State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))
AEFLA Section 223(1)(a)
To ensure alignment of adult education and literacy activities with other one-stop required partners, Oklahoma Department of Career and Technology Education (ODCTE) state staff participated on several committees. Their participation included the System Oversight Subcommittee (SOS). This subcommittee met regularly to develop strategies that support and promote the alignment of workforce system partners. SOS was comprised of state-level partners for the purposes of system evaluation, improvement, and policy development. The members worked through a task force model to include the input of subject matter experts and local area perspectives including ODCTE state staff.
Workforce partners convened regularly through local One-Stop Operator partner meetings, focus groups, task forces, etc. State staff joined these meetings when they were available. Coordination across agencies and programs prevented isolated and/or duplicated services. As duplicate services were discovered through continued partnership and communication, agencies and programs identified more opportunities to align.
Workforce partner organizations at the state and local levels coordinated and convened for monthly conference planning. ODCTE state staff participated in these committee meetings to assist with the development of the annual Oklahoma Works Partner’s Conference. This conference provided opportunities to improve student performance outcomes, increase partner collaboration, and alignment of services.
The WIOA Data Committee met throughout the year and included a state staff member. This committee specialized in data collection and data analysis. During meetings committee members discussed ways to use data to improve state and student performance outcomes.
AEFLA Section 223(1)(b)
complete a minimum of 15 hours of professional development that is related to adult education. At the beginning of the year, some programs were not allowing travel and meeting this requirement would have been difficult without virtual options. State staff worked with programs to ensure they had professional development opportunities to meet their needs. To support the training requirements and to ensure continuous improvement of instruction in adult education, ODCTE used leadership funds to provide several opportunities for high-quality professional development through virtual and in-person conferences, trainings, and webinars.
Professional Development 2021-2022:
- Adult Education New Director’s Meeting – With COVID-19 still adversely impacting adult education programs, some organizations did not allow new program directors to travel. To assist them state staff provided the New Director’s Meeting virtually on July 30, 2021. During the training, new directors were provided guidance, best practices, and resources to assist them in their new roles. Topics included grant guidelines, professional development, requirements, and fiscal responsibilities. Time was also spent building relationships and increasing communication so the attendees would feel comfortable contacting state staff.
- Adult Education Director’s Meeting – This training was held virtually on Aug. 5, 2021, due to COVID-19 restrictions. Challenges existed with this virtual meeting. One state program specialist did not have sound. She adapted to the challenge by using her phone for sound and was able to present during the training. Attendees were provided with guidance and resources to help with teacher training, program management, data collection, and financial requirements.
- Oklahoma Works Partner’s Conference – This conference was held on Nov. 3-5, 2021, and provided an opportunity for several agencies to collaborate. Oklahoma partners that met monthly in-person and virtual during the yearlong planning, included members of AEFL state staff, Employment Security Commission, State Regents for Higher Education, Temporary Assistance for Needy Families, Department of Rehabilitation Services, Department of Human Services, and a local workforce board. This three-day event included topics related to work-based learning, skills-based hiring, accessibility, apprenticeships, drug trends, adult education best practices, expungement of criminal records, and WIOA services. Program personnel were enthusiastic and very excited about having in-person training and having an opportunity to collaborate with their colleagues.
- Teaching Skills That Matter (TSTM) – ODCTE applied and was accepted to participate in the Office of Career, Technical, and Adult Education (OCTAE’s) Teaching Skills That Matter Cohort IV. Oklahoma started with five teacher leaders and had many challenges along the way. The teacher leaders frequently missed TSTM training sessions due to difficulty balancing their daily work with the TSTM assignments and training. OCTAE’s TSTM team worked hard with Oklahoma and encouraged the teacher leaders to continue. One participant was not currently teaching and decided to drop out of the program, and another moved out of state. We also had one that did not think she could use TSTM in a correctional setting and dropped out. By the end of the training Oklahoma only had one TSTM teacher leader. This teacher leader was willing to train, and Oklahoma moved forward with plans to implement Oklahoma’s TSTM Sustainability Plan in the fall of 2022. Our TSTM vision is to improve instructional strategies for all adult learning classes in Oklahoma by adapting the TSTM framework to align with Oklahoma content standards.
- Integrated Education and Training (IET) Design Camp – OCTAE invited Oklahoma’s AEFL state staff to participate in their virtual IET Design Camp, part of the Enhancing IET Opportunities for Adults technical assistance project. The staff member participated in the IET Camp and is using the information and materials to provide technical assistance and to encourage programs to develop IETs. However, programs have been reluctant to start IET programs due to the operational demands, lack of funds, and staffing shortages. They have also had difficulty making connections with the appropriate entities to move forward with job trainings that are specific to their region of the state.
