Narrative Report | National Reporting System

State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))

Describe how the State has used funds made available under section 223 (State Leadership activities) for each the following:

AEFLA Section 223(1)(a)

Alignment of adult education and literacy activities with other one-stop required partners to implement the strategies in the Unified or Combined State Plan as described in section 223(1)(a)

Alignment of Adult Education and Literacy Activities

The South Carolina Department of Education’s (SCDE) Office of Adult Education (OAE) has used funds made available under section 223 to work diligently and collaboratively to align adult education and literacy activities with core and required one-stop partners in the following ways:

During FY 2021-22, OAE staff continued to review and provide support to local adult education programs in their efforts to develop fully executed MOUs and infrastructure funding agreements for all twelve local workforce development areas. The OAE assisted programs in the negotiation process and provided guidance on services that can be rendered and received through the one-stop system. Office staff also worked to ensure that one-stop infrastructure costs were distributed fairly.

OAE staff continues to work with 12 local Adult Education Directors (one from each of the 12 local workforce areas) identified as Workforce Liaisons. The Workforce Liaisons are members of their respective Local Workforce Development Boards (LWDB). Meetings between this group and OAE staff were held to keep the OAE apprised of LWDB activity and plans, in order to improve the services being provided to individuals in SC, and to determine where workplace literacy activity may be needed to assist employers.

The OAE continues to participate in collaborative planning activities and workgroups comprised of representatives from each of the core partners identified in the State Combined Plan. The partners are SC Department of Employment and Workforce (SCDEW), SC Commission for the Blind, SC Department of Social Services, SC Vocational Rehabilitation Department (SCVRD) and the SC Commission on Aging. During PY 21, OAE worked with SCDEW and other state partners to address employer needs for job retention surrounding essential soft skills. During these meetings core program providers agreed on a set of essential soft skills and measurement criteria needed to develop and market a SC Soft Skills credential that is recognized by employers in the state. The activities and services related to essential soft skills training and a state-recognized credential help to support employer and jobseeker needs. Adult Education providers delivered soft skills training to 1,142 participants. By aligning with this initiative, OAE hopes to improve WIOA employment outcomes for individuals served by Title II, and participants and individuals who are co-enrolled in Title I, Title III, and Title IV programs. The Office of Adult Education also helped to support the alignment of adult education programs and services with WIOA Title I and III through employer engagement and services meetings. OAE collected data from local programs on appropriate adult education services that support employer needs. The data was used report data for WIOA Performance Measure 6: Effectiveness in Serving Employers. Adult education providers served 453 employers during the 2021-22 PY.

The OAE continued its effort to develop and be a part of partnership efforts to establish career pathways that provide access to employment and training services for individuals in adult education and literacy activities. During PY 21, the OAE provided training to local adult education programs on career pathways. OAE provided technical assistance in the development of IET programs. OAE also worked to create links to existing career pathways through a partnership with SC Technical College System (SCTCS). In this partnership, OAE and SCTCS worked to identify ways to provide access and support to adult education students transitioning to postsecondary education training programs. These activities also include recruitment of adult education students to Registered Apprenticeship Programs (RAPs). OAE is a primary partner in three DOL grants for RAPs with SCTCS Apprenticeship Carolina Division- SC Youth Apprenticeship Readiness Initiative Grant, and State Apprenticeship Expansion Grant. The grant activities include the development or expansion of career pathways in the Health Care, Manufacturing, and Information Technology industries which targeted the development of RAPs in three SC high-demand Workforce Development Regions and the provision of support services to individual participants and business affected by COVID closures. OAE activities in the apprenticeship grants include the development of Apprenticeship Councils in three Workforce Development Regions and the alignment of WIOA, OAE, DOL and SCTCS policies to create greater access to RAPs for adult education participants and to support students in the completion of RAPs. Local programs are monitored on the development of their career pathways and are required to outline or describe their plan for developing a career pathway as a part of the request for proposal/competitive grant award. OAE uses the LACES database to monitor local career pathway activities using College and Career Navigator Accountability Report (CNAR) codes.

