State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))
AEFLA Section 223(1)(a)
With a total State Leadership budget of approximately $162,000.00, South Dakota worked diligently throughout Program Year 2021 to provide appropriate guidance and to deliver high-quality professional development. In accordance with Section 223 of the Workforce Innovation and Opportunity Act of 2014, South Dakota expended Leadership monies for the following activities, programs, initiatives, and projects:
- Partnered with WIOA Title I Adult and Youth to implement a collaborative service-delivery model called PREP: Participants Reaching Employment Potential; this initiative was designed to provide more wraparound supports and some type of Work Experience for those seeking a High School Equivalency
- Spurred dialogues with DLR Central Office staff (WIOA Titles I – III) and Executive Team supervisors on topics related to WIOA Joint Rules, Joint Reporting, co-enrollment tracking, assessment of basic skills, and the NRS Narrative Descriptors
- Participated in the state’s largest One-Stop Local Office’s Staff Meetings, monthly WIOA Core Program Meetings, and quarterly WIOA Community Partner Meetings
- Provided One-Stop Local Offices with Adult Education, Distance Education, and High School Equivalency [preparation and testing] resources, guidance, and technical assistance
- Partnered with agency’s Apprenticeship Program Specialists to support, in conjunction with two of the state’s technical colleges, an ESL Bridge to Healthcare and a Commercial Driver’s License Bridge; at this juncture, these efforts constitute pre-apprenticeship bridges
- Extended programmatic overtures for coordination and invitations for professional development to Tribal Colleges, Job Corps, Statewide Association, and Literacy Councils
- Contributed to the State’s Core Partner Alignment Consortium Meetings; these meetings included executive, programmatic, and data representatives from all WIOA Core Programs
- Attended and supported South Dakota’s first WIOA Symposium, which was a statewide convening of programs, partners, and agencies to address the labor market and creative solutions to workforce challenges with data review, panel discussions, small-group conversations, and report-outs
AEFLA Section 223(1)(b)
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.
AEFLA Section 223(1)(c)
National Training Institute (NTI)
The AEFLA Program Specialist and the Professional Development Team attended the National Association of State Directors of Adult Education’s National Training Institute in autumn 2021. The four-day event featured virtual sessions on Immigrant Integration, Digital Literacy, Workforce Partnerships, Integrated English Literacy and Civics Education, Integrated Education and Training, and Career Pathways.
Administrative Outreach
The primary initiative for PY2021-22 was the full implementation of the PREP model: Participants Reaching Employment Potential. Therefore, the WIOA Title II Program Specialist coded notable time to State Leadership throughout PY2021 to assist the local providers with the new or updated means of communication, data quality, and accountability. The partners used SharePoint to securely transfer participant-information in confidential, secure manner; these transfers included instructional hours, assessment-scores, Programs of Study, progress reports, and sundry documentation. Additionally, there were updated means for tracking WIOA Co-Enrollments [within both the MIS] for the Statewide Performance Report. Moreover, there were opportunities to meet with WIOA Title I Adult/Youth Programs to discuss the delivery of tandem case-management.
Taking OCTAE’s cue on its delivery of Shop Talk, PY2021 also saw the commitment of the agency to maintain regular, bi-monthly webinars. Therefore, there were six scheduled AEL Administrators’ Meetings for the year; subsequently, the PD Team used the other alternating six months to schedule regular [bi-monthly] Professional Development calls. However, due to the breadth and depth of ongoing topics, it has been decided to host both the Professional Development calls and these AEL Administrators’ Meetings monthly beginning in PY2022-23.
In PY2021-22’s Q4, it was further decided to renew the process of Memoranda of Understanding betwixt AEFLA Providers and the DLR’s One-Stop Local Offices. These MOUS will also commence with the start of PY2022-23.
Distance Education Special Project
DLR’s Distance Education Special Project was designed to provide incumbent workers, geographically isolated adults, and individuals with various barriers to participating in traditional Adult Education instruction (e.g., transportation, childcare, health issues, etc.) with some meaningful [synchronous and asynchronous] distance education opportunities. This endeavor was not only meant to benefit the aforementioned participants and other Title II providers, but to also advantage DLR One-Stop local offices in appropriate circumstances. While this project served as an allowable Statewide Employment and Training Activity under Title I of the Workforce Innovation and Opportunity Act (§134), Title II Leadership funds were expended to provide coordination, technical assistance, and support.
The agency, along with the Professional Development Team and the [local] Distance Education Coordinator, continued to provide outreach to AEFLA subrecipients (Directors, Coordinators, Instructors, and Support Staff), and One-Stop/American Job Center operators (Managers, Employment Specialists, Workforce Development staff, TANF staff, and Career Navigators). The outreach consisted of informational overviews pertinent to the respective audience, as well as training in both how to access the different modules and how to coordinate services available as a participant in Distance Education.
AEFLA Section 223(1)(d)
Subrecipient Monitoring
Admittedly, the agency was remiss in not conducting any Subrecipient Monitors during PY2021-22. Because of COVID-related challenges, PREP priorities, and the anticipated multiyear grant-competition [due to increased State General Funds], the WIOA Program decided instead to focus on Pre-Award Risk Assessments for the Applicants of Request for Proposal # 2735 in spring 2021. (At the time of this report-submission, the agency has already conducted two PY2022-23 Subrecipient Monitors.)
