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Narrative Analysis Tool


The Narrative Report responses below can be further filtered by one or more states, as well as keywords.

For more information on Narrative Reports please see the technical assistance documents.

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State Establishment or operation of a high-quality professional development programs
Alabama State leadership funds were used to support high quality professional development to all levels of practitioners.  Virtual, hybrid and face-face models have been used in programmatic, regional and statewide trainings developed based on the needs of the programs, state and National Reporting System best practices.  The changes in measurable skill gains gave all practitioners the opportunity to revisit and dive deeper into the tracking of and meaning of the gains that allow students the opportunity to move forward.  The Alabama Association for Public and Continuing Education (ALAPCE) holds an adult education summer conference every year.  The summer conference was held in person in Montgomery on June 5, 6, and 7, 2022 with over 400 practitioners in attendance.  Session topics span the field of adult education: literacy, numeracy, high school equivalency, work-based learning, English as a Second Language and Civics Education, and National Reporting System Measures, data analytics, contextualized instruction, integrated education and training, and serving incarcerated learners. Participants were also encouraged to attend professional development events hosted by the state Workforce Development Board and the Alabama Community College Association, as appropriate. Regional directors' meetings were held in all three adult education regions on a bi-monthly basis in a virtual format and quarterly in-person. Professional development for these trainings were developed from the regional needs, workforce demands, research-based practices for improving NRS performance measures along with results from compliance monitoring. Specific national and state level professional development highlights for PY 2021-2022 include the conclusion of the LEAD Institute (sponsored by NASDAE and AIR), OCTAE’s Teaching the Skills that Matter (TSTM) training which includes a three-year sustainability plan, and OCTAE’s Virtual Training Institutes: Cultivating a Language and Content Focus for English Learners. Statewide professional development teams have been created to conduct train the trainer opportunities and to assist in the strategic implementation of content learned from participation in these events.
Alaska Leadership funds support professional development through conferences, in-person and virtual meetings, and other means of programmatic communication. Program coordinator training and conferences are traditionally held in Anchorage. These meetings are used by the leadership team to disseminate information regarding regulations, policies, and promising practices. Due to COVID-19 precautions, Alaska’s PY 2021 Statewide Adult Education Conference was held virtually on March 2-4, 2021. The State AAE Office partnered with the Alaska Adult Education Association (AAEA) to provide a virtual conference platform that brought Alaska’s teachers, program coordinators, and staff a viable, virtual conference option. The PY 2021 conference began with a keynote address by Kate Redmon from Light & Salt Learning. Her feature address was on “Strength for the Journey: Walking Educational Pathways Beside the Adult Learner.” The three-day conference included dedicated training for new Program Coordinators. Presentation strands also included English as a second language (ESL), workplace literacy, correction, Integrated Education and Training (IET), assessments, and adult education instructional practices. The second day’s keynote speaker was Scott Thornbury who presented on “Teacher talk: how talk scaffolds learning and engagement.” Registration was open to program staff, teachers, program coordinators, data entry clerks, tutors, and adult education staff. The virtual conference was open to any individuals involved or interested in adult education in Alaska and other states who were interested in the available professional development opportunities. Alaska is planning a hybrid conference for PY 2022 to increase participation for rural programs with limited travel funding. We anticipant increased participation due to the hybrid availability. The AAE Program Coordinator Annual Meeting took place October 5-7, 2021. It began with an intensive New Program Coordinator training on October 5th. The meeting was held in a hybrid fashion with approximately two-thirds of the Program Coordinators attending in person. The State AAE Director presented on topics including the Desktop Monitoring, Barriers to Employment, and Educational Strategies. The first day intensive training allowed for new program coordinators to ask questions on training topics including Grant and Fiscal Responsibility, Professional Development, Measurable Skill Gains, and Introduction to National Reporting System (NRS) Tables. The AAE Office has found that this training is beneficial to new and seasoned program coordinators that would like to brush up on grant management skills. In addition to these conferences, the AAE State Director held monthly meetings for program coordinators to provide relevant program information, training with guest speakers, or technical assistance.  Depending on their job functions, AAE staff are required to attend a specific number of hours of annual professional development courses. The State AAE Office provides opportunities for professional development, training, and technical assistance. Local programs are required to report annual professional development hours for all staff to the AAE Office through the AlaskaJobs system. Alaska AAE program coordinators, teachers, and staff participated in virtual on-line training offered by the Center for Applied Linguistics, LINCS, GED Testing Services (GEDTS®), Test for Adult Basic Education (TABE), and Alaska Career Information System (AKCIS).
American Samoa Secondary education is addressed through the General Education development program which previously included the GED testing curriculum, but currently implements the HiSet curriculum. The local Department of Education has approved the HiSet test as a high school equivalency credential in the territory of American Samoa Curriculum. Preparatory classes are held at the American Samoa Community College campus through the Adult Education Literacy and Extended Learning (AELEL) department. This department is temporarily located in the MPC Building on the second floor. The exam will earn credential for future needs with the High School Equivalency Test. The AELEL department will assist with test cost, upon HiSet test referral through successful completion of classes of all subject areas of HiSet curriculum. HiSet participants who have successfully completed the high school equivalency exam are advised to join the American Samoa Community College with the various educational programs offered on campus.
Arkansas Professional development services are administered by the AALRC, funded through the Southeast Arkansas Education Service Cooperative by ADWS/AES. The AALRC is a critical resource responsible for identifying, evaluating, and disseminating materials and information to adult education and literacy programs. ADWS/AES and AALRC give information through email, newsletters, and discussion lists and provide Zoom for webinars The AALRC coordinates and presents in-depth professional development training that precisely coincides with the goals and vision of the ADWS/AES. This entails assuring that activities enhance teachers’ knowledge, skills, and abilities, are diverse, and encompass the whole person. The AALRC consistently assesses the needs of Adult Education program areas through evaluations/surveys, meetings, and general discussions or requests by phone and email. They provide any new software, materials, or resources necessary to accommodate the changing needs of adult education teachers and staff. As limitations created by the national COVID-19 pandemic were lifted, the state could conduct more in-person professional development workshops. Two of those meetings were the Fall and Spring Administrators’ Meetings, during which ADWS/AES and the AALRC provided professional development and updates on initiatives. The Fall meeting focused on leadership development and the progression of WAGE™, a job training program for unemployed and underemployed adults. The Spring meeting highlighted recruitment, motivation, IET development, and moving programs forward.   Recognizing the profound impact that COVID-19 made on society, the AALRC incorporated training on mental health and wellness, including the importance of self-care. Although the number of in-person training increased this year, ADWS/AES and the AALRC recognized that virtual or distance learning would continue to be an essential tool for educating students and staff; as such, efforts have continued to find ways to accommodate program needs in the areas of distance learning and technology. The AALRC’s plan to offer more online training was finalized this year. An additional self-paced course in Customer Service and Learning Disabilities: Applications was added to the Public Broadcasting Service (PBS) online portal for programs. The AALRC has also created a YouTube Channel that houses recorded training on using specific software applications and other relevant training beneficial to users. Providing easy access to these workshops allows users to review and refresh their learning at their convenience. Other online professional development forums are maintained through Canvas and LINCS as well. Unique goals accomplished this program year through a collaborative effort include:
  • Coordinated a team to participate in the Standards-in-Action (SIA) 2.0 Training
  • Coordinated a team to participate in the Teaching Skills That Matter (TSTM) Training
  • Improvements and expansion of the revamped Workforce Alliance for Growth in the Economy (WAGE™) program continued. The WAGE™ program emphasizes basic skills, workforce preparation, and industry-recognized certificates to make it a statewide model for Integrated Education and Training (IET). Regional training was offered across the state on integrating career pathways into the curriculum. ADWS/AED now provides opportunities for students to earn industry-recognized certificates in any of the 16 career pathways clusters through the WAGE™ program. ADWS/AES works with local providers to place particular emphasis on developing complete career pathways programs that provide students the opportunity to earn certificates in Workforce Preparation, Hospitality and Tourism, Health Science, Business Management, Education and Training, and Manufacturing to meet the needs identified by regional workforce development boards.
The AALRC utilizes the online ESC Works system to track the professional development activities of faculty and staff in Arkansas. Participants can manage their transcripts of courses completed through the AALRC and from outside sources (i.e., state and national conferences, LINCS, etc.) in ESC Works.
California California used state leadership funds to implement strategies identified in our unified state plan, to develop and deliver high-quality professional development, to provide technical assistance to sub-grantees, and to monitor sub-grantees for compliance with grant requirements. The majority of California’s state leadership funds are used to contract services from three providers known as State Leadership Projects (SLPs). These organizations annually develop and deliver high-quality professional development and technical assistance. In March 2020, as it was evident that adult education programs would be closing down and preparing for online/distance learning, the CDE held a conference call with the SLPs to ensure we were ready to support adult education teachers as they moved to teaching online. The SLPs moved quickly to provide training for teachers and continue to do so as online and distance learning is becoming the norm in California. During the 2021–22 year the SLPs continued to support sub-grantees with training and technical assistance-related teaching and assessing in a remote environment. This also included professional development related to hybrid instruction. CALPRO (Professional Development) is responsible for designing and implementing a large-scale statewide professional development project for all California funded Adult Basic Education agencies including those funded by WIOA, Title II: AEFLA-funded and California Adult Education Program (CAEP)-funded agencies and consortia. The American Institutes for Research (AIR), as the managing agency for CALPRO, provides opportunities for adult educators to interact and learn through evidence-based and collaborative PD about administrative and instructional practices to improve student learning. CASAS (Assessment and Accountability) is responsible for providing a standardized assessment and accountability system for all levels of ABE, ASE, and ELA programs and for reporting program enrollment and outcome data to the state. California agencies use the CASAS Reading GOALS and the Math GOALS test series for ABE and ASE and the CASAS Life and Work Listening and the Life and Work Reading test series for ESL. CASAS assessments help to place learners in appropriate levels of instruction, diagnose learner strengths and weaknesses, target instruction, and certify learner proficiency at specific levels of instruction or readiness to exit adult education. CASAS offers computer-based assessments, CASAS eTests®, to help place students into programs quickly; monitor learner progress; and generate student, class, and program level reports to inform instruction. Statewide student and program accountability data is collected and reported using TOPSpro® Enterprise, a learner management and accountability software. The web-based software collects student demographics, records assessment results, tracks student attendance, and monitors and tracks student and program learning outcomes and goal-attainment data. The software offers more than 80 data reports, including the National Reporting System (NRS) and Joint Statewide tables required for federal data reporting and the California payment points and California Adult Education Program (CAEP) reports for California statewide data results. OTAN (Technology and Distance Learning) provides technology integration training, online curriculum, online courses, and other programs and activities to support the use of instructional technology to deliver curriculum. OTAN hosts a yearly technology symposium, manages the state Continuous Improvement Plan for adult education agencies, and assists in expanding the ability of adult education providers to (1) communicate with one another and their adult learners through multiple methods, (2) develop digital leadership skills, and (3) provide capacity-building services to adult education agencies. OTAN embraces the vision of leading adult education through support for and the effective application of technology.
Colorado Professional learning in the 21-22 program year continued and expanded many of the offerings from the prior year.   Each month, five hours of training was provided for instructors and their administrators through Professional Learning to Chew On, Instructor’s Corner, and Learning Network online meetings. These trainings were developed and facilitated by trainers from Hamline University and Minnesota Literacy. Reading activities in these trainings included phonemic awareness, phonemes, phonics, fluency, comprehension, inference, decoding, and building vocabulary. Math and Universal Design for Learning were also included in these training sessions. Twenty instructors and administrators completed the year-long training. The training also included a focus on the College and Career Readiness Standards for Adult Education and the English Language Proficiency Standards.  Designers’ Club and Directors’ Talk continued to be offered monthly as 1-hour online meetings. Designers’ Club covered the following topics: distinguishing English language learning needs from learning disabilities; classroom accommodations and accessibility; multi-sensory training; and Universal Design for Learning. Directors’ Talk covered activities around metacognition and growth mindset and provided opportunities for adult education program directors to connect and share their knowledge and resources across the state.  AEI offered an online and no-cost version of the EDU 134 course which covers the College and Career Readiness Standards for Adult Education and the English Language Proficiency Standards, a required component in earning Colorado’s Adult Basic Education Authorization (ABEA). The course specifically covers: listening, speaking, reading, writing, pronunciation, vocabulary, and syntax. Over 70 instructional staff, who teach across the state, have completed the course since the Spring of 2022.    
District of Columbia In FY22, OSSE AFE, in collaboration with the University of the District of Columbia (UDC) and other partners, offered professional development workshops and technical assistance on WIOA, Integrated Education and Training (IE&T), program design, and strategic leadership to sub-grantees to increase their capacity to offer high-quality IE&T and supportive and transition services to District residents. Additionally, OSSE AFE, in collaboration with UDC, hosted three mini-professional development institutes that focused on Accessible Online Tools for Contextualizing Learning for Older Youth & Adults (Fall 2021), Building Blocks for Education, Training and Workforce Providers - Strengthening the College and Career Readiness Aspects of Your Program (Spring 2022), and Help Students Succeed and Get the Outcomes You Need: Managing the Learning Environment for Student Persistence in Education, Training and Workforce Programs (Summer 2022). Other professional development offerings included CASAS Implementation, CASAS eTest Coordinator and Proctor Training, DC CASAS Remote Testing Implementation, TOPSpro and CASAS bi-monthly check-in sessions, Literacy Adult and Community Education System (LACES) Beginner and Intermediate training, LACES monthly check-in sessions, and other related trainings. In FY22, OSSE AFE continued its partnership with UDC to offer the Graduate Certificate in Adult Education Program (GCP) to 11 adult educators to prepare them for certification and/or state licensure in Adult Education. The GCP provides adult educators with an opportunity to engage in either one or two three-credit course(s) over a 15- to 24-month period for a total of 24 credits. Three adult educators completed the program and earned a graduate certificate and 11 continued their studies in pursuit of the certificate. UDC also offers the Master of Art (MA) in adult education program, for which the graduate certificate program is aligned, and credits may be applied. Two adult educators enrolled in the MA program in FY21, and one student who enrolled in the program in FY20 earned an MA degree in FY22.