The OAE sustained a collaborative effort with the South Carolina Vocational Rehabilitation (VR) Department, a core WIOA partner, to provide Career Readiness Certificate (CRC) preparation classes and skill-building classes at 22 VR training centers or adult education sites around the state. As a part of the partnership, Adult Education offered instruction in preparation for earning the CRC. During the 2021-22 PY, 75 students attended CRC preparation and skill-building classes at VR adult education sites. Of the total population served, 69% of participants achieved a Silver or higher CRC level and 64% achieved at least one educational functioning level gain.

Another successful partnership is with the South Carolina Department of Social Services (SCDSS). SCDSS administers the Supplemental Nutrition Assistance Program (SNAP) Employment and Training (E & T) initiative. The OAE signed an updated MOU with SCDSS in summer 2020. This MOU, which provides additional funds from SCDSS, allows local adult education providers to expand adult education services.

In addition, the Director of the OAE serves as a member of the State Workforce Development Board and career pathway development workgroup committee member. His participation on the state board further facilitates alignment of adult education and literacy activities with other required one-stop partners. Both the State Board and workgroup subcommittee members meet on a quarterly basis.

AEFLA Section 223(1)(b)

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

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:

offer instructors resources and strategies to promote effective instruction (in-person and virtual),
reiterate and clarify adult education policies, procedures, and guidelines,
address adult education practitioners’ questions, concerns, and requests,
explore andragogical instructional considerations to foster inclusive learning environments, and
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.

AEFLA Section 223(1)(c)

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

Technical Assistance to Funded Eligible Providers

The OAE used funds made available under section 223 to provide technical assistance to funded providers in the following ways:

Last school year, technical assistance was provided primarily through Microsoft Teams to both individual and groups of providers via Deep Dive sessions, statewide training sessions, regional meetings, and individual web meetings. Conference calls were also conducted. With input from OAE, regional trainings were conducted by the TAN staff. Local programs were notified of trainings via Training Calendar schedules that were created and disseminated by the OAE quarterly. The training calendar was organized to reflect the date, time and location of each training event, and included session criteria and intended audience. Interested participants registered for individual trainings through a professional development system utilized by OAE. In addition, OAE convened three required Statewide Director’s meetings during the course of PY 2020-21. These meetings were held to keep local AE Directors updated on information that could affect program policies, performance and partnerships.

AEFLA Section 223(1)(d)

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

Monitoring and Evaluation of Adult Education Activities

The OAE used funds made available under section 223 to monitor and evaluate funded providers in the following ways:

The State Director of Adult Education assigns a Compliance Monitoring Review (CMR) Team to formally monitor all school district programs and community-based organizations (CBO) receiving federal funds and/or state aid to support approved adult learning services once every four years.

The Compliance Monitoring Review (CMR) process is a systematic approach designed to assess the educational opportunities and the effectiveness of adult education programs and services in school districts and CBOs. One-third of the programs are reviewed each year by a team of OAE staff. The other two-thirds of the programs are informally reviewed by desktop monitoring tools and informal site visits. To be successful, the CMR effort requires continuous follow-up and support activities including professional development and on-site technical assistance. Because of the COVID-19 pandemic, the formal review process was modified to include both virtual and in-person processes. The updated process includes an onsite record and attendance review.

AEFLA Section 223(a)(2)

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

The OAE used funds for permissible activities to enhance the quality of programming in the adult education system. The permissible activities that were supported with federal leadership funds included:

The SC Adult Education Technical Assistance Network (TAN). The TAN, in collaboration with the OAE, developed and provided training to adult education practitioners on various adult education-related practices and models that support program development and instruction. Professional development activities through the TAN focused on instructional strategies and resources, integrated education and training, and career pathways.
Graduate Level Courses. The OAE used federal leadership funds to develop and execute graduate level college courses, for adult education practitioners. The OAE plans to add additional course offerings mainly in the area of digital literacy to support state level active around a newly created SC Soft Skills Certificate.
Standards. The OAE continues to provide training on the use and implementation of the College and Career Ready standards, and SC Adult English Language Proficiency Standards, which also align with the state’s K-12 standards and the OCTAE standards.
Distance Education. The OAE has purchased distance education packages and a learning management system. These software curriculum packages are supporting GED preparation and high school diploma completion. The OAE also purchased the Northstar software package to support digital literacy training for local adult education practitioners and students.
Transition Services. The OAE continued to provide career and transition service training to local College and Career Navigators.
The OAE staff continues to support local program development of IET programs that meet the requirements as set forth by WIOA legislation.