- COABE Conference 2022 – To assist programs with professional development needs, Oklahoma has a state contract that provides Coalition on Adult Basic Education (COABE) membership to all program staff. COVID-19 would have made it difficult for many programs to travel and attend the COABE Conference, however, in-person and virtual options were provided. This made it possible for several Oklahoma AEFL administrators, instructors, and staff to attended COABE sessions virtually and in-person over the three-day conference, April 11-13, 2022. The sessions included topics related to career pathways, IETs, numeracy, immigrant integration, anxiety, digital literacy, science, diversity, equity, and inclusion. Most comments about the conference were positive. A few virtual attendees had difficulty with presenters walking away from the camera or turning away from the microphone.
- LACES & Coffee – On May 12, 2022, ODCTE’s data specialist began providing a bimonthly virtual training called LACES and Coffee. The one-hour sessions were designed to present best practices and data collection and National Reporting System (NRS) updates. Time was also set aside for questions and assistance relating to data collection. Topics included, how to change views for reports, how to analyze and use NRS Table Four in LACES for program improvement, FY21-22 closeout, and student intake. LACES & Coffee has increased dialogue between program data personnel and state staff. Data entry and accuracy is expected to improve due to this valuable training.
- LACES Training – LiteracyPro provided numerous data trainings throughout the year both in person and virtually. Each program could select the date or location that was convenient for them. The date and location options increased opportunities for program participation. Topics covered included best practices, NRS updates and NRS tables.
- Journey to Enrollment: Recruitment and Service Strategies for Adult Education – Two of Oklahoma’s state staff participated in this NRS training which guided participants through aspects of the recruitment and enrollment process to identify strengths and challenges. Attendees discussed considerations for understanding the recruitment and enrollment landscape through data, and alignment through the lenses of people, programs, and policy. One new tool that the state will utilize in FY 2022-2023 to potentially help with recruitment of adult education students is a student portal through the LACES system.
- Virtual Professional Development Opportunities – Throughout the year, programs and state staff were given many opportunities for professional development webinars including, BurlingtonEnglish, Aztec, Essential Education, DreamBox, TABE, GED, and COABE. Topics included, student engagement, student recruitment resources, job skills, and curriculum updates.
AEFLA Section 223(1)(c)
State staff have built strong connections with program directors to increase communication and provide support. They visited all programs a minimum of three times between the fall of 2021 and spring of 2022. One program could not receive visitors at the beginning of the year due to COVID-19 restrictions. The AEFL state staff met with them virtually until the visitor ban was lifted. Technical assistance was provided as needed and when financial and/or data discrepancies appeared. Program visits provided opportunities for state staff to see promising practices. The practices were used for an AEFL Best Practices session during the Oklahoma Works Partner’s Conference.
Technical assistance was given during visits and by request. State staff have been provided mobile phones and laptops to ensure availability for technical assistance. Program directors can contact them via email or phone when assistance is needed. Proactive activities included on site and telephone support, with topics such as, assessment guidelines, duplication of records, age requirement documentation, data entry procedures, and financial deadlines.
Data entry was monitored monthly. LACES and Coffee Training opportunities were available bimonthly that included time for Q and A. Financial entry was also monitored, and technical assistance was given according to needs demonstrated on financial entries and requests. Emails were sent to program directors, data, and financial personnel periodically to provide updates, clarify guidelines, and communicate changes.
AEFLA Section 223(1)(d)
Programs were monitored continuously throughout the year using the LACES data system, CareerTech Information Management System (CTIMS) financial system, and onsite visits. Risk assessments were completed on all programs to assist state staff in effectively monitoring potential risk factors associated with grants funded by federal pass-through funds. ODCTE evaluated each sub-recipient’s risk of non-compliance with Federal statutes, regulations, and the terms and conditions of the sub-award. The focus ensured that grant programs adhered to the grant’s guidelines, carried out appropriate services, and ensured that proper internal controls were in place.
State staff monitored six programs during the 2021-2022 year. Due to the pandemic, three programs were monitored using a hybrid method. The hybrid method included one state staff member onsite and the other completing interviews virtually. Those monitored using the traditional method had two to three state staff onsite monitoring and interviewing. All programs monitored had commendations and opportunities for improvement. During the 2021-2022 year, none of the monitored programs had significant findings.
Oklahoma AEFL staff are working to update monitoring documents and procedures to mirror some of the components used during federal monitoring with plans to roll out the new monitoring documents and procedures during the 2022-2023 year.
