Rehabilitation and Corrections (ODRC), recidivism is only measured in the state prisons and not in the CBCFs or county jails. However, the recidivism report for the state of Ohio which was published in May of 2021 shows the 3-year recidivism rate in Ohio for those who were returned to prison because of the commission of a new crime was 20.8%. This number is down from 21.7% and represents the lowest recidivism rate for new crimes in more than 15 years.

2,025 participants were enrolled in CE during PY 2021. This represents a slight increase from PY 2020. Of the 2,025 participants, 1,090 or 53.83% achieved an outcome or median earnings value. 764 participants made an Educational Functioning Level (EFL) gain, 292 participants received a high school equivalence diploma, and 34 participants earned a recognized industry credential.

During PY 2021 CE participants received more than 98,000 hours of instruction in innovative programming including Integrated Education and Training (IET) programs, bridge programs, and traditional high school equivalency classes. These programs helped to better prepare participants for careers in in-demand jobs.

Narrative Report for Ohio 2021