Georgia GOAE assessed and adapted its professional development (PD) offerings throughout FY22 based on the continued disruptions in service caused by the COVID-19 pandemic. As programs reopened and closed once again, GOAE continued to offer virtual professional development opportunities to meet the needs of adult education programs, program administrators, and program staff who could not attend in-person PD. GOAE continued to collect, evaluate, and implement professional development solutions by taking into account research from the first year of the pandemic and its impact on adult education programs and student learning. GOAE built upon professional development provided in FY21 by expanding the following instructional support initiatives in FY22:
  • prioritizing high quality and ongoing professional development to prepare adult educators and program leaders for the demands brought on by the pandemic, such as embracing remote learning opportunities and virtual instruction
  • supporting adult educators and curriculum coordinators to explore online and remote learning instructional options for their virtual students
  • helping adult educators and program leaders to better cope with uncertainty and other work characteristics brought on by the pandemic and experienced by students as well as faculty, such as anxiety and stress, through professional development focused on well-being practices
GOAE modeled effective virtual instruction by providing rigorous, evidence-based professional development through a mixture of live webinar and asynchronous courses that incorporated volunteer and paid local, regional, and national subject matter experts. These subject matter experts provided training on emerging practices, instructional strategies, and resource identification specifically targeting remote and virtual instruction. In FY22, GOAE offered three virtual two-day summits in place of its in-person professional development summit events. This was done to ensure adult education staff continued to receive professional development in the areas of math instruction, English Language Arts instruction, work readiness, student engagement, data management, classroom resources, and integrating technology. The three virtual summits consisted of a Math and English Language Arts Adult Educators Virtual Fall Summit; a Technology for Teachers and Instructor Well-Being Adult Education Virtual Summit; and an ESL Teaching Resources, Strategies, and Instructor Well-Being Virtual Summit. Session highlights from these virtual events include:
  • An Introduction to Building Teacher Resiliency
  • How to Plan When Time Is of the Essence: Using an Integrated & Contextualized Approach in the ELA Classroom
  • Math Instruction for Adult Learners: At-A-Distance, Blended Learning, Hybrid, and More
  • Routines for Reducing Stress and Anxiety in the ABE Classroom
  • Teaching the Anxious and Depressed Student
  • Digital Learning: Creating Engaging Face-to-Face and Virtual Learning Experiences
  • The Struggle is Real: Self Care and Balance for Educators
  • Teaching Practices to Increase Student Engagement In-Person and Remotely
GOAE professional development offerings in FY22 continued to focus on the importance of adult educators learning about and implementing the essential components of evidenced-based reading instruction as done in previous fiscal years. The redesigned Student Achievement in Reading (STAR) program allowed programs to participate virtually and allowed a FY22 cohort of the STAR training program to be implemented. Lastly, GOAE continued to provide support for adult educators to implement Blackboard Learn and Blackboard Collaborate and to use the platform as a modality to reach students at-a-distance, and to support in-person learning, as well. Monthly support was offered through professional development sessions on a variety of key topics to support programs with implementing and supporting their online and virtual instruction practices and to help programs train new faculty and staff members:
  • Blackboard Collaborate for New Employees
  • Building Content in Blackboard for New Employees
  • Instructional Strategies for Remote and Virtual Learning
Guam The State faced another year of critical employee turnover in leadership and staff, requiring an adjustment period and training. The Virtual NRS State Workshop on New Horizons: Virtual Learning and Service Delivery in Adult Education came at an opportune time for the new employees to attend.  The workshop focused on the environmental factors shaping adult education related to the pandemic.  Attending virtual webinars or workshops met with challenges due to time differences. Guam is 15 hours ahead of Eastern Standard Time.   SAO sent an adult education faculty and administrator to attend conferences on the mainland.  The opportunity to go off-island provided valuable experience to adult education educators and providers to learn from the sessions and others to network and visit display booths on products and resources. Conferences attended were the 2022 Coalition on Adult Basic Education (COABE) and Comprehensive Adult Student Assessment System (CASAS) National Summer Institute 2022.   The I-BEST model and the strategies to teach student literacy, work, and college readiness skills were shared through one of those conferences. The IET offered at the beginning of the program year revealed that the program needed to modify the teaching modality to strengthen the program's quality to improve student outcomes. The success rate was ten percent.  SAO reached out to the Washington State Board of Community and Technical Colleges (SBCTC) to conduct a workshop on the I-BEST model, a team-teaching approach where students receive instruction from two instructors in the same course.  One instructor provides job training, and the other teaches basic reading, math, or English skills. The model has been proven effective, especially for adult education programs. Furthermore, for new employees not trained in the competency-based assessment system (CASAS), SAO also reached out to CASAS to provide training.    SAO has successfully coordinated with SBCTC and CASAS to conduct the requested training.  The two-day workshop offered engaging and powerful sessions that featured Creating Pathways to Student Success utilizing the I-BEST model and sessions with CASAS and TOPSpro Enterprise application or use and NRS Accountability on federal reporting requirements.  Local program faculty, staff, administrators, and State staff were in attendance.  Over ninety percent of the participants were satisfied with the sessions, topics, content quality, and workshop usefulness. It is important to note that despite the pandemic, mitigation measures were exercised throughout the program year and during the face-to-face workshop. 
Hawaii Professional Development In PY 2021 – 2022, professional development for the local service provider was focused on the implementation of Universal Design for Learning (UDL). UDL is a research-based framework for learning and addresses the professional development areas specified in section 223(a)(1)(B) listed below. 
  1. Instruction incorporates the essential components of reading as these components relate to adults.
  2. Instruction related to the specific needs of adults.
  3. Instruction is provided by volunteers or by paid personnel. 
  4. Dissemination of information about models and promising practices related to AEFLA-funded programs.
The resources for UDL professional development were purchased; however, the implementation was postponed due to unexpected challenges in filling the state director position.  
Idaho Idaho’s professional development (PD) funds are distributed to local programs. To identify PD needs, directors, instructors, and other key AE staff met to review program data trends related to performance measures and other program-related data.  Research-based practices and guest speakers were identified and utilized.  Idaho used a PD model that places equal emphasis on local-level core training, state-level training, and specialized national training.  Following are examples of PD opportunities that may cross the various levels of PD.  Local-level core training PD FERPA compliance, CASAS, LiteracyPro (LACES), Next Steps Idaho, Launch Idaho, teaching methods to incarcerated participants, Burlington English, digital resilience, blended learning, new teacher onboarding, NRS, and assessment policy.  State-level PD Local director’s meetings, LACES, TABE, CASAS, Essential Education, and strategic plan initiatives: Recruitment, Retention, and Marketing Strategies, Teaching Skills that Matter, digital resilience, sustaining standards-based instruction, and IET and pre-apprenticeships.  National PD LINCS, COABE, NRS, National Director’s meeting, MPAEA, Correctional best teaching practices, and Correctional Education Association Conference. Idaho had a team participate in the Standards-in-Action Training 2.0.  This team presented their experience and learning with the other AE instructors throughout the state.  Discussion took place as to the best methods for participants to mentor newer instructors in Idaho’s AE programs.  Additionally, the state director participated in training and webinars presented by NASDAE and NRS.  Training materials were disseminated to all local programs.  Each local program was required to have a PD specialist to track training.  This specialist helped complete the quarterly desk audits with PD updates.  Due to the recent pandemic, Idaho has experienced staff turnover, and these specialists updated training records and training needs within their respective regions. 
Illinois AEFLA Leadership funds were used to support the Title II activities identified in Illinois’ Unified State Plan. These supports ensured the 72 adult education programs spanning 57,914 square miles consisting of community colleges, public schools, and community-based organizations provided English Language, literacy, career pathway, and employment instruction to all AELFLA participants. The Professional Development Network provides supports to AEFLA programs in the following areas: 1) the development and dissemination of instructional and programmatic practices based on the most rigorous or scientifically valid research available and appropriate, in standards aligned instruction in reading, writing, speaking, mathematics, English language acquisition programs, distance education, integrated education and training programs, STAR Reading, and staff training, 2) the role of eligible providers as a one-stop partner to provide access to employment, education, and training services; and 3) assistance in the use of technology to improve system efficiencies. Specific examples of the high-quality professional development offered by the ICCB AEFLA funded PDN include the following: Equity and Access for All Learners and ADA Coordinator Training To best combine current educational research with the needs of adult learners, the Designing for Equity and Access for All Learners professional development extended throughout PY21. The training reflects the priority of ensuring equity and access for all learners by infusing elements of Universal Design for Learning, effective instructional practices, and designing standards-based instruction with learner needs in mind. Finally, all adult education programs are required to have an officially trained American with Disabilities Act staff representative who completes training on ADA and accessibility. Instructional Effectiveness: ABE/ASE The expectation of instructional effectiveness occurred through intentional, and expert delivered professional development beginning with a New Teacher Orientation (NTO) course required of all new instructional hires. This course offered an overview of the Illinois Adult Education system including policies, data practices, importance of assessment, instructional methodology for adult learners, program design, and the introduction to professional development resources. Professional development courses supported the development of standards-based instruction through the implementation of Instructional Staff Professional Pathways. This process meets Illinois’’ goal of sustaining a systematic development of Standards Proficient Instructors and the development of Content Specialists and Master Teachers to provide instructional leadership, coaching, and curriculum improvement in all adult education content areas. As a part of the standards-based instruction, the PDN continued the STAR training and integrated this training as a foundational component of the Evidence Based Reading Instruction, EBRI, and Content Specialist Pathway. Illinois policy requires every program to have standards proficient instructors.  English Language Learning The ICCB, through its PDN, focused sustained efforts across multiple fiscal years to ensure continuous improvement of English Language Acquisition (ELA) instruction and delivered ESL Proficient, Specialist and Master Teachers training. This sustained initiative ensured instructors integrated the English Language Content Standards into their instructional practices. Additionally, the PDN supported a catalogue of web-based, on-demand learning opportunities through their iLEARN system with 22 specific ELL topics. Bridge, Integrated Education and Training, and Career Pathways Under the guidance of the ICCB, the PDN convened the annual Transitions Academy to assist adult education program administrators leverage system and community partnerships as they developed Bridge and ICAPS (Integrated Career and Academic Preparation System) programs. The Transitions Academy focused on increasing awareness of the expanding partnership between Adult Education and Career and Technical Education as it relates to the State’s ICAPS model, Perkins V, and Illinois Programs of Study. The outcomes of this year-long academy included expanded services to multiple populations of students that connect individuals to trainings for middle-skill jobs which require some postsecondary education leading to sustainable wages. Statewide Meetings, and Conferences The strategic and coordinated planning of the statewide meetings and conferences by ICCB staff, the Professional Development Network, and key stakeholders provided extensive opportunities for providers to network with state staff, receive high quality professional development aligned with OCTAE priorities, connect individuals for peer-to-peer support, and connect with staff members to schedule program specific technical assistance.
  • Statewide meetings included the annual Fall and Spring Administrator’s meetings where 100% of adult education administrators were required to attend. These meetings focused on instructional quality, data practices, and key Adult Education Priorities. Additionally, the ICCB state staff facilitated monthly webinars supported by the PDN to address areas of concern for programs and address program specific questions.
  • Conferences included the annual Forum for Excellence conference and the year-long Transitions Academy. Each of these conference included sessions where promising practices and model program ideas were shared.
  • Establishment or operation of a high-quality professional development program as described in section 223(1)(b).