Performance Data Analysis

Describe how the adult education program performed in the overall assessment of core programs based on the core indicators of performance. Discuss how the assessment was used to improve quality and effectiveness of the funded eligible providers and any plans to further increase performance in future reporting years.

Assessment of Core Programs

The OAE formally and informally assesses each local program throughout the year via Desktop Monitoring, subgrant Interim and Final Reports, Compliance Monitoring, and a variety of informal data reviews via the state’s data management system, LACES.

The Desktop Monitoring Tool (DMT) is a quarterly report that collects data from NRS Tables, as well as secondary credentials and Career Readiness Certificates (CRC). Each local program completes and submits a quarterly DMT. At the end of each year, a program overview report is completed at the state level using the DMT data. This report provides a snapshot of each local program and assists the state with developing goals for the next year by identifying promising practices and professional development and technical assistance needs for the coming year.

All programs receiving federal subgrant(s)—Adult Education, Family Literacy, Corrections Education, and Integrated English Literacy and Civics Education (IEL/CE) grants—completed an Interim Report and a year-end Final Annual Report, designed specifically for each grant. Data from these reports guide specific technical assistance delivery for programs receiving this grant.

In addition to the DMT and subgrant reports, the OAE conducted data reviews in order to identify areas of strength and weakness and to measure progress toward meeting the 2021-2022 OAE Goals.

Outcomes of the 2021-2022 Strategies for Increasing Performance

Based on the assessments of core programs, the SCDE OAE sets goals to determine the focus for each program year in order to meet the performance targets for measurable skill gains and core follow-up outcome indicators.

The 2021-2022 OAE Goals were to:

Strengthen Distance Education
Market and promote the GED by 23 Initiative in partnership with the SC Technical College System
Advance workplace literacy opportunities and services
Create awareness of Integrated Education and Training (IET) among students and partners

In support of the four goals, the processes of data collection, entry, and analysis were incorporated into all conversations with the local programs. Performance and outcome data was shared with local program directors in order to guide conversations and processes toward data-driven decision making at the local level. Training efforts on data collection and entry were further increased. In addition, much of the data trainings focused on streamlining the data entry processes across the state in order to improve the accuracy and quality of our performance data. The OAE developed several uniform processes to emphasize the need for consistency across the local programs. Key factors when determining where consistent processes were needed were: 1) Is it connected to NRS Tables or state/federal reporting? 2) Is it related to funding? and, 3) Is it used for program level tracking?

Numerous error checks were conducted throughout the year and the results of which were used to guide additional data collection, entry, and analysis meeting agendas and training topics. These efforts proved effective in guaranteeing that the data and performance captured for distance education, statewide initiatives, Workplace Literacy, and Integrated Education and Training (IET) accurately reflected the efforts of the local programs.