AEFLA Section 223(a)(2)
In FY 2021-2022, ODCTE state staff met with curriculum companies to discuss data, determine program curriculum needs and develop budgets for curriculum companies. Also, during FY 2021-2022, OCTAE performed a virtual targeted monitoring of ODCTE adult education program. During this monitoring, state staff copied documents, attended monitoring meetings, prepared, and implemented a corrective action plan.
ODCTE state staff met with local programs to review mid-year budgets. During each program’s meeting, the budget was examined, aligned, and modified as needed. Several programs took this opportunity to visit goals for the remainder of the fiscal year. Budget adjustments were made as needed.
Performance Data Analysis
Program Year 2021 - 2022
- Total Served: 8,296
- Achievement of at least one educational functioning level: 2,407
- Achieved Measurable Skill Gain (MSG): 43%
Oklahoma saw an improvement in performance from FY 2021 to FY 2022. There was an increase in the overall number of students served, in those who advanced an educational functional level, and those who achieved a MSG.
Overall Measurable Skill Gain (MSG) Performance
| Fiscal Year Percentage | |
| 16-17 39% | |
| 17-18 41% | |
| 18-19 40% | |
| 19-20 41% | |
| 20-21 40% | |
| 21-22 43% |
Over the past five years, Oklahoma’s AEFL state program has met or exceeded the negotiated rate for measurable skill gain performance. As seen in the graph above, Oklahoma’s largest percentage increase from 40% to 43% occurred during fiscal year 21-22. One aspect that might contribute to this increase in gains is an increase in attendance of students served across the state, which could likely be attributed to declines in COVID cases. “My program attendance has increased since COVID cases have declined,” stated Drumright’s AEFL program director.
Oklahoma Department of Mental Health and Substance Abuse within the court system provides eligible, non-violent, felony offenders the opportunity to participate in a highly structured, court-supervised drug treatment program. Local AEFL programs have been successful in developing partnerships with local drug courts. Judges have held students accountable for attendance. This attendance rate increase has affected the number of students that are reaching a measurable skill gain.
Overall English as a Second Language (ESL) MSG Performance
| Fiscal Year Percentage | |
| 16-17 31% | |
| 17-18 27% | |
| 18-19 26% | |
| 19-20 28% | |
| 20-21 42% | |
| 21-22 44% |
Oklahoma’s ESL performance continued to see ESL MSG improvement in 21-22 with an MSG of 44%. The state’s ESL student population has changed over the last year. Oklahoma experienced a major influx of ESL students during the 21-22 program year. According to State Department data obtained by Axios, Oklahoma received the third largest number of Afghanistan refugees that were seeking asylum in the United States (2022). Most of these students did not speak English upon their arrival. Unlike other ESL students, this population did not have family members to rely on for communication. This increased student enrollment, attendance, and student drive to succeed.
Overall Adult Education (AE) MSG Performance
| Fiscal Year Percentage | |
| 16-17 43% | |
| 17-18 48% | |
| 18-19 45% | |
| 19-20 46% | |
| 20-21 40% | |
| 21-22 42% |
As expected, the adult education population of the state experienced a decline in performance in fiscal year 20-21 due to COVID. The following year, in 21-22, with declines in COVID cases, our adult education population saw an improvement in MSG performance to 42%. Even with increases in performance, our programs experienced many challenges. One program dealt with mold issues, which led to the discovery of asbestos. This program was forced to move classes to a high-traffic computer lab for the first six months of the school year. Conditions were not ideal, but they continued to serve their population and make performance gains.
Overall High School Equivalency (HSE) Diploma Attainment Performance
| Fiscal Year Number of Attainments | |
| 16-17 1,526 | |
| 17-18 1,391 | |
| 18-19 1,171 | |
| 19-20 1,128 | |
| 20-21 702 | |
| 21-22 927 |
During the 20-21 fiscal year, testing centers across the state closed their doors due to pandemic-related restrictions. This created a situation where jobs were more plentiful, and employers were more accepting of workers without high school equivalencies. Oklahoma also had a new industry develop in the last few years with the legalization of medical marijuana. This new industry does not require a high school diploma and according to The Journal Record employees more than 16,000 people which is more than those employed in the construction trade. During FY 21-22, Oklahoma saw an increase in overall HSE attainments from 702 to 927. This increase is likely because testing centers re-opened their doors for assessment opportunities and fewer jobs were available without the requirement of a high school diploma.