Indiana offered high quality professional development in PY 2021 through new and existing initiatives. Adult educators had many online options as well as professional development conferences to fulfill the Indiana requirement of 10 hours of professional development for all instructors teaching over nine hours a week. Professional development plans targeted measurable skill gains, enrollments, high school equivalency attainment, Integrated Education and Training (IET) programming, and workforce partnerships. The delivery system was driven by a network of lead teachers, known as Professional Development Facilitators (PDF), as well as state and federal professional development initiatives. Several activities were representative of a high-quality professional development program as described under State Leadership Activities. PDFs were responsible for submitting quarterly reflection reports that included performance outcomes, promising practices, challenges, and plans.   ► Professional Development Staff – Two full time, state-level adult education coordinators (AECs) were employed to serve as professional development leads representing 12-workforce regions of the state. While the state-level coordinators retired in August and December, a new professional development coordinator was employed in November 2021. A new position – director of instructional design – was added to the team in January 2022 and a community outreach coordinator to assist with recruitment and social media marketing started in June. Twelve regional support managers provided additional coordination between adult education and the workforce system. While the professional development team transitioned, the state continued to advance a strategic plan to target four areas – (1) Develop a yearly professional development plan to target enrollments that focused instruction for low to mid-level skill gains in reading, writing, and mathematics integrated with employability and workforce prep skills; (2) Support a PDF network to further expand local and regional professional development targeting individual program needs based on data analysis; (3) Provide struggling and low performing programs additional support to increase performance aligned more closely to federal and/or state benchmarks; and (4) Utilize content experts to design and deliver targeted professional development in priority areas.   Meanwhile, the professional development team identified underperforming programs using performance data and offered targeted assistance to address gaps. Moreover, the team consulted with PDFs and adult education directors to design and construct professional development plans that pinpointed specific PD needs based on enrollments and NRS Table 4 results. Though most programs were opened for face-to-face instruction at the beginning of PY 2021, providers continued to struggle with sluggish enrollments. Programs continued virtual/hybrid options and implemented marketing strategies to attract new students. For the third year, the state office offered a mid-year incentive for programs meeting specific performance metrics. Targets were 55 percent on NRS Table 4, Column J, and equaling the highest enrollment number of either December 31, 2019, or December 31, 2020. New programs from PY 2020 received a mid-year performance incentive for equaling the enrollment number of June 30, 2021.  Once again, the mid-year incentive helped to drive strong performance.   ► PDF Network – A network of the best-performing instructors in each program (about 30) were recommended and selected for the new program year to coordinate and provide just-in-time training locally and regionally, and to provide professional development planning and mentoring. Due to ongoing concerns of social distancing and travel restrictions, there were no face-to-face trainings; however, as restrictions eased, directors and PDF meetings, in conjunction with Adult Education Day at the Indiana State House in January, were conducted by the state office. Additionally, program staff were invited to participate in national and state virtual options, and the state adult education office partnered with the Indiana Association for Adult and Continuing Education (IAACE) for its annual in-person conference that resumed after a year’s absence in September 2021. Quarterly PDF meetings included virtual trainings on online instruction, career coaching, high school equivalency preparation, and how to use Goggle Drive shared folders. ► Statewide Webinars – The state office held monthly webinars for adult educators to provide information, program updates, and professional development. As the remnants of the pandemic continued and with a change in high school equivalency test vendors in July 2021, an emphasis on topics related to test preparation was highlighted in a series of statewide webinars. Sessions covered class structure; boot camps; test-taking strategies; recommended materials; and promising practices. Additionally, the high school equivalency test vendor held a series of targeted trainings to assist adult educators with the transition to the new exam. Meanwhile, the state’s workforce education coordinator offered short trainings for Integrated Education and Training (IET) and workforce programs. Included in these sessions were new application packets with an emphasis on contextualizing adult education activities and use of College and Career Readiness Standards for Adult Education. Statewide webinars were utilized to provide professional development on new measurable skill gains for postsecondary transcript or report card; skills progression; and progress milestones. To assist administrators and budget personnel, fiscal tips and resources were presented by a local program director to the field. In other webinars, the professional development coordinator covered successes, barriers, and promising practices from quarterly PD reflection reports submitted by PDFs. The director of instructional design presented a series on how to capture and utilize distance education more effectively. Presentations reviewed how distance learning improved performance on NRS table 4, and examples were presented to demonstrate how distance learning was most impactful on retention and acceleration of learning.   To rebuild enrollment to pre-pandemic levels, webinars focused on enrollment trends during a 10-year period that included pre- and post-COVID timelines. To ensure growth following the pandemic, each region and local program were presented enrollment targets to raise Indiana’s enrollment to 25,000 students over a three-year period. The goal was dubbed 25 x 25 – 25,000 enrollments by the year 2025. Specific activities included – (1) Determining community need to create new enrollment growth; (2) Analyzing current class offerings to maximize resource allocation; and (3) Offering classes aligned with community need and growth potential. Maintaining balance between “foundational” and workforce-focused classes was stressed. Potential workforce education partnerships were highlighted after a comprehensive analysis based on student employment. To rebuild enrollment over three years, a demographic analysis was conducted and presented during these webinars with a focus on race/ethnicity and age. A review of why demographics matter was presented to (1) Understand and better meet community needs; (2) Demonstrate how access and equity were central to foundational adult education services; and (3) Show trends on how program services and outcomes were impacted. Take-aways included that enrollments for young adults were up slightly for Indiana, high school equivalency graduates were skewing younger, and how these trends impacted program services with younger testers.   ► Virtual Regional Meetings – All state staff and regional support managers participated in monthly, virtual regional meetings. Topics typically focused on local program successes and challenges; performance by providers and regions; and how the pandemic continued to affect student enrollment, retention, and staff fatigue. A tight labor market was a concern for program administrators as they struggled to find qualified instructional and support staff. Fiscal reporting and data collection were monitored and reports were presented. Updates were provided by regional support managers for the American Job Centers (local WorkOne offices). Goals were to share promising practices, information about high-demand, industry-recognized certifications, training, and employment opportunities, and foster greater coordination and collaboration to increase referrals and co-enrollments with the one-stop system. ► 2021 Fall IAACE Conference – IDWD partners with the Indiana Association for Adult and Continuing Education (IAACE) each year to offer a variety of professional development opportunities. Due to the pandemic, the annual conference was offered virtually in April 2021 and resumed in-person participation for the fall. Topics included virtual learning; career coaching and workforce preparation; literacy and numeracy skills; math instruction and financial literacy; learner persistence; IETs, workforce programming, and new MSGs; IETs for the correctional population; learners with special needs and accommodations; English language learners; bridging the digital divide; and assessment practices for improved outcomes. ► Burlington English Webinars – Local providers were offered a menu of opportunities to participate in a series of trainings and webinars offered by Burlington highlighting promising practices. These training sessions were hosted by a myriad of professional development leaders and topics included career and work preparation. ► Evidence-Based Reading – Prior to the pandemic, the professional development team procured a vendor that offered an in-person and pre- and post-webinars that offered robust statewide trainings for evidence-based reading. Trainings emphasized a process for teaching reading in the adult education multi-level classroom, and incorporated evidence-based practice and the College and Career Readiness Standards (CCRS). Since the pandemic, the vendor shared similar PD evidence-based reading opportunities for Indiana adult educators early in PY 2022 for state distribution and included teaching reading and writing; using CCR standards; serving lower-level and struggling adult learners; and creating active teaching and learning classrooms. Adult educators heard from an Indiana University adult education professor who conducted research and collected reflections from learners who had low level reading skills. This session occurred at the April 2021 IAACE virtual institute.   ► House Bill 1313 – State legislation required outreach with individuals who completed secondary school but did not graduate with a high school diploma. The bill mandated contacts be made within a prescribed timetable, and more than 65,000 Hoosiers were identified over a 10-year period who met this criteria. Initial planning took place in PY 2021 and later included a referral and tracking system to reengage individuals to workforce development, training, and adult education resources. The newly-hired community outreach coordinator oversaw the start-up and  provided updates and training to field about the program. The outreach coordinator was later tasked with providing additional training in digital marketing, social media, geofencing, and community mapping.    
Iowa Iowa's professional development system is designed to coordinate state-level high quality professional development activities within Section 223(a). The projected impact of professional development on instruction and adult learner outcomes is evaluated by the following criteria:
  • Potential for statewide implementation and adoption into AEL instructional strategies, methodologies, and curriculum; 
  • Long-term improvement in program outcomes measured by the state and local programs’ ability to continually meet negotiated benchmark levels; and 
  • Capacity to effectively meet participant and program literacy goals.
The state professional development system is managed in coordination with AEL administrators, instructors, and trainers representing all funded programs. A data-driven planning process is used to identify professional development needs and to set priorities for each program year. Iowa emphasized key areas of training in adult education standards, digital literacy, distance education, and English language instruction. Highlights from PY 2021-22 include:  STudent Achievement in Reading (STAR) - STAR continues to assist Iowa’s implementation of evidence-based practices to provide adults with the reading skills they need to achieve their goals in school, the workplace, and their daily lives. STAR training was delivered to 13 participants representing five (33%) of Iowa’s AEL programs. Teaching Skills That Matter (TSTM) – TSTM trains teachers to integrate important skills using researched based approaches in crucial topics for adult learners. Iowa’s TSTM teacher trainers conducted face to face training at three local programs, presented three workshops at the winter virtual conference and delivered a TSTM strand at the summer AEL conference. All of Iowa’s AEL programs have been able to participate in TSTM training opportunities.  Canvas Training - Upskilling AEL instructors in online course development and delivery in Iowa’s learning management system continues to be a priority. Two cohorts of AEL instructors (26) completed a five part webinar series and created research based content in a sandbox course.  IDEAL Teacher Training - The IDEAL teacher training was built to support teachers using the Iowa Distance Education Adult Literacy (IDEAL) online courses. Participants were immersed in the course content, completed a getting started checklist, learned how to monitor online student progress, and navigated the course assessments. 15 mentor trainers completed the course and are working with AEL providers to deliver the training to local instructors. Introduction to Assessment for Adult Basic Education - Three local programs participated in targeted assistance asynchronous online training offered through LINCS. It covered formative assessment in writing and formative assessments in math. Standards-in-Action 2.0 - Instructors and state staff who participated in SIA 2.0 experienced, examined and reflected on instructional models of core academic content in literacy and math for English learners. Instructors explored researched based approaches and were coached on evaluating and adapting their lesson plans to promote collaborative opportunities, scaffolding, and better supporting ELs learning. Instructors from nine (60%) providers completed the training.  Future Directions 2022-2023 Several high-quality professional development activities are planned including:
  • SIA 2.0 Curriculum Review for ELA and Math - Participants will learn how to ensure that the content of instruction is aligned to content standards but utilizing a curriculum that is utilized in the state. The interactive training will be offered to all programs.
  • Canvas and Online Instructor Training - Canvas and IDEAL training prepare instructors to adapt course content, learn virtual classroom management, and distance education strategies. 
  • Standards-in-Action 2.0 - Instructors and state staff will examine and reflect on instructional models of core academic content in literacy and math for English learners. 
  • Teaching Skills That Matter - Iowa will continue to implement TSTM by delivering a TSTM strand at the 2023 summer conference and statewide webinars. The instructor coaches will train an additional 2 instructors to assist in the delivery of the training across the state. 
Kansas The state provides and facilitates relevant professional development opportunities to Adult Education across Kansas. Local programs receive a dedicated allocation for professional development and may apply for additional funds to support training opportunities. Instructors engage with College and Career Readiness Standards (CCRS) training in self-paced courses hosted online through the learning management system (LMS) developed in partnership with Wichita State University, in addition to the recently created Becoming an Adult Educator course, an introduction to andragogy and the teaching of adults. Through the same portal, all staff are able to share and access resources on a variety of topics, including links to state-created training videos. For PY2022, KBOR added a review of state policies to the LMS, required of all local program directors and available to all local staff. Many opportunities are available for no-cost professional development, including the monthly leadership meetings hosted virtually or in-person by the state and attended by all programs. During these meetings, information is disseminated and topics of current interest are discussed; data reviews and training for the Adult Education Student Information System (AESIS), the information management system used in Kansas are provided; and technical assistance with budgets and reports is made available. Local staff regularly review National Reporting System (NRS) policies and practices with training available through NRS and are encouraged to access courses and webinars through LINCS and the Coalition on Adult Basic Education (COABE), which are available free of charge. Programs are also encouraged to use professional development funds to attend relevant national conferences, including COABE, GED, Correctional Education Association, and more. All programs send one or more representatives to the state conference hosted by the Kansas Adult Education Association (KAEA). KBOR also facilitates STudent Achievement in Reading (STAR) training and, for PY2022, has added Reading Horizons training as another option for an evidence-based reading curriculum. The state further assists local programs in coordinating technical assistance and professional development opportunities with vendors used in Kansas, including Burlington English, Aztec, and Essential Education. In addition to required professional development activities for program leaders and instructors, KBOR planned to expand requirements for PY2022, including having representatives from all programs attend national Adult Education conferences and designating the number of hours of professional development all staff must have within a program year. Programs will be incentivized to meet these goals as part of the performance-based funding formula.
Kentucky Professional Development Programs OAE provided five professional learning courses focused on essential components of reading. The courses emphasized GED-aligned, Corrections-friendly reading instructional resources and strategies as well as improving adult learners’ listening skills to enhance comprehension. Student diagnostic report data was analyzed and leveraged to improve student outcomes. Additionally, OAE launched the first statewide Blackboard-based mathematics distance learning pilot in PY21. Five local providers participated in three Spring 2022 cohorts. The course was aligned to all GED High Impact Indicators (HII) for Mathematics and included formative and summative assessments for each GED HII-aligned module. 16 participating local instructors and program directors and 84 students participated in the pilot. 15 students earned their GEDs by the conclusion of the project. The intent is to use the course as a model for future OAE-initiated instructional initiatives. At the conclusion of PY21, OAE hosted a statewide KYAE Education Summit for WIOA partners and stakeholders. The event focused on creating better understanding of Integrated Education and Training (IET) and Workplace Literacy (WPL) models of instruction.   In PY21, programming for OAE’s primary IET, GED+Plus, ended in the Fall semester of 2021 due to a low completion rate. Out of 223 IET participants, only 5.56% achieved post-secondary transcripts. By utilizing LINCS IET training materials, meeting with OCTAE and other states (OH, IN, VA), and participating in targeted training from World Ed, OAE developed an IET/WPL planning tool and application process for the Local Provider Network.    
Louisiana By continuing to provide online design and instruction training to faculty and staff, we are better positioned to facilitate teaching in a digitally inclusive environment. Other necessary training included both in-person and virtual options.  During FY 2021-2022, WRU demonstrated its commitment to high-quality professional development activities that included but were not limited to:
  • NASDAE National Training Institute
  • Louisiana Association of Institutional Research (LAIR)
  • Adult Numeracy Network (ANN)
  • Student Information System (SIS) training
  • New Adult Education Supervisor training
  • Open Educational Resources (OER) Best Practices Conference
  • Google Classroom integration training
  • eLearn training
  • Classroom management
  • EDGAR Training
  • WRU Onboarding Course
  • Louisiana Association for Public, Community and Adult Education (LAPCAE) conference
  • LCTCS conference
  • Coalition on Adult Basic Education (COABE) conference
  • Northstar Digital Literacy training
  • TABE 11/12 training
  • LINCS training events
Louisiana had 56 local administrators/support staff, 274 adult education instructors, 41 instructional assistants, and 18 counselors in FY 2021-22 (NRS Table 7). All new WRU employees participate in a self-paced onboarding course. The course, WorkReady U and You, provides an introduction to the field of adult education with a specific focus on Louisiana’s WRU program. The course is housed in Google Classroom which links to our database. This allows new faculty to become familiar with the platform so that they can eventually create their own courses for students.
Maryland Maryland requires all adult education grantees to submit an annual Professional Development Plan that demonstrates a commitment to continuous improvement in learner achievement and instructor effectiveness.  based on identified programmatic goals. Professional development plans must be data-driven based on student outcomes, local and state goals, instructor needs, assessment surveys, classroom observation, and other data to determine professional development needs. In PY 21 local agencies began to transition to in-person instruction to meet student demand for such, while continuing to provide hybrid and virtual classes. The Maryland Labor team and local program staff worked in tandem to ensure access to the shifting landscape of course delivery. The Maryland Virtual Training Institutes (MD VTI) were offered in December and June of the program year.  All content was recorded and archived to enable resource sharing on the website as part of the quality professional development efforts. In PY21, the state offered 17 unique sessions on topics aligned with instructional practices and WIOA implementation.  A total 212 unduplicated participants attended at least one session of the VTI. Sessions are designed to be brief and include topics that can be easily incorporated into instruction. Most importantly, they are designed by practitioners and offered at no cost. Feedback for VTI has been very positive. As in previous VTIs, participants and presenters have joined from outside of Maryland allowing for a rich exchange of information. In addition, several of Maryland’s Title II grantees actively incorporate archived VTI sessions into their new instructor and new staff orientations. In PY 21, adult education team members implemented “Gather and Grow” a content-focused professional development opportunity for ABE and ESL instructors based on local program need. Lesson Planning was chosen as a priority topic. Participants were assigned a reading material/ pre-workshop material before the session took place, and throughout the workshop, participants worked on creating effective lesson plans that were guided by CCRS Standards and CASAS Competencies.  Separate sessions were offered for ABE and ESL practitioners. The lesson planning workshop in March 2022 garnered close to 20 participants in each group. Maryland began the Student Achievement in Reading (STAR) Pilot in September 2021 with six local programs (35 local staff) and three state staff participating in the initiative. The nine-month pilot ended in June 2022, with 93% of participants receiving Certificates of Completion. This exceeded the expected 60% completion success rate.  As a result of the successful outcomes, a State Education Program Specialist and a local instructor will become State Trainers for Maryland and continue the STAR rollout.  Communities of Practice (CoP) continue to be a valuable resource for leadership team members. Virtual meetings provided a forum for programs to share challenges and best practices with peers and provided a continuous avenue for open communication between State staff and the local program leadership staff. CoP meetings are scheduled quarterly for each local leadership team role - Program Administrator, Instructional Specialist, Intake/Assessment Specialist and Management Information Specialist, and additionally for Transitions staff, NEDP® Lead Advisor/Assessor and IELCE/IET Specialist/Coordinator.                                        National/State Conferences Adult education team members attended national conferences, either virtually or in-person during PY21including Coalition on Adult Basic Education (COABE), Executive Function Conference, National Association of State Directors of Adult Education, TESOL International Conference, Learning Disabilities of Association of Illinois Virtual Conference, Literacy and Language Institute, National Meeting for Adult Education State Directors, Math Institute and CASAS Summer Institute. Members of the team also presented at COABE. State conferences attended included Maryland TESOL, Maryland Association of Adult Community and Continuing Education (MAACCE), Governor’s Grant Conference, Maryland Association of Boards of Education (MABE), and Montgomery Coalition for Adult English Literacy (MCAEL).  Members of the team attended and presented at the MD Workforce Association (MWA) Raising the Bar, MD VTI, MD TESOL, and Montgomery Coalition for English Literacy (MCAEL).