Goals Results

Strengthen Distance Education
1. The OAE purchased seats for three distance learning platforms and provided a multitude of professional development and technical assistance in using these platforms.
2. Prior to the 2019-2020 program year, six local programs offered 100% virtual classes except for the students working on high school diploma courses via proficiency-based systems. By the end of the 2021-2022 program year, 16 local programs have created more flexible options to meet the needs of their students by implementing 100% distance education options for basic literacy, high school equivalency preparation, and ESL classes. Of the 16, five also provide a virtual process for registration, intake, orientation, and pre- and post-assessments.
3. In the 2021-2022 program year, 100% of local programs offered synchronous, asynchronous, or hybrid distance learning options for students. Prior to the pandemic, 18% of enrolled students participated in distance learning options. The number of enrolled students participating in distance learning options increased to 44% of enrolled students.
Market and promote the GED by 23 Initiative in partnership with the SC Technical College System
1. By the end of program year 2021-2022, over 5,000 marketing emails about the GED by 23 Initiative scholarships and information regarding the credential and degree programs available through the SC Technical Colleges were sent out to SC Adult Education graduates. The initiative will continue through the 2022-2023 program year and enrollment into postsecondary will be monitored quarterly via the Desktop Monitoring Tool and general data system reviews.
Advance workplace literacy opportunities and services
1. Despite the barriers created by the pandemic, the number of local programs having an active partnership with an employer to deliver Workplace Literacy services increased each year, ultimately doubling from the pre-pandemic 2018-2019 to post-pandemic 2021-2022.
2. The number of participants in these active Workplace Literacy services increased 181%, from 16 participants in 2018-2019 to 305 participants in 2021-2022.
3. Of the 305 Workplace Literacy Participants, there were a total of 366 measurable skill gains earned. Some earned more than one MSG as a result of the employer requiring more than one certification as part of their process.
  1. 124 EFL gains
  2. 66 Progress toward milestones
  3. 176 Passed technical or occupational exams
Create awareness of Integrated Education and Training (IET) among students and partners
1. While the pandemic put a temporary halt on implementing the more than 50 approved IETs across the state, the number of local programs with an active IET program in place increased 126% from pre-pandemic numbers.
2. From 2018-2019 to 2021-2022, the number of IET participants increased from 21 in 2018-2019 to 359 in 2021-2022. As more local programs expand their partnerships, this number is expected to continue to increase exponentially.
3. In total, 421 measurable skill gains were earned by the 359 IET participants. As with Workplace Literacy, there are often multiple steps in these pathways and many students achieved the goals for each step.
  1. 87 EFL gains
  2. 21 secondary credentials
  3. 204 Progress toward milestones
  4. 109 Passed technical or occupational exams

Overall Outcomes

While enrollment is still 34% lower than the pre-pandemic enrollment, the quantity and quality of services provided by the South Carolina local programs continue to improve as the focus shifts from just providing adult basic education to serving all of the needs of the students and communities through education, connections to support services, and workforce preparation opportunities. As a result of these efforts, overall measurable skill gains have almost returned to pre-pandemic levels (43.85% now versus 44% in 2018-2019) and all other state and federal performance measures have increased substantially.

2022-2023 Strategies for Increasing Performance

For the 2022-2023 program year, the state plans to continue the use of Desktop Monitoring, the subgrant Interim and Final Reports, Compliance Monitoring, and a variety of informal data reviews via the state’s data management system, LACES. In addition, the state will continue to implement informal compliance monitoring for each program not formally monitored and continue to provide support and training for data collection, entry, and analysis.

The state’s 2022-2023 goals are to:

Increase participation in distance education opportunities.
Continue to market and promote the GED by 23 Initiative in partnership with the SC Technical College System.
Continue to highlight workplace literacy activities through promising practices.
Improve the development and implementation of the Integrated Education and Training (IET) process.
Continue to develop course offerings for professional development in D2L Brightspace.
Monitor and collect the expanded College and Career Navigator (CCN) activities.

Integration with One-stop Partners

Describe how the State eligible agency, as the entity responsible for meeting one-stop requirements under 34 CFR part 463, subpart J, carries out or delegates its required one-stop roles to eligible providers. Describe the applicable career services that are provided in the one-stop system. Describe how infrastructure costs are supported through State and local options.

The Office of Adult Education delegates its required one-stop responsibility to local adult education providers. Within applications during the request for proposal that occurs every four years, local providers are asked to share how they planned to carry out one-stop responsibilities. Current services provided include TABE testing for potential adult education participants, and for job placement through the one-stop system. Other services provided by local adult education providers are as follows:

Basic skills and literacy assessments and training
Workforce preparation and career readiness activities
Orientation to information and other services available through the one-stop delivery system; partner referrals
Financial aid assistance for training and education programs not provided under WIOA
Labor exchange services
Provision of labor market information
Provision of information relating to the availability of supportive services or assistance and appropriate referrals to those services and assistance
Individualized and group career services

Each TAN has two to four one-stop comprehensive sites in each training area. The OAE looks to improve its current process by placing a full-time CCN in each TAN to perform necessary tasks for the OAE. With oversight from the OAE, the CCN will be placed in a local program and will operate as a lead CCN in the training area. CCN tasks will include providing training and technical support to local CCNs. They will also provide guidance for connecting potential adult education student to the appropriate adult education center, and to start the development of a career pathway to one of the IETs that are required to be developed in each workforce area by local adult education providers, in employment need areas only.