Overall Correctional / Institutional Education Performance
| Fiscal Year Percentage | |
| 16-17 57% | |
| 17-18 65% | |
| 18-19 58% | |
| 19-20 61% | |
| 20-21 50% | |
| 21-22 57% |
Oklahoma’s corrections/institutional MSG increased during the 2021-2022 fiscal year from 50% to 57%. Classes in these facilities shut down the previous year and this led to a drop in performance. This also included TABE and HSE testing. During the pandemic, students did not have access to technology. They had to receive instruction using packets and all packets had to be disinfected. This created delays and reduced the learning environment. In 2021-2022 students were given the opportunity to attend class again. Receiving instruction in person without delays has led to a positive impact on performance.
Overall Employment 2nd Quarter
| Fiscal Year Percent of Individuals Employed | |
| 16-17 N/A | |
| 17-18 N/A | |
| 18-19 N/A | |
| 19-20 35% | |
| 20-21 34% | |
| 21-22 12% |
Overall Employment 4th Quarter
| Fiscal Year Percent of Individuals Employed | |
| 16-17 N/A | |
| 17-18 N/A | |
| 18-19 N/A | |
| 19-20 30% | |
| 20-21 36% | |
| 21-22 15% |
Overall Median Earnings
| Fiscal Year Earnings | |
| 16-17 N/A | |
| 17-18 N/A | |
| 18-19 N/A | |
| 19-20 $3,769.50 | |
| 20-21 $3,846.50 | |
| 21-22 $5,563.50 |
Prior to FY19-20, Oklahoma was unable to collect full employment data. This explains the significant increase in employment data and wage earnings beginning FY19-20. Median earnings have steadily increased while employment percentages for 2nd and 4th quarters have decreased. The decrease in employment rates are likely due to the after-effects of the Covid related pandemic.
Overall Credentials
| Fiscal Year Percentage | |
| 16-17 N/A | |
| 17-18 5% | |
| 18-19 10% | |
| 19-20 19% | |
| 20-21 24% | |
| 21-22 19% |
As seen in the chart above, Oklahoma has seen a steady increase in credential rates over the last few years. Rates have increased from 5% in FY17-18 and peaked at 24% in FY20-21. In FY21-22, it is believed that the state credential rates declined due to the pandemic. It is expected that Oklahoma will see an increase in credential attainment this current fiscal year as more students are returning to the classroom.
Data Quality
The state of Oklahoma ensures data quality through various methods. As in previous years, Oklahoma continues to use data match, data sharing agreements, LACES training, onsite and online monitoring, technical assistance, and support. To improve data quality, ODCTE’s data specialist began providing a bimonthly virtual training called LACES and Coffee. The one-hour sessions were designed to present best practices and data collection updates. Time was also set aside for questions and assistance relating to data collection. Topics included: how to change views for reports, how to analyze and use Table Four in LACES for program improvement, FY21-22 closeout, and student intake. LACES & Coffee has increased dialogue between program data personnel and state staff. Data entry and accuracy are expected to improve due to this valuable training. To assist with the accuracy of data collection, state staff developed a barriers to employment checklist and a WIOA core programs service list. Programs have indicated that these two documents have increased students’ acknowledgment of barriers and WIOA services received.
Integration with One-stop Partners
To increase opportunities to assist Oklahomans with overcoming barriers to employment and to provide career service activities, Oklahoma AEFL has delegated its required one-stop responsibilities to eligible providers for each of the six local workforce areas. The basic career services provided in the one-stop system are made available for adults, dislocated workers, and out-of-school youth. Outreach, intake, and orientation and other services are made available to these groups, including TANF (Temporary Assistance for Needy Families) and SNAP (Supplemental Nutrition Assistance Program), through the one-stop delivery system.
AEFL providers entered into a Memorandum of Understanding (MOU) in the local areas with the workforce boards and other one-stop partners. The AEFL providers contributed to the infrastructure costs to support the one-stop delivery system. The providers worked with other partners to ensure co-enrollment of services when necessary, and to avoid duplication of services. Access to adult education programs took place primarily through a virtual presence; however, some programs have a physical presence in the one-stop center. Program referrals are provided to individuals when co-locating of services are not available.
If an individual has been deemed eligible for AEFLA services, the individual will participate in an intake and orientation process. This process includes an overview of the AEFL program and other core partner services. Students are given an initial assessment to evaluate their literacy, numeracy, and English language proficiency.
The state office of Adult Education and Family Literacy had two representatives that served on the System Oversight Subcommittee (SOS). The SOS is the working arm of the Workforce System Oversight Committee and is focused on developing the system-wide framework and policy documents necessary for compliance with WIOA legislations and federal regulations. The committee is also tasked with compliance review of the system, including the local Oklahoma Works Centers across the state.