Michigan Professional Development Survey In Fall of 2021, the Office of Adult Education, in partnership with EDSI, the state’s professional development contractor, launched the annual professional development survey. The survey was developed to gather data from local administrators and teachers on professional development needs, gaps and challenges, and preferences for communication. Eighty-three (83) respondents from 60 adult education programs statewide, representing programs in all 10 adult education learning regions, responded to the 17-question survey. EDSI compiled the results of the survey and shared them with the Office of Adult Education at a staff meeting in January 2022, and to local fiscal agents and providers at the Transitions Workgroup Meeting in January 2022. The results of the survey were used to drive the development of a Marketing and Communications plan to:
  1. Increase communication about Michigan adult education professional development.
  2. Build relationships to increase dialogue on professional development needs.
  3. Create opportunities that best support state priorities and reflect current trends in adult education.
Keywe Keywe, the Office of Adult Education’s learning management system, is powered by Canvas and officially launched to the field January 1, 2021. Using the catalog feature, a hub for professional development was created. Users wishing to register for professional development requested access and then could browse the catalog and self-register for both blended cohort offerings as well as completely self-paced offerings. As of June 30, 2022, there were a total of 275 unique users and 512 enrollments within the LMS, an increase of 60% over the last program year. A total of 115 badges were awarded during PY 2021, an increase of 130% over the last program year. Out of the 217 enrollments in State Continuing Education Clock Hours (SCECH) eligible courses, 72 completed coursework, and 46 submitted for SCECH (not all those who completed coursework submitted for SCECH). The Office of Adult Education and EDSI continue to look for opportunities to promote Keywe and the courses available. In PY 2021, EDSI shared an overview of Keywe and the course offerings at the Region 10 Adult Education Directors meeting on February 9, 2022; State of Adult Education virtual meeting on February 16, 2022; and the Region 8 Adult Education Providers meeting on March 7, 2022. Four new courses were launched in Keywe during PY 2021:
  1. New Instructor Training Module 1: Orientation - This self-paced course was launched in Keywe in September 2021. A total of 28 individuals enrolled in the course as of June 30, 2022.
  2. Career Navigator Series (7-10) - These self-paced courses were launched in Keywe starting in July 2021, with one course launching each month thereafter. A total of 29 individuals enrolled in these courses as of June 30, 2022.
  3. Technology Tools for the Classroom - This self-paced course was launched in Keywe in September 2021. A total of 8 individuals enrolled in the course as of June 30, 2022.
  4. Social and Emotional Learning (SEL) in Adult Education - This self-paced course was launched in Keywe in September 2021. A total of 8 individuals enrolled in the course as of June 30, 2022.
In addition to the new courses, the following ongoing courses were available in Keywe during PY 2021:
  • Career Navigator Series (1-6) - A total of 76 individuals enrolled in these courses as of June 30, 2022.
  • College and Career Readiness Standards (CCRS) Courses - A total of 22 individuals enrolled in these courses as of June 30, 2022.
  • Project IDEAL Courses - A total of 38 individuals enrolled in these three courses as of June 30, 2022.
  • 30-Minute Reboot Series - A total of 31 individuals enrolled in the course as of June 30, 2022.
2022 Michigan Adult Education and Training Conference (MAETC) On May 4-6, 2022, the Office of Adult Education held the MAETC in person for the first time since 2019. The theme for the conference was “Moving Forward Together.” The conference was attended by 215 attendees and provided 48 breakout sessions, including opportunities for adult educators to meet statewide and within adult learning regions, to network, brainstorm and showcase best practices. Stephanie Beckhorn, Director LEO-E&T, welcomed attendees to the conference and spoke about adult education’s role in the department and its pivotal role in preparing Michiganders for education and training to secure family sustaining careers. MACAE The Office of Adult Education continued support of the MACAE Virtual Spring Institute and 2022 MACAE Fall Conference by sponsoring and/or offering sessions.
Minnesota State leadership funds were used during 2021–2022 to support one Minnesota Adult Education Leadership Team position (the professional development specialist) to coordinate statewide professional development (PD) activities and assist local adult education program staff in designing and implementing effective PD. In addition, a statewide adult education PD advisory committee convened quarterly to identify key present and future PD needs, develop PD plans and resources, identify and implement best practices in PD, and coordinate and align PD activities for an efficient and effective PD system. This advisory committee has approximately 25 members, including state staff, PD providers, and local adult education instructors and administrators. Statewide professional development activities were also informed by adult education practitioner advisory groups in a number of different areas: Language and Literacy, Numeracy, Adult Career Pathways, Disabilities, Support Services, Distance Learning, Program Administration, Racial Equity, and Volunteer Engagement. All PD activities were held virtually in 2021–2022 due to the ongoing pandemic. Key events and attendance totals for these are listed below: Professional Development Event  Number of Events Attendance Totals Statewide ABE Summer Institute   1 2-day event 454 ABE Foundations for New Adult Ed Staff Webinar Series 3  72 Statewide Fall Conference 1 196 Statewide Spring Conference  1 192 Adult Language and Literacy Institute (ESL and ABE) 1 2-day event 214 ABE Math Institute  1 62 Integrated Education & Training (IET) Institute  1 57 Support Staff Conference 1 183 Assessment Trainings 18 325 Trainings for volunteers working in ABE programs 113 1344 ABE Volunteer Management Conference  1 74 In addition to these events, PD was provided through several job-embedded virtual activities, including an Evidence-Based Reading Instruction (EBRI) Webinar Series, a Pronunciation Webinar Series, and a new Writing Study Circle. Most Minnesota adult education programs continued to offer remote and distance education options, and much of the PD offered this year was designed to support high-quality distance learning. Some examples include:
  • A new statewide Community of Practice focused on HyFlex instruction was launched. Participants met monthly and resources were shared via Google Classroom.  Group members also shared lessons learned and HyFlex best practices at training events. 
  • Computer-based and remote NRS testing was supported through virtual trainings, technical assistance, and the bulk purchase and distribution of computer-based test administrations to local providers. 
  • Approximately 100 teachers completed the required training and certification to deliver asynchronous lessons via the Teacher Verification Model.
Minnesota adult education professional development providers and the statewide PD committee continued to share and build their expertise and procedures around virtual PD delivery this year. Feedback on PD activities was consistently positive, and participants found the PD to be engaging, useful, relevant, and well-run. To ensure they were accessible to those who could not attend the live events, most virtual PD events were recorded and archived on the MN ABE PD YouTube Channel ( for practitioners to view individually or with colleagues.  
Mississippi The primary goal of the OAE’s use of state leadership funds is to provide high quality and ongoing professional development (PD) to ensure adult education practitioners can implement the requirements and intention of the WIOA. The OAE works to ensure professional development program(s) at the state and local levels align with the goals of the state and local workforce development plans to meet the needs of workers and employers. Each year a survey is sent to program directors to determine professional development needs. Once the results are collected, the OAE staff looks at how the needs align with the goals of the state and local workforce development plans before designing the yearly professional development schedule. Each program is required to develop local professional development plans and submit them to the OAE. These plans are monitored for alignment to the state goals. Adult educators are trained to utilize evidence-based best practices in instruction enabling every adult learner in Mississippi to acquire the necessary basic skills to compete successfully in today’s workforce. To ensure the instructional effectiveness of new teachers, the state requires all new teachers to participate in the New Teacher Academy (NTA).  This Academy is offered at the beginning of the fiscal year and offers an overview of the Mississippi Adult Education system, our policies, instructional methodology for adult learners, and program design. Each new teacher is matched with a mentor teacher from their local program for the first year. This mentor is available to help the new teacher as they navigate their first year in adult education. Ongoing professional development is provided for these individuals throughout their first year. This year the NTA Academy was provided virtually using the Canvas platform. Teachers participated in synchronous and asynchronous activities. Each new teacher completed the following before attending NTA:
  • Back 2 Basics Canvas course
  • TABE Assessments 11/12 and submit scores
  • Canvas Tutorials
The state’s professional development system includes training in reading instruction which incorporates the essential components of reading. Student Achievement in Reading (STAR) Training is offered every other year in the state. STAR contains training in evidence-based reading instruction which includes diagnostic assessment and instructional practices in the four components of reading.  Teachers learn how to assess and instruct in alphabetics, fluency, vocabulary, and comprehension. In addition to STAR training, webinars focused on reading and writing instruction were provided to teachers. Digital Literacy skills are of vital importance for adult learners in competing in today’s workforce. The OAE has provided adult educators training in how to teach digital literacy skills and integrate those skills into content instruction. Northstar Digital Literacy Skills was purchased as a state license and each program has access to this resource for use with students. The resource provides self-guided assessments to measure mastery in basic skills in 15 areas which include basic computer skills, internet basics, using email, Windows, Mac OS, Microsoft Word, Excel, PowerPoint, Google Docs, social media, information literacy, career search skills, accessing telehealth appointments, your digital footprint, and supporting K-12 distance learning. Test takers can receive certificates and/or digital badges when they pass a Northstar assessment in a proctored environment at a Northstar testing location. Classroom curricula provides detailed lesson plans for teachers and can be used remotely or in person. Northstar Online Learning provides individualized online instruction and practice. The OAE’s professional development activities have changed to support instructors and other service providers during the Covid-19 pandemic. In FY 21-22, over 260 hours of professional development were provided for statewide adult education programs and community partners in various topics reaching approximately 275 individuals. This program year professional development was offered via Zoom meetings and face-to-face. All face-to-face meetings were in a Hyflex approach. For those who could not attend in person, there was Zoom access provided by MS Community College Board tech personnel. A Canvas course called Skill UP Webinar Course was designed to house all recorded webinars. This allowed instructors and program staff to access the training at any time. Digital surveys and certificates were developed for all webinars to provide immediate training evaluation and records of professional development hours for staff.  The state’s professional development focus during this year was Advancing Career Pathways. This began with the Program Directors at the fall director’s meeting. A series of sessions on IET, Career Pathways, SSLOs, and Contextualized Instruction was provided. Throughout the year, local directors developed SSLOs and uploaded them into a Canvas course accessible to all program directors and instructors were provided webinars on IET and College and Career Pathway development and implementation. Additional webinars were offered on Ability to Benefit and Team-Teaching Training for IETs. At the English as a Second Language teacher’s retreat, ESL teachers were given an overview of career pathways and how to incorporate these discussions into orientation with their students. The Smart Start Curriculum was presented and attendees were shown how to use it in the classroom with English Language supports. Each teacher was given their own Smart Start Canvas course. LINCS provided a series of training virtually and face to face (Hybrid) on Workplace Contextualized Instruction for a cohort of teachers. Participants had to complete a short presentation on a lesson they adapted from the TSTM Toolkit or one they created for contextualized instruction. State staff provided IET Design/SSLO Development/Contextualized Instruction training series for the Department of Corrections. Those in attendance were staff in administration, career technical (CTE) & workforce, and adult education instructors & volunteer tutors. Two other trainings were conducted face to face at the following facilities: Parchman State Penitentiary (North), Central MS Correctional Facility, and South MS Correctional Institution. Developing a Single Set of Learning Objectives (SSLO) was the focus of the first onsite training. After the training, groups designed SSLOs specific to the career pathways offered at their facilities. These SSLOs were also uploaded into a Canvas course. The second training focused on contextualized instruction in the classroom. Workforce, CTE, and adult education worked together to build contextualized lessons tailored to the pathways offered at each facility. Staff from all three facilities participated in the IET in Correctional and Reentry Education technical assistance initiative offered by OCTAE. Through this initiative, the correctional facilities were able to learn best practices from subject matter experts and network with staff from other states. During 2020-2021, five teachers participated in the Teaching Skills That Matter (TSTM) training provided by American Institutes for Research and made up the state’s TSTM Team. This team conducted a nine-webinar series on Unpacking the TSTM Toolkit and conducted interactive webinars on each of the nine skills that matter during 2021-2022. The state provided the following webinars and/or training this year as part of the professional development plan:
  • CALM Follow-up trainings (8 sessions)
  • Teaching the Anxious and Depressed Student
  • Team Teaching Training (IET)
  • Getting Started with Distance Learning
  • Teaching Math Across Levels
  • Ability to Benefit
  • LACES Database Training
  • MAE Referrals
  • Unpacking the TSTM Toolkit
  • Tips and Strategies to Engage with CCR Math Standards
  • Dyslexia in the Classroom
  • Teaching Listening to ESL Learners
  • Jumpstart Your Year (Keynote: Motivational)
  • IET Design/SSLO Design and Follow-up
  • Teaching with Webb’s Depth of Knowledge in Mind for HSE Test Success
  • ESL Teacher Training
  • Equity in the Classroom
  • Year End Closeout
  • Indirect Cost Policy
  • Reporting Career & Training Services
Directors had three training meetings and 90% of the directors participated in LEAD Institute Training provided by the National Association of State Directors of Adult Education (NASDAE). The LEAD Institute was designed to develop dynamic, proactive leaders for the 21st century adult education system. The focus of Mississippi’s Leadership-in-Action Plan was to increase leadership skills for local Adult Education directors by providing guidance to help them better align their programmatic vision and goals with WIOA.  In addition to leadership training, programmatic emphasis was placed on improving IET measurable skill gains. In 2021, the Office of Adult Education in Mississippi hired an Instructional Specialist whose primary role was to create and oversee a robust online HSE program called eDULT. Available in the Learning Management System, Canvas, eDULT piloted in July 2021 with participation from all programs that currently do not have a virtual option. Content courses for the 300 and 200 levels were developed. Each subject area: math, science, social studies, and reading language arts, has its own unique course but follows a standard framework and outline over seven weeks. One of the program's key features is the eSkills Sucess Series Course that serves as an orientation to becoming an online student, and provides additional opportunities for students to build soft skills that aid in the development of community throughout the course. Students have the opportunity to interact with peers, coaches, and instructors in various synchronous and asynchronous formats. Seven seasoned adult education instructors participated in the pilot and were given stipends for course development and online teaching.  Mississippi added six additional instructors to the College and Career Readiness Standards (CCRS) state team in 2021, with a total of 13. The team participated in the national Standards in Action Curriculum Review training offered by the Standards-in-Action project, under the leadership of Susan Pimentel. The CCRS team assisted with the development of the eDULT Online 300 and 200 level courses and also developed training videos to be included in the Standards Foundational Canvas courses. The two courses, one for English Language Arts (ELA) and one for Mathematics, are housed within Canvas and are the cornerstones for the refreshing instructional practices professional development offered during PY 2022-2023. The teams reviewed an ELA and Math adult education curriculum and shared the results with the state’s adult education programs and gave an overview of the Foundational courses and lessons learned from the Curriculum Review training. The team will adapt the national training and train local staff from each program in the state on curriculum review during PY 2022-2023. This year’s summer conference was provided face-to-face at the Hilton, Jackson. Ten hours of training were provided and teachers were offered one unit of continuing education or ten hours of professional development. Training and networking were key focuses of this year’s conference. Teachers and staff could choose from the following trainings offered:
  • Keynote Address: Real Heroes Don’t Wear Spandex
  • Leadership Matters: Eight to Great, Pathways to Leadership
  • Burlington English for Specific Careers: Your IET Solution
  • Data Do It
  • Teaching that Sticks
  • Supporting Student Success with Best Practices in GED Test Administration
  • eDULT HSE Online
  • Tips for Managing Your Adult Classroom Like a Pro!