OAE staff continues to attend local workforce development area Memorandums of Understanding (MOU) and infrastructure funding agreement (IFA) meetings to assist programs in the negotiation process, and to work with local adult education directors who are members of their respective local workforce development board to disperse important information gathered from board meetings. Programs are using a portion of their five percent administrative fund to contribute to the infrastructure costs of the one-stops in their local workforce development areas. The Office of Adult Education has made state funding available to support local adult education programs where one-stop infrastructure costs create a financial burden; however, to date, no local adult education programs have requested state funding support.

Integrated English Literacy and Civics Education

Describe how the state is using funds under Section 243 to support the following activities under the IELCE program:

IELCE Funds and grants

Describe when your State held a competition [the latest competition] for IELCE program funds and the number of grants awarded by your State to support IELCE programs.

Grant monies totaling $353,988 were awarded to twelve programs for fiscal year 2021-22, which included 10 school district programs and two literacy associations benefitting directly from the grant. Awards ranged from $25,428.14 to $41,712.57, with amounts based primarily on the previous year’s size of ESL population, performance, and IET participation.

Training activity

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

Programs receiving IEL/CE grants directly served 2433 students with the IEL/CE funds, with 1797 of these students attending 12 hours or more. Of these 1797 IEL/CE students, six (6) received high school credentials and 23 earned Career Readiness Certificates (CRCs). The number of CRCs was up slightly from 2020-21, somewhat surprising since the delivery of WIN tests in SC was temporarily discontinued from January 1, 2022, to the present, as a new vendor was solicited. Forty-four IEL/CE students actively participated in ABE classes. Fifty-one percent of IEL/CE students achieved a measurable skill gain, which exceeded the state goal of 49%. Nine percent of IEL/CE students had entered employment by the end of the fourth quarter with median earnings of $6500, up slightly from the previous year at $5687.50. We anticipate that this employment data will improve as individuals return to work as the COVID crisis diminishes. Programs saw a 100% outcome achievement with IEL/CE students who had “Increased Involvement in Community Activities” as a goal.

IELCE Section 243(c)(1)

Describe how the State is progressing towards program goals of preparing and placing IELCE program participants in unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency as described in section 243(c)(1) and discuss any performance results, challenges, and lessons learned from implementing those program goals; and

During PY 2021-22, IEL/CE programs continued to develop new and locally relevant IET programs, with assistance from the SCDE-OAE. Local program staff met with OAE staff to refine IET proposals to ensure alignment with WIOA goals for these programs. IEL/CE programs with approved IETs implemented these programs in the areas of manufacturing, healthcare, hospitality, construction and entrepreneurship, all of which align with identified local and/or state employment needs. The Workforce Liaisons (mentioned in Section 1 of this report) met with and assisted the local programs with identifying the employment needs in their respective areas. During PY 2021-22, 93 IEL/CE students participated in an IET program, up from 26 in PY 2020-21. This increase may be due to partnerships with local training providers being strengthened, which has resulted in more IET activity. As the country moves beyond the COVID 19 crisis, the SCDE-OAE expects the number of IET programs offered and IET program completers to continue to increase. SC continues to struggle with the large number of undocumented individuals who participate in our programs; these individuals are not eligible to attend local technical colleges, which results in a portion of our Adult ELL population not having access to post-secondary training. Due to their status, these students do not have the opportunity participate in IET programs that partner with technical colleges for occupational training.

IELCE Section 243(c)(2)

Describe how the State is progressing towards program goals of ensuring that IELCE program activities are integrated with the local workforce development system and its functions as described in section 243(c)(2) and discuss any performance results, challenges, and lessons learned from implementing those program goals.