Integrated English Literacy and Civics Education
IELCE Funds and grants
ODCTE held a multi-year IELCE grant competition in the spring of 2022 for 2022-2026 awards. The grant opened on Jan. 1, 2022, with three grant opportunities including adult education, corrections, and IELCE. The deadline for submitting applications was Feb. 15, 2022. The application included all thirteen considerations established in Title II and was open to all eligible providers. It contained the local application criteria listed in Section 223(e) of the Workforce Innovation and Opportunity Act Title II Adult Education and Literacy. Additional criteria were also established based on §463.70, §463.74, §463.73, and §463.36-38. Applications were reviewed by Workforce Boards in terms of alignment with workforce plans. Review teams scored applications using a rubric. There were three IELCE applications submitted and all three received funding for the four-year grant cycle.
Training activity
State staff attended IET Boot Camp during FY 2020-2021. The valuable information from this training is used to guide the IELCE programs. Integrated education and training activities included a balance of instruction across civics participation and citizenship preparation, delivered the components simultaneously, and used occupationally relevant instructional materials. State staff plan to have conference sessions relating to IETs in the future.
Funded IELCE program providers in Oklahoma work to meet the requirement to administer services with integrated education and training activities in a variety of ways. Funded activities include workforce preparation activities and occupational skills training with adult education and literacy activities to increase students’ educational and career advancement. Programs are having a difficult time getting students to take advantage of these programs.
The Civic Participation program supports the design, creation, implementation, and delivery of instructional activities that integrate civics education content with ESL instruction. This program connects literacy to the lives of learners and reflects their experiences as community members, parents, and participants in the community and workforce system. Through these programs, adults understand and deal with social issues through community research projects, collecting and analyzing information, and interpreting findings that provide a direct connection to classroom learning with personal knowledge and community experience.
IELCE Section 243(c)(1)
Our programs are working to develop high-quality, in-demand, and accessible Educational & Training activities and programs that meet the needs of local business and is in alignment with the workforce board’s local plan. One program has demonstrated this strategy with their Pharmacy Technician program. The design of the Pharmacy Technician program began with information gathering from their local workforce board for in-demand sectors and jobs. With a list of jobs and sectors, they began looking internally at workforce training options. To ensure placement in unsubsidized employment in this in-demand industry they provided financial assistance and support to obtain the nationally recognized credential for Pharmacy Technician. During the 2021-2022 year, 32 students received their credentials and some even went on to receive nationally recognized credentials.
Challenges for this program included students leaving for jobs that required less training for similar entry level pay. They were also leaving due to the intensity of the program. There has also been some confusion about whether you must have your HSE to pursue this certification. Retention challenges have provided opportunities for this local program to improve implementation strategies to help students better understand the expectations of the program.
IELCE Section 243(c)(2)
To meet the needs outlined in the local workforce development plan, programs have a long-standing collaborative relationship with their workforce boards and industry. They utilize their career navigators and collaborate with their workforce boards to determine skills needed for in-demand industry sectors. Information on opportunities with both partnering agencies is available to students on a continual basis. As a result of this collaboration, a new IET is being developed. It will be geared toward IT fields as the demand for IT related jobs are growing. This will prepare ELL participants for, and place them in, unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency.
The program did have difficulty with retention of students as the rigor became more challenging. The program is planning to implement a plan to better orient students that will assist with reducing the attrition rate among students in their respective IELCE program.
Adult Education Standards
Oklahoma AEFL continues to utilize the Oklahoma Academic Standards developed by the Oklahoma State Department of Education that includes English Language Arts, Mathematics, Science, Social Studies, and Personal Financial Literacy. The Oklahoma adult education diploma meets the same standards and requirements as the Oklahoma high school diploma. ODCTE purchases curriculum for programs that meets these standards, provides technical assistance and professional development to ensure students receive evidence-based high-quality instruction.
Programs for Corrections Education (AEFLA Section 225)
Since 2019, Oklahoma’s recidivism rate has been under twenty percent. As recently as 2021, the recidivism rate according to the Oklahoma Department of Corrections is sixteen percent. This makes the rate of recidivism one of the lowest in the nation. According to a recent article in the Oklahoman (2022), this may be tied to harsher sentences, and certain individuals remaining in prison, as Oklahoma has had one of the highest incarceration rates per capita for several decades. Oklahoma is just now seeing inmates being released in higher numbers, as of 2019. Oklahoma’s department of corrections serves close to three thousand students a year. While incarcerated, these students are given opportunities to participate in educational courses to assist them in attaining a high school equivalency, college credit, and career readiness skills. AEFL state staff believes that the more opportunities given to a student, the less likely they are to return to a corrections center.