  • Skills 2 Strive 4 Teacher Excellence
  • Excellence in Online Instruction
  • Let’s Get Students Ready for Success with GED Testing, Resources, and Manager
  • IET-What’s an Outcome?
  • Best Practices for HiSET Test Administrators
  • WIOA: Importance of Community Partnerships
  • Reinforcing Mathematics Skills in the ESL Classroom
  • How to Plan When Time is of the Essence: Integrated & Contextualized Approach
  • Be CALM Geometry: Remote Ready Curriculum for Beginning Math Learners
  • How you Doing? (Data)
  • Grant Writing 101
  • ACT WorkKeys/NCRC Updates and National Initiatives
  • How Do We Approach Different Learning Modalities with Class?
  • Better Writing for ESL Learners
  • Building on What Works: Developing CCN Outcomes
  • The HiSET Program & Resources for Educators
  • From Striving 2 Thriving: Developing Skills to Become a Better Coach and Mentor
  • Smart Start: Practices to Advance into 2022
  • Program Guidelines for Achieving Excellence
  • Achieving Measurable Skill Gains with GED, HiSET, and TABE 11/12 Academy
  • College and Career Readiness Standards & Curriculum Review
  • Writing & Reading: A Powerful Combination
  • Developing a Community Resource Guide to Assist with Student Barriers
  • GED Higher Order Math: Functions
  • Online Workforce College: Equipping Individuals & Supporting Employers Through Innovative Approaches
  • Improving Digital Classroom Skills for Teachers and Students
  • Directors Meeting
All Professional Development activities were evaluated using a Google form linked to a PD hours of completion certificate.  After each webinar or training event, teachers were given a link to complete a survey/evaluation of the activity.  These results are used to guide the professional development staff when providing technical assistance and training to improve adult education activities.  
Nebraska Program Year 2021-2022 was the first year of the new AEFLA funding cycle. Although the eight subrecipients were returning providers, there were additional requirements in the application which necessitated targeted professional development and technical assistance.  The Program Year 2021-2022 State Leadership Training Plan outlined the wide selection of professional development opportunities and requirements throughout the program year. Additionally, each local program was required to add a Performance Improvement and Transitions Coordinator to facilitate targeted improvements in all aspects of service delivery. Both the training plan and this key position proved helpful in exceeding our performance goals for the program year. Supporting adult education instructors with excellent research-based professional development was necessary to aid in the retention of quality instructors, whose work with adult learners directly impacts student retention and performance. Finding the balance of the multiple modalities of providing instruction and empowering instructors to understand and own each method was the focus of many of the offered trainings. Selective training based on participant evaluations as well as programmatic needs identified in monitoring supported optimal outcomes. Nebraska Adult Education embraced the virtual format for professional development as it most effectively and efficiently met the needs of our large numbers of part-time instructors and staff across a large, mostly rural state. State Leadership funding supported attendance at the many high-quality professional development activities, either directly from the Nebraska Adult Education State Office or through one of the various national organizations offering research-based professional development opportunities. The establishment of the Nebraska Adult Education training website allowed these opportunities to also be available asynchronously to reach the maximum number of participants, allowing our part-time instructors the opportunity to learn at any time. Nebraska Adult Education Virtual Conference: Nebraska’s Adult Education Conference’s theme was Reaching New Heights and was offered synchronously in a virtual format. Sessions were also recorded and available for review on Nebraska Adult Education’s training website. The virtual format was beneficial in allowing maximum access as well as reaching national subject matter experts to present at conference without additional travel expense.  Josh Davies, CEO of the Center for Work Ethic Development, provided the keynote address, 2020: Foresight, Not Hindsight. Training topics offered at the 2021 Nebraska Adult Education Virtual Conference:
  • A Career for Every Student
  • Accommodations and the GED® Tests
  • Alignment to CASAS Content Standards
  • Beginner LACES
  • Building Work Ethic in a Post-Pandemic World
  • CASAS- eTests and TOPSpro Enterprise (TE) Demonstration
  • CASAS - Interpreting Test Results and Reports to Improve Performance
  • CASAS – What’s New? Training, Help Documentations, Videos and More
  • Engaging With Purpose: Adding Family Literacy to Your Program
  • Evidence-Based Principles and Practices for Writing Instruction
  • Family Literacy
  • How New Readers Press Can Help with Your CASAS Needs
  • Innovation in Adult Education
  • Integrating Digital Literacy and Problem-Solving into Instruction
  • LACES – NRS Tables
  • LACES Q & A
  • LINCS 101: Community, Courses and Resources for Adult Education
  • Nebraska GEDTS® Program Updates and Online Proctoring
  • Nuts and Bolts of Giving Students Agency in a Remote Environment
  • Soaring to New Heights with Burlington Core
  • Trauma Informed Practices in Adult Education
  • Using an ESL Application to Drive CASAS and GED® Growth
  • What’s New and Working in Corrections Education Focus on Curriculum and Instruction
  • What’s Developing in Corrections Education Focus on College and Career Readiness
LINCS Intensive Technical Assistance – Trauma Informed Practices: The conference had the kick-off session to this intensive webinar series that was available virtually both synchronously and asynchronously. There were seven webinars presented by the subject matter expert, Lucille Rosario, who also facilitated the Community of Practice discussion forum on the LINCS website. The webinars were offered monthly and made available on the training website:
  • Trauma Informed Practices in Adult Education
  • Considerations for Staff Well-Being, Agency Climate, and Secondary Trauma Amongst Staff
  • Programmatic Basics for Trauma-Informed Adult Education Agencies
  • Trauma-Informed Considerations for Intake and Orientation
  • Trauma-Informed Practices for Adult Education Instruction
  • Trauma-Informed Practices for Adult Educators in the Corrections Setting
  • Wrap-Up Webinar for Trauma-Informed Practices
Performance Improvement and Transitions Coordinator Meetings: The required job duties of this new position include performance monitoring and improvement, professional development planning, and student transition performance improvement. Monthly virtual meetings with the State Office have provided the collaboration and technical assistance to successfully exceed our goals in these areas. The State Office led these meetings with a focus on total performance improvement, walking providers through process improvement strategies that began with initial contact with student, through successful transition of students to postsecondary education, training and employment. Program Director Meetings: Regular virtual meetings hosted by the state director and office staff with the local administrative staff of adult education programs statewide provided opportunities for technical assistance, stakeholder engagement, ongoing collaboration and targeted process improvement. Topics focused on WIOA, NRS reporting, MSG performance, Nebraska Assessment Policy, budget management, high school equivalency and best practices for program improvement and accountability.   CASAS Training: CASAS provided monthly webinars as well as self-paced online training opportunities. Proctors and Coordinators became certified utilizing their online trainings to become knowledgeable and proficient at providing assessments in an accurate and standardized manner. Certification must be acquired prior to authorizing access to the TOPSpro system and the administration of any assessments. Additionally, CASAS provided a variety of training resources on their website including training videos and downloadable manuals along with an archive of webinars. Continued use of eTests as well as remote testing has provided equitable access to quality progress measurement. Specific training focused on utilizing CASAS content standards and score reports to inform instruction has been useful in improving outcomes. LACES Training: Management Information System trainings were conducted throughout the program year to ensure accurate and timely data entry and NRS reporting. The LACES trainer provided multiple sessions at our virtual conference as well as regular webinars throughout the program year which were recorded and available on the website. Emphasis was placed on NRS requirements for all types of programming and the necessary reporting and documentation. Specific trainings highlighting the additional MSG opportunities on NRS Tables 4 and 11 were particularly beneficial. State of the State Monthly Zoom Meetings: Technical assistance regarding NRS reporting and performance was offered on a monthly basis to the local adult education administrative teams for all AEFLA programs statewide. These meetings provided a regular opportunity to view the collective performance at the State level, to measure the progress being made, and to model the necessary data analysis to be completed by each local program. NRS definitions of participants, Periods of Participation, Measurable Skill Gain, as well as the requirements of the various NRS tables were common focuses of these Zoom meetings. Program spotlights allowed the sharing of best practices among the programs. One objective of these meetings was to foster collaboration and the sense of value of the unique individual programs as well as the teamwork necessary to reach State goals. Coalition of Adult Basic Education, COABE: Nebraska Adult Education provided membership to COABE for all adult education staff statewide. Adult educators accessed the many webinars offered by COABE. Many local program staff as well as State staff also attended the COABE conference either virtually or in person. NASDAE:  The State Director is a member of the National Association of State Directors of Adult Education which provides training activities and networking opportunities to members and partner organizations to strengthen the service delivery of adult education activities. State Office staff participate in various meetings and trainings. Teacher Effectiveness Training through Literacy Information and Communication System, LINCS: Nebraska Adult Education encouraged adult educators to utilize the many resources available through LINCS. The PY22 State Leadership Training Plan required all adult education instructors to attend the self-paced Teacher Effectiveness course:
  • Introduction to Teacher Effectiveness and Induction
  • Principles of Learning for Instructional Design
  • Motivating Adult Learners to Persist
State Wage Interchange System, SWIS: The State Director and Program Consultant who oversee NRS data reporting regularly attended the SWIS trainings and quarterly SWIS Advisory Group meetings. Distance Education: The Nebraska Assessment Policy lists the approved distance education curricula. All approved curricula must be aligned to the State’s Adult Education content standards: College and Career Readiness Standards for Adult Education, English Language Proficiency Standards for Adult Education and Nebraska Content Standards. The vendors of the distance education curricula offered training specific to the use of their curriculum. Nebraska Adult Education has prioritized distance education opportunities for many years to reduce transportation barriers in a large, sparsely populated state both prior to and especially during the pandemic. National Reporting System: State staff attended the NRS Regional Training as well as utilized the professional development opportunities available on the NRS website and the additional webinars. The content was shared with local program staff through various meetings and trainings throughout the program year. New Director’s Training: Two subrecipient providers hired new program directors within the first quarter of the year. The State Office developed a training series of weekly sessions covering eight modules: WIOA/AEFLA, Assessment and NRS Reporting, Grants and Budgets, IELCE, IET, Family Literacy, GED//HSE/Withdrawal and Program Reporting.  
Nevada Leadership funds were used at the state level to contract with American Institute for Research (A.I.R.) to assist in building an effective professional development system. The focus of this system is implementation of the Workforce Innovation and Opportunity Act and program improvement, including sustainability of standards-based education, career pathways, transitions to postsecondary education, English language instruction, and support for High School Equivalency preparation. During the 2021-2022 program year State Leadership funds were used to support participation in multiple federal training opportunities. Leadership funds have been used to scale and sustain the work by using the teachers in the cohort to deliver training to the rest of the state for the Teaching Skills that Matter (TSTM) project. Nevada also participated in the Student Achievement in Reading (STAR) training and leadership funds have been used for planning to expand the use of STAR.   We also participated in the Standards in Action (SIA) 2.0 during June 2021 and leadership funds were used to bring the training to the rest of the programs. There has also been an online training module developed for the Standards in Action training for curriculum review in which Nevada participated last year. Several training sessions were held that delivered best or promising practices. These included a three-part statewide training for TSTM that was at attended by all local programs, training led by A.I.R. on leadership, and Measurable Skill Gain (MSG) improvement. The virtual delivery of training was very successful and allowed a greater level of participation for local staff and instructors. In addition, multiple trainings were held on data entry and use for program development.
New Jersey 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.
New Mexico NMHED-AE provides high-quality professional development (PD) opportunities for local programs throughout the year. In PY 21/22, 7 teams of New Mexico adult education administrators and teachers participated in the intensive, virtual Student Achievement in Reading (STAR) program. At the state level, New Mexico’s participation was spearheaded by State Director Gallup. Through our three professional development contracts, we offered numerous high-quality PD programs throughout the year, including Teaching Skills that Matter (TSTM) presentations and a course; Training from the BACK of the Room (TBR); monthly tech talks and ESL technical assistance webinars; a monthly data quality and performance webinar with LiteracyPro; the third year of a highly successful Career Pathways Institute that resulted in shareable resources and projects on a wide variety of career pathways topics; access to a series of Pathways to Success Webinars; and a series of customized, virtual technical assistance workshops from LINCS on the topic of serving students with disabilities. Moreover, in partnerships with the New Mexico Adult Education Association (NMAEA) and the New Mexico Teachers of Speakers of Other Languages (NM TESOL), we co-hosted a 2-day fall virtual Teachers’ Institute and an in-person spring Adult Education Conference that offered numerous content tracks for all the different services our programs provide. We are particularly proud of two PD innovations this year in New Mexico. The first is the development of the website, which is a practitioner-focused adult education website that provides a tremendous amount of support to our local programs, including contact information, a frequently-updated state calendar, announcements, links to all policies and forms, guidance and resources, and much more. Prominently featured on that site is an entryway to our PD Portal, where practitioners can access online learning opportunities. The site and portal are part of the comprehensive PD system we are designing and implementing in New Mexico. The second innovation we are proud of this year is the extent to which we have involved our adult education field in the development of the system. In PY 21-22, a large number of adult educators participated for months in practitioner-led PD planning groups on the topics of PD policy, credentialing, and PD content. Their thoughtful recommendations led to the development of a state PD policy and informed, and will continue to inform, key decisions in system design. Our consultants and staff also participated in PD opportunities in order to better support our programs and promote continuous improvement. In addition to LACES training for all state staff, state staff members and the State PD Coordinator (a consultant through the University of New Mexico-Valencia) participated in the Coalition on Adult Basic Education (COABE) conference, the IDEAL Consortium Summer Institute, a Jobs for the Future (JFF) Pathways to Prosperity national meeting, and numerous other learning opportunities.