The OAE ESL Consultant communicated with many of the adult education sites offering ESL services, including all of those awarded with IEL/CE grants, in order to offer Technical Assistance and to monitor the programs informally. Additionally, an IEL/CE Interim Report and Final Annual Report (IEL/CE FAR) were completed and submitted by each grant recipient. Both reports contained information on program performance and documented progress toward full implementation of the IEL/CE program, including IET and other occupational goals. These reports were reviewed, and technical assistance was delivered as needed. The OAE ESL Consultant and other state staff conducted multiple trainings for directors and ESL practitioners, both regionally and statewide, specifically directed at sharing information and strategies on the implementation of WIOA regulations as they relate to the Adult ESL population and IEL/CE. Specific technical assistance and training was delivered individually and at statewide meetings regarding individual program planning and implementation of an IET, with particular emphasis on the challenges presented by COVID. For IEL/CE programs that were not yet in the IET implementation phase, OAE staff provided information and technical assistance necessary to complete the process for submitting an IET proposal to the OAE for approval. Criteria for approval included:

Alignment with identified local workforce needs as detailed in the Local Workforce Development Plan or local employer need.
Contextual and concurrent English language instruction directly aligned with occupational training.
Workforce preparation activities.
Student attainment of a nationally recognized credential leading to self-sustaining employment.
Additionally, a database of South Carolina ESL practitioners was updated and used to disseminate information concerning all areas of IEL/CE grant implementation, instructional issues, upcoming trainings, and other communications unique and useful to this group of practitioners. In response to the COVID crisis, multiple training sessions were held to give local staff information and resources to provide instruction using virtual means, either synchronous or asynchronous. The expansion of the approved methods in which programs could count instructional hours toward post-testing greatly improved the continuity of instructional services for IEL/CE students. The SC OAE purchased and distributed seats in Burlington English for all SC IEL/CE programs; this software further extended quality instruction to our Adult English language learners and offered the opportunity for IEL/CE students to participate in a true blended curriculum that included career exploration and soft skills as well as courses to prepare IEL/CE students for specific careers. Burlington English staff provided multiple trainings to familiarize local staff in the use of this powerful English language learning tool. Programs utilized conferencing platforms (Google Meets, Zoom, Microsoft Teams, etc.) to provide synchronous instruction to their students by virtual means. A challenge faced by many IEL/CE programs was students’ limited access to technology, which hampered access to virtual instruction. Programs met this challenge by providing loaner devices, mifis and utilizing mobile friendly virtual platforms when possible.

SC IEL/CE programs are progressing towards program goals of preparing and placing IELCE program participants in unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency by requiring programs to employ a College and Career Navigator (CCN) to assist students in meeting their educational (secondary and post-secondary) and career goals. These staff members worked individually and in groups with students to identify career goals, introduce career pathways and to navigate various systems that would assist students to attain their employment goals. The CCNs were also integral in delivering workforce preparation activities to students. In addition, the CCNs assisted students in addressing barriers to participation in the IEL/CE program, which impacted student retention.

In attempts to meet the needs of the ESL population participating in IEL/CE programs, local programs provided flexible scheduling which included class offerings (in-person and virtual) in the mornings, afternoons, evenings, and on weekends. The provision of transportation and childcare for in-person classes were often the effect of collaborative efforts between Adult Education and churches, as well as other community-based organizations. Volunteers provided essential assistance with individualized tutoring and small group instruction, as well as with coordination of childcare services, transportation, and food provision. The total involvement of these community organizations and the adult education programs, as well as the full support of the school districts, contributed to the success of SC IEL/CE programs.

Adult Education Standards

If your State has adopted new challenging K-12 standards under title I of the Elementary and Secondary Education Act of 1965, as amended, describe how your Adult Education content standards are aligned with those K-12 standards.

The Curriculum Framework continued to be the driving force for instructional planning in regard to aligning adult education curriculum with the College and Career Ready Standards. The Curriculum Framework focuses on the identified skills that a student needs to obtain a measurable skill gain, career readiness certificate, high school equivalency diploma, and to prepare for postsecondary education and training. The framework is the result of a crosswalk between the South Carolina College- and Career-Ready Standards (SCCCRS) and the Office of Career, Technical, and Adult Education (OCTAE) College and Career Readiness (CCR) Standards. In addition, the framework provides the alignment of the standards with adult education assessments including the Test of Adult Basic Education (TABE), GED, WIN Ready 2 Work, and the Next Generation ACCUPLACER.

The OAE staff and other subject matter experts from local programs provided local, regional, and statewide workshops throughout the 2021-2022 school year. During each Professional Development session, educators examined standards-based instruction, the standards’ alignment to instructional resources, the TABE 11 & 12 assessments, the GED assessment, and digital literacy integration to address Distance Education/Blended Learning instructional practices.