North Carolina Since 2012, one of the main activities of the NC College & Career Readiness Professional Development Team has been to offer a credentialing system designed to instruct adult education teachers across the state in the latest research-based best practices. During the 2021 -2022 program year, we offered three certifications, the Core Credential, ASE Language Arts, and ASE Mathematics. All three credentials were offered 100% at a distance in the CCR Moodle portal which is offered through a collaborative relationship with the NCCC System Virtual Learning Community. The Core Credential introduces students to the essential components of reading and up-to-date research-based methods for teaching literacy to adult students. During the program year 2020-2021, the professional development team focused on digital equity, improving instruction in ABE, ESL, and IELCE programs, training on ADVANSYS, NC’s new data management system, and IELCE program management. For the first time, NC was able to purchase state software licenses for 231 and 243 providers. NorthStar Digital Literacy was purchased for all Title II providers and  BurlingtonEnglish was purchased for all IELCE providers. Nine webinars were offered for each software program to ensure that all instructors understood the ins and outs of the software. We emphasized the benefits to all students of earning NorthStar credentials, while we strongly encouraged all 243 providers to use BurlingtonEnglish for two or three of the required IELCE activities to ease one of the major barriers for students of participating in an IELCE program – the sheer amount of time required each week. We also offered regional training on building an IELCE program by utilizing distance education in a training entitled, Distance Learning and IELCE: A Paradigm Shift.   In August 2020, we sent a cohort of nine instructors to the national OCTAE-funded training institute, Standards-In-Action Virtual Institute on Implementing Standards-Based Instruction for English Language Learners. To encourage standards-based instruction, we replicated the virtual institute during March of 2021 for a cohort of twenty-four NC instructors. Three of the instructors who attended the national training served as State Coaches. Matthew Brown served as the lead on this intensive project, which was well-attended and well-received. We intend to continue to offer the Standards-In-Action Virtual Institute during future program years. In early June, regional training focused on rethinking workflows as we transitioned from one data management system to ADVANSYS. Realizing programs would need revised data workflow, we offered training, Colleague to ADVANSYS: Reworking the Flow. Later in June, we also offered seventeen how-to topical workshops on utilizing ADVANSYS. Below are the credentials awarded by NC and the number of credentials earned during the 2021-2022 program year: NC Credentials Credentials Awarded CORE 79 Adult Secondary Education: Math 16 Adult Secondary Education: Language Arts 10 TOTAL 105 In the fall of 2020, to disseminate local best practices and information about models and promising practices in adult ed programs, we began producing a monthly newsletter sent to all Title II providers in North Carolina. The publication of the monthly newsletter has become a major activity of the CCR Professional Development team and has become the preferred platform for the state team to communicate important information to the field. Each issue contains a letter from the State Director, student success stories from North Carolina Title II programs, upcoming professional development opportunities, updates from each office in the Title II unit, and, most importantly, each issue highlights a research-based best practice for adult education instructors, frequently submitted by local Title II providers. In addition to the credentials awarded through the NC College & Career Readiness Professional Development Office, and the creation of the monthly Title II newsletter, state leadership has provided many trainings and PD opportunities that were offered via webinar. A summary of those webinars is provided below:
  • In July of 2021:
    • On July 15, we offered our fifth installment in the EBRI webinars: Evidence Based Reading Instruction: Guided Reading and Fluency.
  • In August of 2021:
    • On August 3, in order to offer continued support for digital literacy instruction for adult ed students, we offered, Building Digital Literacy for Learners in CCR. This webinar highlighted innovative best practices from several NC Title II providers.
    • On August 25, we virtually held our annual Title II Program Year Kickoff. This was an all-day event. Because it was the start of a new four-year 231 grant period, we focused on in-depth interpretations of the Thirteen Considerations and the practical application of them in local programs.
  • In October of 2021:
    • On October 14 we virtually held our annual IELCE Program Year Kickoff. This was also an all-day event.  During the event the freshly written IELCE Manual was taught by the IELCE subject matter experts from Reading Connections, Inc. Reading Connections Inc, was contracted by State Leadership to create the IELCE Manual, provide training on the manual, and offer targeted and individualized technical assistance to all thirty-one IELCE providers.
  • In November of 2021:
    • On November 4, we presented Collaborating with Your Workforce Development Board Roundtable Discussion Webinar. The webinar was led by Dalanda Bond, state leadership team SME on LWDBs. Several Title II program directors joined her to share their best practices on working with LWDBs.
    • On November 4, in order to support and offer guidance to approximately twenty new Title II directors, we held the first of five virtual sessions of our New Title II Directors’ Orientation Series. This was the second year that we offered the New Directors’ Orientation virtually.
    • On November 18, we offered the second webinar in the series of New Title II Directors’ Orientation webinars.
    • Between November 8 - 29, we offered seven sessions on best practices on utilizing NorthStar Digital Literacy software in Title II programs in North Carolina. These webinars were provided by Theresa Sladek, Northstar National Professional Development Facilitator. The state leadership team purchased NorthStar licenses for all Title II providers in NC. This training was rolled out with the new licenses in combination with an additional allocation for all Title II providers to identify a Digital Literacy Navigator at every Title II location in North Carolina. Network
  • In December of 2021:
    • On December 1 & 2, we offered two more webinars on NorthStar Digital Literacy, concluding our nine-webinar NorthStar series.
    • On December 2, we offered the third webinar in the series of New Title II Directors’ Orientation webinars.
    • On December 6, we offered a webinar focused on improving distance learning entitled, Using Intelliboard to Count Time in Moodle. This webinar was led by Lane Freeman, PhD, NCCCS Director of Online Learning and showcased distance learning best practices utilized by Ivana Hansen, the Title II director at Nash Community College.
  • In January of 2022:
    • On January 13, we offered the fourth webinar in the series of New Title II Directors’ Orientation webinars.
    • On January 27, we offered the fifth and final webinar in the series of New Title II Directors’ Orientation webinars.
    • On January 31, we offered the Digital Navigator Network Training Webinar in order to onboard and orient the recently hired Digital Navigators across the state.
  • In February of 2022:
    • On February 8, in preparation for rolling out our New Director Mentoring Program, we offered Mentoring Training, an invitation-only training for those seasoned directors who had been identified and agreed to serve as mentors for new Title II directors.
  • In March of 2022:
    • From 2:00 – 4:00 on every Tuesday and Thursday in March (ten sessions), we offered the Standards-In-Action Virtual Institute on Implementing Standards-Based Instruction for English Language Learners to a cohort of twenty-four NC ELL instructors. This initiative was led by Matthew Brown and three state coaches from local programs.
    • On March 28 we offered three regional sessions of IELCE and Distance Learning: A Paradigm Shift. This training was designed to encourage IELCE providers to rethink how they offer IELCE programming and to consider offering some of the required activities via distance learning. This webinar was designed and presented by Daniel Loges.
    • On March 30, we offered the first of nine webinars on utilizing BurlingtonEnglish in IELCE programs. These webinars were provided by Lori Wedner, Sheryl Jett, and Heyward Gignilliat, BurlingtonEnglish trainers. The state leadership team purchased BurlingtonEnglish licenses for all 243 programs in NC.
  • In April of 2022:
    • Throughout April we offered the remaining eight webinars on utilizing BurlingtonEnglish in IELCE programs.
  • In May of 2022:
    • On May 16, we offered the IELCE End-of-Year Data Double Check to offer guidance to IELCE programs on accurately entering their IELCE data into our data management system in order to receive credit for every MSG. This session was presented by Jessica Rieger.
    • On May 23, Michael Tilley presented the annual Assessment Manual Update Webinar.
    • On May 26, Michael Tilley along with members of the Adult High School Advisory Committee presented the Adult High School Manual Overview Webinar.
    • On May 31, Jessica Rieger presented three small-group  webinars on Colleague to ADVANSYS: Reworking the Flow. These webinars were designed to help providers  think through how processes currently done in Colleague will now be done in our new data management system, ADVANSYS.
  • In June of 2022:
    • On June 1, Jessica Rieger presented three more small-group webinars on Colleague to ADVANSYS: Reworking the Flow.
    • On June 7 – 9, we offered seventeen how-to topical training webinars on ADVANSYS. These webinars were taught by ADVANSYS staff. Topics included PoPs & MSGs, Entering Students, Orientation, Class Sections, Managing Users, and Running Reports, etc.During program year 2021-2022, we released one new on-demand professional development training. The IELCE Certification Training was developed by contract with the Center of Excellence for ELL Workforce Development at Reading Connections, Inc. and hosted in the Title II Moodle Portal at the NCCC Virtual Learning Community. Below are the certificates awarded to NC Title II instructors and directors for completing our on-demand trainings during the 2021-2022 program year:
On-Demand Training Completers Introduction to Title II Performance 112 Conquering Your Data Challenges 5 Post-Exit Primary Performance Indicators 37 The LEIS Form Training 126 The IELCE Certification Training 77 TOTAL 357   Also during program year 2021-2022 North Carolina sent cohorts of participants to attend three intensive national training initiatives funded by OCTAE.
  1. In August of 2021, nine North Carolina Instructors participated in the Standards-In-Action Virtual Institute on Implementing Standards-Based Instruction for English Language Learners.
  2. September 2021 – June 2022, six North Carolina instructors participated in the Teaching Skills that Matter cohort.
  3. January 2022 – May 2022, forty North Carolina instructors participated in the LINCS Targeted Technical Assistance: Serving All Students webinar series.
Northern Mariana Islands The office was able to attend a virtual COABE conference focusing on IETs.  Meetings with the college academic leadership were scheduled and held to introduce the IET concept and to brainstorm ideas on how it could work.  The leadership was very interested and a lot of discussions were centered on the Criminal Justice and Nursing programs. Discussions were placed on hold in order to focus on the hiring of the new college president and then recently, a new academic dean.  The new dean is the former head of the Criminal Justice program.  This is extremely positive as he was particularly excited to create new opportunities for students to earn credentials. The new dean is still settling into his role, but there are plans to continue discussions.
Ohio 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. 
Oklahoma 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.
Oregon In 2021, State Leadership hired a new Adult Basic Education (ABE) State Leadership Coordinator after the previous ABE State Leadership Coordinator retired. This position is responsible for Title II Professional Development for funded programs across Oregon. The new ABE State Leadership Coordinator began reviewing the ABE Professional Development Framework for updates as well as drafting a five-year professional development plan for the upcoming 2022-2027 program grant cycle. The five-year professional development plan will ultimately be based on input from State Leadership, local programs, WIOA partners, and federal partners, with selected areas of focus based on surveys, dialogues with partners, federal mandates, best practices, and state context. In winter 2022, State Leadership created a dedicated webpage for Oregon ABS Professional Development. The page houses resources for Oregon’s ABS learning standards, including the Oregon Adult College and Career Readiness Standards (OACCRS) Language Arts and Math Handbooks; the standards Foundation Trainings, which is comprised of an Orientation Module on the state’s adult education learning standards and an Adult Education Module on the needs of adult learners; additional professional development modules for learning standards; and sample standards-aligned course outlines. Modules are available in facilitated and/or self-study versions, and additional professional development modules for learning standards will continue to be developed in the 2022-2023 program year. Additionally, in winter and spring 2022, faculty trainers under contract with the state worked on finalizing the Oregon Adult English Language Proficiency Standards (OAELPS), which are based on the national English Language Proficiency Standards, for publishing at the beginning of the 2022-2023 program year for Oregon’s ABS ESL programs. The development of an updated learning standards Orientation Module was begun in spring 2022 to include OAELPS.  To complement the developed learning standards materials, the State ABS Team partnered with faculty trainers and learning standards points of contact at local programs to develop guidance on standards-based professional learning communities (PLCs). With input from these two groups, the State ABS Team  created a guide outlining research-based practices for developing PLCs, as well as state compliance requirements for standards-based PLCs, and shared it with the local points of contact for learning standards at each program. These local points of contact for learning standards, known as Local Leads, also began meeting regularly with the new ABE State Leadership Coordinator for state updates relating to learning standards and professional development, as well as to share practices and experiences with their counterparts across the state. Out of this work grew conversations around data-driven instruction and several ideas for local and statewide PLCs related to using assessment data to identify areas of student learning need. The ABE State Leadership Coordinator also worked with contracted faculty trainers to begin offering Course Outline Guide Alignment Trainings, which are customized local trainings that help programs align their course outline guides (sometimes also called syllabi) to Oregon’s learning standards; these trainings can also serve as the basis of PLC work. Also in the 2021-2022 program year, Oregon continued its work with Teaching Skills that Matter (TSTM). The state’s TSTM Sustainability Plan was finalized in preparation for rolling out TSTM at the local and state levels. In the first year of the three-year plan, faculty on the TSTM team presented at the Oregon Adult Basic Skills Conference and participated in a presentation through LINCS. They also hosted presentations and informational sessions at their local programs and began putting together resources for the ABS Professional Development Page. Additionally, one of the TSTM-trained faculty collaborated with state learning standards trainers in the development of the Language Arts professional development modules, while another worked with one of the state learning standards trainers to offer a statewide PLC on lesson planning using OACCRS and TSTM.  In recognition of Oregon’s falling MSGs during COVID, particularly among ESL students, State Leadership worked on solidifying a partnership with BurlingtonEnglish due to its status as official partner of CASAS as well as reports of measurable skills gains from other ABS programs using it across the country. At the end of the 2021-2022 program year, State Leadership purchased 1,000 seats of BurlingtonEnglish for Title II funded programs across the state. At the beginning of the 2022-2023 program year, the State ABS Team will release an RFA for local programs to apply for those seats. In addition to the seats, programs will receive a suite of professional development courses delivered by BurlingtonEnglish to make sure that programs are implementing the program with fidelity and using best practices. Other professional development work done in program year 2021-2022 includes the development of the Oregon Adult Education Community of Practice, which is an online space for adult educators across Oregon to gather and share best practices, local activities, and more; participation of two ABS State Team  members and two local programs in the 2021 IET Design Camp; and the delivery of Oregon’s statewide Adult Basic Skills Conference, “Elevate the Essentials” (previously the Oregon GED Conference). Oregon also has plans to participate again in Standards in Action 2.0 Training in fall 2022, the topic of which is State-based Curriculum Review. In addition to the offerings outlined in this section, professional development updates, including information about models and promising practices, are provided at monthly Title II Directors’ Calls, quarterly OCABSD meetings, and through the weekly Title II Newsletter. The State ABS Team also renewed its large-group membership in the Coalition of Adult Basic Education (COABE) for all Title II programs in Oregon. Finally, Oregon requires state certification in order to administer and score state-approved assessment tools for state and federal reporting. State assessment certification comprises the completion of CASAS Implementation Training (online) and familiarization with Oregon assessment policies and procedures as published in the ABS Policy Manual. During 2021-2022, 51 practitioners from Title II programs and the Department of Corrections were certified for these assessments. CASAS recertification is required every three years through the CASAS Online Training Modules. In 2022-2023, Oregon will update its CASAS training requirements to align with the training updates issued by CASAS in June 2021. Additionally, State Leadership offered three BEST Plus 2.0 Trainings for initial certification by the Oregon State BEST Plus 2.0 Trainer. During 2021-2022, 25 practitioners from Title II programs and the Department of Corrections were certified for this assessment.
Puerto Rico During PY 2022 several activities were designed for the education experience of the Adult participants. The following list describes the activities:
  1. During the PY 2021-2022 the AEP implemented an intensive professional development summit for eligible providers’ education centers (first one) and another for adult education teachers focusing on how to comply with the fulfillment of the program objectives and the performance indicators. The two professional development summits were implemented on October and November 2021 with the participation teachers, councelors and education centers directors. The conferences and workshops included, among others, the following issues areas:  The WIOA Title II required activities for Adult Education. Career pathways and IET in adult education; the professional counselor role in career pathways for adult education; the management of adult information system; Performance indicators and federal compliance; the development of soft skills; the State Unified Plan for adult education; guides for academic achievement of adult students; andragogy and adult education; Adult Education Program Directives for PY 2022.
  2. A ten week intensive professional development workshop for the adult education program counselors, two hours weekly, on development and implementation of a career pathways plan for program participants, at local eligible providers’ level. The project was developed with the participation of 50 counselors and a equivalent number of eligible providers education centers. The AEP performed a final exit activity for recognition and delivery of training certificates of completion.
  3. Several short professional developments workshops to centers directors, teachers, and counselors focusing on specific issues: Techniques to access participants learning, Integration of employability skills in the learning process and Teaching strategies for the adult student
  4. Fifty two visits to individual teachers to provide assistance on career pathways implementation.
South Carolina High Quality Professional Development The OAE continues its efforts to establish and provide high quality professional development to improve the instruction provided pursuant to local activities required under Section 231(b). Professional development opportunities included resources and strategies for transitioning to virtual instruction, the essential components of reading, instruction related to the specific needs of adult learners, and the dissemination of information about models and promising practices related to these programs. The OAE used funds made available under section 223 to provide high quality professional development to support providers through the Adult Education Technical Assistance Network (TAN) and continues to develop in person and virtual trainings as an ongoing means to inform, train, and support adult education providers. One or more of the following objectives have been the emphases of each professional development offering:
  1. offer instructors resources and strategies to promote effective instruction (in-person and virtual),
  2. reiterate and clarify adult education policies, procedures, and guidelines,
  3. address adult education practitioners’ questions, concerns, and requests,
  4. explore andragogical instructional considerations to foster inclusive learning environments, and
  5. present new and innovative information that affects adult education programs.
Statewide training opportunities are offered annually during the spring and fall for both paid and volunteer adult education practitioners. These training institutes serve as statewide platforms to inform adult education practitioners of sustainable and evolutionary instructional and programmatic practices and tools. The OAE maintains its commitment to sponsor professional development focused on distance learning resources and strategies, WIOA, standards-based instruction, career pathways, digital literacy, math and reading instruction, workplace literacy, integrated education and training, and additional topics related to the specific needs of adult learners. Graduate level courses are offered each summer as an additional learning opportunity for all adult education practitioners at low to no cost. The following courses were offered virtually during the 2022 SC Adult Education Summer Academy:
  • Fundamentals of Adult Education: Program Development, Design, and Implementation
  • ESL Academy I - Teaching English Literacy to Adult Learners
  • Content Area Reading & Writing for Adult Educators
  • Global Career Development Facilitator
In addition to large scale professional development activities, regional/local trainings, and meetings, the OAE now has the vehicle to offer synchronous and asynchronous virtual professional development courses through our new learning management system (LMS). Brightspace is the official professional development hub for all adult education practitioners statewide. Through a LiteracyPro-Brightspace integration process, daily updates ensure all 1,341 of our adult education staff have access to a growing catalog of self-directed and facilitated professional development course offerings. Education Associates, State Trainers/ Consultants, Curriculum Specialists, and select program content expertise have assumed the responsibility of researching, developing, and delivering courses emboldened in databased research-driven promising practices. Since our official 2022 fall launch, practitioners have earned a combined total of 1335 certificates of completion. Participants were surveyed after workshops, conference presentations, and training webinars to evaluate the activity/event for relevance and effectiveness. Survey results and feedback are used to plan future professional development activities and to ensure continuous improvement.
South Dakota Summer Summit 2021 This 2021 conference’s presentations, pre-conference sessions, and post-conference session were entirely virtual.  Summer Summit 2021, Chart the Course, featured sessions on student engagement in virtual classrooms, Math in Corrections, Facilitated Conversations in ESL, Teaching Skills That Matter, Student Achievement in Reading (i.e., evidence-based reading instruction), Managing Mental Health in the Classroom, Decoding, and Writing Skills.  A total of 76 attendees registered from all seven AELFA subrecipients, Job Corps, and two Tribal Colleges. Adult Education Instructor Development Program (AE IDP) State Leadership funds supported a cohort of the AE IDP during PY20201; this cohort also marked the resumption of onsite IDPs [after a virtual hiatus due to COVID].  This teacher training serves as an induction for new instructors, as well as a refresher for senior staff.  The IDP’s participants reviewed assessment protocol (Tests of Adult Basic Education’s 11&12 Series), ABE/ASE instructional methodologies, program structures, NRS, College and Career Readiness Standards (CCRS), lesson planning, LD issues, and persistence-related topics.  The Title II program continued to incorporate R. Brockett’s book entitled Teaching Adults: A Practical Guide for New Teachers as part of the training’s reflection component, as well as Improving Adult Literacy Instruction series from the National Research Council. English Language Instructor Development Program (EL IDP) The EL IDP was in its eleventh year during PY2021.  The state agency, along with SD’s sole IELCE subrecipient, delivered a cohort of training which constituted three days of mentorship, collaboration, classroom practice, observation, and evaluation.  Furthermore, virtual and onsite BEST Plus Administrator Trainings (and recalibration-trainings) were delivered for both new and senior ESL staff. Adult Education Credentials Because the quality of instruction has the greatest impact upon student performance, it has been the prerogative of the AEL Program and PD Team for some time to develop a credentialing system.  PY2019 saw the launch of this endeavor with four initial credentials: 1) Adult Education Instructor Development Program Core Credential, 2) English Language Instructor Development Program Core Credential, 3) Numeracy Core Credential, and 4) Reading Specialty Core Credential.  These credentials are optional and require the consent of each local administrator.  Currently two of the Adult Education Credentials are also available to the staff of WIOA partner-providers (i.e., Tribal Programs and Job Corps) upon approval of their respective program supervisor.  In PY2021, the program recognized its twelfth iteration of credentials conferred—fifteen credentials to eleven AEFLA-supported staff.
Tennessee In 21-22 program year, TDLWD hired a new director of academic services to assist with developing and guiding local programs. This position works with the director of professional development and the director of ESL services. These team members were instrumental in ensuring that local AE programs were provided with sufficient opportunities for training and professional development related to their position. We also implemented a new platform for professional development. The Tennessee Adult Education Professional Development (TAEPD) platform is used to house content related to program support and instructor growth. Team members worked together to assess local program needs before collaboratively designing course content based on stakeholder feedback and identified needs. Professional development was provided in several formats: virtual, in-person regionally, an in-person statewide conference, and on demand within TAEPD. Professional development was also designed to address local program staff pathways: student coordinators, directors and assistants, ABE/ESL/corrections instructors, and career coaches. Instruction incorporating the essential components of reading as these components relate to adults. The TDLWD director of professional development has a background in literacy instruction and has made it a priority to provide professional development to local teachers to help them improve the implementation of incorporating the essential components of reading. In the July 2021 annual AE conference, the PD director facilitated multiple sessions for teachers on Essential Components of Reading in Adult Education. This content was transitioned to the Tennessee Adult Education Professional Development (TAEPD) platform and made available to all instructors. We continued to prioritize the essential components of reading by partnering with LINCS and establishing a six-week pilot cohort of instructors to engage in completion of two courses, Teaching Adults to Read: Teaching Advanced Readers and Teaching Beginning to Intermediate Readers. The cohort met virtually, completed online learning modules, participated in discussion boards, applied learning in classrooms, and followed up with an online PLC book study of Teaching Adults Literacy by New Readers Press. The instructors have continued to engage in lesson plan design, application of strategies, discussion boards, and shared resources. Additional courses have been developed and shared in TAEPD. These courses are open to all instructors and support learning around and application of the essential components of reading and literacy shifts reflected in state level instructional standards. They are: Reading Comprehension and the HiSET and Introduction to the ELA Literacy Shifts. Software was also purchased to provide instructors an avenue for supporting the lowest levels of learners. This software provides interactive instruction to students as they progress through the essential components of reading with phonics, vocabulary building, and comprehension activities while learning to read. Instructor support is transitioning to the Director of Academic Services and Director of ESL Services as we begin to monitor and observe classrooms to discern the impact and use of the provided professional development resources. In the coming year, our state staff members will focus even more effort in the development of state-sponsored instructional resources. Instruction related to the specific needs of adults  In July 2021, TDLWD hosted a virtual statewide conference for all local staff. Teachers were able to attend a variety of sessions facilitated by subject matter experts. Topics ranged from student career pathways, to helping students set goals, to using data to inform instruction, to accessing high-quality teaching resources. Throughout the year, we also continued to focus on training related to distance education curriculum and face to face curriculum. Due to so many students needing to access services virtually, we continued to invest time and resources into expanding the learning management system (Schoology). We provided several training opportunities for teachers to learn how to use the system and engage students on the platform. We also continued to provide web-based soft skills (WIN Learning) and digital literacy curriculum (Northstar) as resources to help students with their non-academic needs that are critical to being successful in the workforce. We have scaled up usage of these resources in the 2021 program year. Instruction provided by volunteers or by State personnel We provided technical assistance related to distance education and face to face instruction during a transition period.  The training related to instruction focused largely on helping teachers better understand and utilize the hyflex model resources and processes. We provided a myriad of distance education and face to face-related training and professional learning community discussions throughout the year. We hosted virtual “office hours” during which teachers from across the state could “pop in” to discuss any questions, concerns, or ideas with our curriculum and instruction staff. Dissemination of information about models and promising practices related to AEFLA funded programs. In PY21, TDLWD focused on implementing the Tennessee Adult Education Professional Development (TAEPD) platform.  The platform is used for registration, capturing PD attendance, communicating with users, and providing virtual professional development and course completion opportunities.
Texas Using state leadership funds, Texas has established a triad of Professional Development Centers (PDC) to build a collaborative PD system for AEL grantees as well as implement the state’s goals to build and expand AEL services to meet the needs of AEL providers and stakeholders.  The triad consists of three separate but collaborative PD centers:
  • Statewide PDC
  • Distance Education PDC
  • Career Pathway PDC
Each PDC is charged with a specific scope of work, but must also work collaboratively to ensure that AEL providers, partners, and stakeholders have content and resources available to meet changing needs. TWC facilitates collaborative quarterly meetings with the PDCs to ensure that messaging and projects are consistent with identified state needs. All three PDCs are required to utilize evidence and research-based practices in the development and dissemination of content. TWC often enhances resources provided through various nationally recognized organizations (LINCS, WES, etc) to promote state priorities in alignment with federal requirements. Statewide Professional Development Center (TRAIN PD)—the Statewide Professional Development Center grant awarded to Texas A&M University/TRAIN PD reported the following data points on this grant in its PY 22’ narrative report: •             4753 unique users completed 15,190 online curricula for 16,099 online professional development hours •             9,432 unique users attended  local, state, and/or live online training for a total of 37,823 professional development hours earned for the program year The state uses an online portal (Cornerstone) to house PD content, create and manage communities of practice, and track PD hours for state/federally funded staff. This allows for easier tracking of PD by local providers to ensure that state PD standards are met each year as required. The Statewide PDC also manages the state’s Leadership Excellence Academy (LEA). The LEA was composed of one Administrator LEA and one Instructional LEA. In PY 21-22, we continued our partnership with the American Institute for Research (AIR) to review and revise training materials for a new cohort of participants, which began training in October 2021 and culminated at the end of May 2022.Each participant completed an improvement project that used specific leadership strategies learned. Graduates of the 3rd cohort of the Academy were recognized for their achievements at the AEL Fall Institute in September 2022. Cohort #4 of the LEA began promptly in October 2022. The Distance Education Professional Development Center (DEPDC) focuses on all things Distance Education including remote learning, distance learning, and digital literacy. A major component of the DEPDC is the Distance Learning Call Center and website ( that provides services to all AEL instructors and students. Some of these services include how to access remote services, use digital tools, problem solve technical difficulties,  and be successful in a learning environment requiring a heightened need for digital skills in all areas. The call center addresses the post-covid need for flexible online instructional models and increases access to services for instructors challenged with conducting online and face-to-face class models simultaneously. The Center serves students faced with a need to engage in their online classroom through just-in-time login assistance or by assisting students after class when working independently on a distance learning curriculum. With the new call center, help is available 7 days a week from 7 am – 10 pm. The call center employs 15 tutors, all versed in the 37 Approved Distance Learning curricula, zoom, google classroom, and other platforms. In its first few months, the DEPDC engaged in 576 calls, emails and chat messages, serving 260 AEL students and instructors. In its larger mission, the DEPDC is developing cutting-edge Professional Development on hybrid and blended learning models and was awarded additional funding to create digital literacy content standards for adoption by all AEL programs. The DEPDC hosts an annual Distance Learning and Technology Integration Symposium and conducts a monthly webinar that provides guidance, insight, and an opportunity to be active participants in a Community of Practice (CoP) sharing information and best practices for all AEL Distance Learning Leads, (a position required by all Core Grant recipients).  The DEPDC also produces and updates the Distance Learning Academy models that are offered both face-to-face and as online modules. This is a two part series for which Module One is required by all staff that participate in Distance Learning and covers state AEL Distance Learning Policy and best practices for implementing online learning and includes a post-pandemic update developed during Py22. Career Pathways Professional Development Center (CPPDC) supports professional development to improve the quality of career pathway models and AEL integration across WIOA Titles that serve priority populations. Over the course of PY 21-22, the Career Pathway PD Center:
  • hosted seven (7) professional development statewide events with 536 individuals in attendance who were awarded 650 PD hours.