Building upon the distance education instructional resources that were developed last year in collaboration with CrowdEd Learning and the developers of Minnesota’s Reading Skills for Today, the OAE has continued to develop and curate this catalog of educational resources. Notably, the office devoted time to address on-going requests for a resource that streamlines learners’ progression through NRS Levels by developing TABE to GED Pacing Guides. This resource serves as an all-inclusive roadmap teachers can use to help students meet their individualized learning goals with intentional considerations for personalized differentiated instruction. Finally, the OAE publishes a month curriculum newsletter entitled, The PULSE, to highlight note-worthy resources, tools, and strategies.

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

In addition, the OAE has collaborated with subject matter experts to research, curate, and deliver instructional software packages for all adult education programs statewide. The OAE’s mission herein was to provide research-based curricula to meet the learning needs of all programs of study including Aztec for Literacy, ABE, and ASE learners; Burlington English for English Language learners; and Triple P for our Family Literacy students.

The OAE purchased Northstar subscriptions for all programs to assess and strengthen our students and educators’ digital literacy skills. Utilizing this software forced us to address learners and educators’ foundational digital skills to ensure said skills are current, operative, and transferrable.

Programs for Corrections Education (AEFLA Section 225)

What was the relative rate of recidivism for criminal offenders served? Please describe the methods and factors used in calculating the rate for this reporting period.

The table below outlines the SC Department of Corrections Recidivism Rates of Inmates released during FY2015 – FY2019 and the explanation of how the recidivism rate is measured.

Year of Release	FY 2015	FY 2016	FY 2017	FY 2018	FY 2019
Total Number of Releases	9,354	9,147	9,305	8,585	7,519
Percentage of Releasees who Returned to SCDC:	Recidivism Rate by Year of Release
Within One Year or Less	5.80%	5.50%	5.00%	5.70%	5.80%
Within Two Years or Less	15.70%	14.20%	13.80%	14.80%	12.10%
Within Three Years or Less	22.30%	21.20%	20.20%	19.40%	17.80%
Within Four Years or Less	27.30%	25.60%	23.10%	23.40%	n/a
Within Five Years or Less	30.30%	27.40%	25.60%	n/a	n/a
Comparison of 3-Year Recidivism Rates by Inmate Attributes
GED Earned in SCDC Education Program	17.30%	15.80%	15.30%	12.80%	13.40%

Note: Adapted from South Carolina Department of Corrections Recidivism Rates of Inmates Released during FY2015 - FY2019, by L. Adams, 2022 (https://www.doc.sc.gov/research/SpecialReports/Recidivism_Rates_of_Inmates_Released_during_FY2015-FY2019.pdf). Copyright 2007-2022 by SCDC.

Terms/Definitions

Release/Releasee - An inmate becomes a releasee when conditionally released via placement on probation, parole, community supervision, supervised re-entry, or intensive supervision; or unconditionally released at sentence completion (maxout). Inmates who died, left SCDC for appeals, or whose sentences were remanded are not included in recidivism analysis.
Release Cohort - Releasees can be grouped according to a common factor. In recidivism analysis, release cohorts are distinguished by the fiscal year during which their release occurred (a fiscal year being July 1^st through June 30^th)
Recidivist - An SCDC releasee is considered a "recidivist" when he/she re-enters SCDC custody within 3 years of release (but excludes those inmates convicted and returned to prison for a past offense only, an offense that occurred prior to their release.)
Recidivism Rate - This rate is the percentage of releasees who recidivated. A one-year rate is based on the number who returned within 12 months of release; a two-year rate is based on the number returned with 24 months; and a 3-year rate is based on the number returned within 36 months. Recidivism rate comparison among release subgroups is applied to the 3-year rate, which is a standard recommended by the Commission on Criminal Justice Standards and Goals decades ago and subsequently applied by various correctional jurisdictions.

Note: Adapted from South Carolina Department of Corrections Data Summary, by L. Adams, 2022 (https://www.doc.sc.gov/research/SpecialReports/FY2017_Recidivism_Data_Summary.pdf). Copyright 2007-2022 by SCDC.

Narrative Report for South Carolina 2021