  • designed and delivered a statewide Integrated EL Civics Institute
  • collaborated with the Statewide Center on the deployment of a Training of Trainers (TOT) cohort of 18 teacher trainers for Services to Internationally Trained Professionals who are English Language Learners (ELL)
  • collaborated with the statewide PD Center to support Career Navigators through monthly on-line convenings with guest presenters from stakeholders and system partners
  • assigned four CPPDC Specialists to provide consultative services to eight AEL Grantees providing more customized support for the design and development of the five career pathway models in Texas: 1) IET 2) IELCE with Training [Integrated El Civics] 3) Employer Partnerships for Workplace Literacy 4) Services to Internationally Trained Professionals and 5) Corrections and Re-Entry services; The CP PD Specialists will increase the number of programs they provide services to over the duration of the contract, for which this report covers year two of a five year contract.
The Professional Development Support for Non-profit Adult Literacy Organizations project provides PD and capacity building services to non-profit and community-based adult education providers, as well as federally funded AEL grant recipients, Local Workforce Development Boards, Workforce Solutions staff and Vocational Rehabilitation Services staff. Primary participants are tutors, instructors, program administrative staff, and trainers of non-profit adult education providers in Texas. The Agency recognizes the importance of building capacity for non-profit community and volunteer-based literacy providers who serve AEL students and the value these entities offer as part of the TWC AEL provider network. This project supports PD and integration of services to these valued providers and underscores TWC’s commitment to support the expansion of these services. In the ‘21-’22 PY, Literacy Texas, the TWC funded grant recipient for this program, served 898 instructors, tutors and other staff for a total of 15,780 professional development hours through eight regional symposia and one annual conference. This year, the Annual Conference hosted 265 attendees representing 97 adult and family literacy organizations across Texas. Literacy Texas serves as a referral pipeline between the non-profit sector and the TWC AEL funded provider network by referring students when they are prepared to move forward in a more formal learning environment and seek a career pathway or further education.
Virgin Islands Leadership funds were used to support professional development through conferences, in-person and virtual meetings, and other means of programmatic communications for Subgrantees and State level employees. The State Office of Career, Technical & Adult Education provided face-to-face and virtual trainings, workshops, as well as technical assistance on an as needed basis throughout the year for AEFLA sub-recipients. These meetings were used to disseminate information obtained from laws, policies and promising practices, and served as an ongoing platform to train programs.  It was important to offer ongoing trainings and focus on LACES MIS for sub-grantees and State staff to ensure that every individual developed a level of familiarity with the system used to capture salient reporting data. Specifically, since the territory encountered almost redundant impacts first with the natural disasters and then COVID-19 which affected enrollment, retention and completion rates. Although the traditional mode of training was impacted for a while, SOCTAE was also able to offer virtual training sessions. February 13, 2020, a State Technical Assistance meeting was held for Subgrantees to receive guidance from the Third Party on allowable costs and reimbursement requests for submitted liquidations. March 27,2020, a virtual training for State level staff on Subrecipient monitoring hosted by Brustein and Manasevit
  • 10/27/2020 Virtual LACES Training for Sub grantees. Topics Covered: Intake, Assessments, Enrollment and Class Creation
  • 10/29/2020 Virtual LACES Training for Sub grantees. Topics Covered: Attendance, Staff Records and Assignments, Existing Students and Follow Up-After Exit
  • 11/9/2020 Virtual Laces Training for Sub-Grantees. Topics covered LACES Guide, NRS Benchmarks, Matching Student Profile Data, Additional Student Naming Considerations, and Daily Data Fixes
December 1-3,2020 a virtual three-day Professional Development was hosted by Brustein and Manasevit, PLLC for State and Subgrantees on Managing Federal grant awards, audit practices, Fraud prevention in the midst of COVID-19  May 4-6, 2021, a virtual interactive training for State and subgrantees hosted by Brustein and Manasevit on Avoiding Audit Findings, In person updates from Keith Cummins, US Department of Ed Office of the Inspector General on Efficiency, Effectiveness and Integrity, MOE, OCR and hot topics affecting students with disabilities and their rights, and Time and Effort Documentation and Virtual Flexibility. November 15-17th, 2021, a three-day Adult Education in Service Workshop was conducted for AEFLA Program Administrators, staff, teachers, data entry clerks and State Adult Education personnel.  These trainings were conducted in person as well as they were streamed virtually for participants who were unable to attend due to COVID.  The WIOA Core Partners, inclusive of the One-Stop, Department of Labor, Department of Education, Department of Human Services (SNAP, TANF, Voc Rehab) and Equus Workforce Solutions hosted a forum to inform Sub grantees of barrier breaking services available for learners and hosted a Q&A relative to AEFLA’s role as a core partner in the One-Stop. Following are Breakout sessions that were offered:
    •  Presenter: Literacy Pro (LACES) MIS, Topics included Measurable Skill Gains, follow up process, IETPS, learning how to disaggregate data, and the integration process. Presenter’s evaluation netted 100% on content, organization and interest, knowledge, responsiveness, application of content to program and quality of handouts.
    • Presenter: BlacBird, Topics presented included Diversity, Equity, & Inclusion for Adult Learners. These topics were important, specifically, they were of greater focus due to the shift in the demographic population of the USVI which has increasingly grown to include a large ELL population. Additionally, it is imperative that programs understand the importance of utilization of diverse approaches to offer an equitable reach towards education and training that includes all learners. Presenter’s evaluation netted 90% on content, organization and interest, 100% on knowledge, responsiveness, application of content to program and quality of handouts
    • Presenter: Microburst Learning – Topic presented was on Employability Soft Skills. This topic was important, as programs are moving towards the implementation of College and Career Readiness Standards in lesson planning. The integration of employability and soft skills also facilitate the referral services that programs make to the One-Stop for adult learners. Presenters engaged programs in ways that even program personnel could use nontraditional approaches to engaging adults in reinforcement of employability skills.
    • Presenter: AIR – Topic Presented: Teaching Skills that Matter in Adult Education: Instructional Approaches that Work. These topics were greatly received by the Sub-grantees and feedback survey comments spoke to the engaging content delivered by AIR on diversified instructional strategies to include reading and math and how to engage the adult learner. Comments on feedback surveys almost unanimously noted instructors' engagement and eagerness to incorporate techniques and strategies into their lessons.   Presenter’s evaluation netted 100% on content, organization and interest, knowledge, responsiveness, application of content to program and quality of handouts. One evaluator cited cultural differences must be taken into consideration which is a common concern among adult educators in the Caribbean region.
    • Presenter: Greater Changes LLC: Topic Presented: Supporting Adult Learners: Addressing Barriers & Strategies for Success. Retention and completion remain the Achilles heel for adult programs. It was and remains important for Sub-grantees to be exposed to techniques and strategies that engages adults and helps them to “stay” when “life happens”. This presentation was engaging based on the feedback survey and attendees wanted more time and content. Presenter’s evaluation netted 80% on content, 90% on organization and interest, knowledge, 100% on responsiveness, application of content to program and quality of handouts.
Washington Guided Pathways remains the approach used to contextualize pathways for students served through BEdA programs. This year we honed our focus on training that leads with equity in curriculum development and execution, data research, and student navigational services. Elements of our approach to integrating WIOA compliance contextualized pathways and BEdA special programs are evident in system training such as New Director’s Orientation, BEdA Faculty 101:  New Faculty Training, Integrating CCRS, Equity Informed Data Series, Decolonizing English Language Acquisition, Aligning Math Pathways, and Teaching the Skills That Matter. This year there were 49 trainings that served 969 participants, including, but not limited to, Integrating CCRS, ABC’s of EDI, Leading with Racial Equity, Decolonizing English Language Community of Practice, Teaching the Skills That Matter, Positive Mental Health, Navigating Through Series, Sustaining Instruction Past COVID, BEdA STEM Pathways and Promoting Culturally Sustainable and Trauma Informed Practices. Our office hosted our biennial conference, and approximately 165 participants attended. The BEdA 2022 Biennial Conference:  Reflect, Recharge, Regroup was held every Friday in July 2022 and connected professional development centering equity, diversity & inclusion, disability justice, and developing equitable curriculum. The conference featured 18 different sessions between 6 topic areas:  Anti-Blackness in Higher Education, BEdA Get on the Pathway, Decolonizing English Instruction, Disability Justice & Accessibility, Positive Mental Health, and Teaching Skills That Matter-Equitable Classroom Instruction. We hope to return to an in-person conference in 2024. COVID-19 continued to have a profound impact on our delivery of professional development. However, we provided a wide array of professional learning events online using our state Learning Management System, Canvas, and virtual meeting spaces such as Zoom. By providing multiple modalities for practitioners to engage, we continue providing another layer of contextualized learning, as integrated technology skills, new applications, and online resources are embedded in every training.
Wisconsin During the 2021-22 program year, the WTCS leveraged state leadership funds for professional development coordination that ensures high-quality adult education programs align with the workforce needs and educational attainment rate goals for the state. During the reporting period, the WTCS used state leadership funds to coordinate the following professional development opportunities:
  • Planning for the virtual 2022 WIOA/AEFLA Common Ground Conference which focused on educational topics dealing with teaching mathematics, improving reading and writing instruction, working with immigrant professionals, teaching ELs with emerging literacy, understanding student trauma, dyslexia, and autism, and focusing on the special supports needed for justice-involved individuals.  The conference also included valuable sessions to address innovative ways to deliver high school credentials, explore poverty-informed practice, recruitment strategies for Adult Education and ELL learners and integrated occupational and adult education in support of IET expansion.
  • State-wide Teaching the Skills That Matter (TSTM) webinar series.
  • Standards in Action training for the SIA English/Language Arts initiative.
  • A month-long professional development course series (available asynchronously and in hybrid format) to provide the basics re contextualized learning and IET to pairs of teachers who were considering offering integrated instruction.  The course offered an introduction to Career Pathways, integrated and team teaching, and explored different instructional models for this type of delivery.   Teachers developed their success network and created initial integrated learning plans.
  • Workshops on adult education services for incarcerated individuals and re-entry programming including promising practices for faculty, deans, county jail staff, and jail administrators related to equity informed approaches to serving incarcerated individuals; 
  • Ability to Benefit discussions to promote the Ability to Benefit state option and its relationship with AEFLA programming;
  • Virtual GED informational sessions covering focused instructional and test proctoring procedures;
  • Workshops for tutors and instructional staff focused on strategies to increase NRS levels, improve employment outcomes, and enter WTCS career pathways
  • Vetting and promoting online trainings valuable to Title II programs offered by partners like WorkForce GPS, COABE, LINCS, and NASDAE.
  • Monthly AEFLA Leadership calls to discuss adult education strategies, best-practices, and challenges.
  • Wisconsin Title II also continued to help develop a central WIOA staff website that hosts WIOA-related professional development materials. Among the resources includes a statewide introduction to WIOA, online training videos, and an interactive digital map that allows users to quickly identify all local Title contacts by county. 
Wyoming Wyoming continues to utilize a three-tiered system for Professional Development which places equal emphasis on local level core trainings, state level trainings, and specialized national trainings. Because leadership funding in Wyoming is very limited, PD is a joint effort between the State office, local providers and the Wyoming Lifelong Learning Association[1]. In order to identify professional development needs, directors, instructors, and other key AE staff are surveyed and research-based trainings are brought to instructors and staff by engaging individuals who will bring a strong message. Representative examples of these professional development opportunities are reflected in Table 1. Table 1: Wyoming's Three-tiered PD System Tier Examples include Tier 1: Local PD UW & other local sources accessed for such topics as 'Bridges Out of Poverty', FERPA & Sexual Harassment training, TABE, AZTEC, Next Gen Sector Partnership Academy, Digital literacy through Teknimedia, Northstar, & Essential Ed. In-service trainings were held through the year to address local needs. Assessment policy training and distance learning trainings were conducted both locally and by the State. Tier 2: State mandated State Institute, Align & Redesign, Local directors meetings, LACES, TABE 11/12 certification, Integrating Digital literacy and problem solving into curricula, Trauma informed instruction, Designing Hybrid classes, Data dives for program improvement, and the rollout of Teaching Skills that Matter to all AE staff. Tier 3: Regional/National PD LINCS, COABE, NAHCY, TESOL, Career pathways, NRS trainings, NTI, National Director's meetings, MPAEA, IET Design Camp, Correctional Education Association Conference. This year all AE staff in the State were involved in a six month (re)certification and training process on Align and Redesign (A & R). The State initially went through this training in 2014 and credits, in part, the success of our program in Wyoming to the protocols implemented as part of A & R. However, since this initial training there has been a large turnover in staff so it was necessary to run this training again so that everyone shares a common knowledge on such things as brain based learning, participatory learning, developing the career services course, and utilizing powerpath. Although this training was conducted by a national trainer, we are currently in the process of training three Wyoming staff members on how to deliver this content so that we can maintain our high level of performance even in light of staff turnovers. Another major accomplishment this year in professional development is that the State director began to train local directors on how to utilize data for purposes other than just NRS reporting. Each month, the State director focused on some aspect of data which locals could use to help improve performance and/or for program improvement:
  1. Enrollment trends
  2. Demographics
  3. Learner Type
  4. Employment status at intake vs. after exit
  5. Trends in distance learning
  6. How students are earning MSG’s
  7. Barriers to Employment
  8. Referral Reports
  9. WIOA Co-enrollments
  10. Credential Attainment
  11. Data Matching & Surveying
This was followed up by a requirement for all local director’s to complete the online NRS Data Detective series and submit the earned certificate as evidence of completion. This year’s virtual State Institute featured Dr. Amy Lloyd from the US Department of Education as our Keynote speaker. Conference sessions included the State rollout of Teaching Skills That Matter, Numeracy, digital literacy, and trauma informed instruction. The Essential Components of Reading (ECR) are required, by State policy and through program assurances, to be integrated into local curricula, which is subsequently monitored by the State. This year, local providers were required to deliver ECR training at in-services so that staff could develop a local understanding of how to better utilize ECR, and to identify challenges low level readers (and ESL) students have. Wyoming also had teams participate in virtual trainings for NTI, the National Reporting System, and OCTAE sponsored trainings for State directors and a team presented at the International TAOS conference where the dissemination of information about the impacts the A & R project has had on Wyoming performance since its original launch in 2014. [1] In fiscal year 2021/2022, WYLLA became the official professional development leg of the State’s Adult Education program.