Desk Monitoring
State staff provided continuous technical assistance through telephonic and electronic correspondence, desk monitors, conference calls, webinars, video teleconferencing, and even an occasion site visit. Furthermore, local administrators, instructors, and data specialists took advantage of the fact they could contact state staff with any questions regarding programmatic policies and data-quality issues with the assurance they would receive timely responses.
Adult Education’s web-based Administrators’ Meetings also provided opportunities to review participation rates, performance, data quality, policy changes, and program-goal updates. The Quarterly Reports assisted state staff with monitoring new or ongoing issues while concurrently providing agencies with more meaningful documentation and evaluative processes; the consistent submission of quarterly data-sets affords the local subrecipient providers and the agency easy access to longitudinal comparisons across different points of the program year.
Evaluation of Quality and Improvement
South Dakota’s Adult Education and Literacy Program continues to consider the challenges to and efficacy of juxtaposing outcomes of co-enrolled participants with those enrolled in only one WIOA Core Program. As with the Technical Assistance priorities, evaluation of quality and improvement were primarily highlighted in context with Co-Enrollments’ outcomes via the Participants Reaching Employment Potential service-delivery model. Moreover, the agency and its providers continue to use the program’s WIOA Title II Funding, Participation Levels, and Performance Ratings [reference] as a framework for conversations about progress and improvement. This reference details figures, outcomes, and percentages for a host of primary, secondary, and tertiary metrics.
South Dakota’s WIOA Title II Program Specialist continues to make AEFLA data readily available to DLR’s Data and Evaluation Specialist, Policy and Data Analyst, and Executive Team. Additionally, the Workforce Development Council Members, WIOA Core Programs, WIOA Required Partners, and the One-Stop Managers are regularly encouraged to review South Dakota’s Statewide Performance Report(s) and NRS Tables, as well as submit any other AEFLA-related data queries to the agency.
AEFLA Section 223(a)(2)
National Association of State Directors of Adult Education (NASDAE)
State Leadership grant monies paid South Dakota’s 2021-22 membership dues to NASDAE. South Dakota’s AEFLA Program Specialist yet served as Secretary/Treasurer on NASDAE’s Board of Directors, as well as a member of NASDAE’s System Support Committee.
Management Information System
The Leadership funds supported the State’s Management Information System for WIOA Title II under the National Reporting System. The monies covered the Hosting Fees, the Annual Maintenance Agreements for Local Providers, and the State’s Annual Maintenance Agreement. The Leadership dollars also supported vendor-hosted webinar trainings. Four plenary webinars were held during Program Year 2021. These trainings addressed both general and specific aspects of data collection, entry, follow-up, reporting, analysis, and security.
Although attendance at the MIS trainings has been articulated for years in the subrecipient agreements as "required," the agency realized this mandate was neither really feasible nor enforceable. Therefore, in Q4 of PY2018-19, the agency and its MIS vendor decided to begin delivering the web-based trainings via Voice over Internet Protocol. Not only did this decision allow the program to save money [telephonically], but it also afforded us the ability to record and archive the web-based trainings so staff not in attendance could review the material when their schedule allowed.
The program has since learned that even staff who were in attendance appreciate having the ability to revisit certain sections of the webinar with the follow-along visuals, rather than just a written transcript and screenshots. Subsequently, beginning PY2019-20, the agency changed the language in the subrecipient agreement to read that if data specialists cannot attend a training, the recorded webinar must be promptly viewed thereafter.
For PY2022-23, the agency will transition from quarterly [90-minute] trainings to monthly [60-minute] trainings. And although this recalibration will result in an increased investment of Leadership funds, it will more importantly serve as a renewed, actionable commitment to Data Quality for South Dakota’s WIOA Title II Program.
Computer-based Supplements for Corrections Education
AEFLA’s Leadership funds again supported a contract with Essential Education, the vendor for GED Academy™ and TABE Academy™. These stand-alone, self-paced preparation programs for Adult Basic and GED® test-preparation were delivered offline specifically for our sites within the South Dakota Department of Corrections. Additionally, DOC and DLR collaborated to bring web-based Digital Literacy curriculum’s license (i.e., Teknimedia) to DOC sites under WIOA Title I’s current contract. Leaders in both agencies recognize the need for such skill-practice as part of Prisoner Reentry and Work Readiness.
Due to increased State General Funds for WIOA Title II’s local providers, the supplemental expenditure for offline Essential Education will become the South Dakota Department of Correction’s obligation in PY2022-23.
Performance Data Analysis
In a post-vaccine milieu, it yet seems most reasonable to contrast last year with PY2020. While South Dakota’s WIOA Title II program served 1,365 participants in PY2020, PY2021 saw 1,635 participants [for a noteworthy 19.8% increase in participation]. The Adult Education Program evidenced 34.49% Measurable Skill Gains in PY2020, while PY2021 finished at 36.44% MSG. Similarly, South Dakota’s number of reported PY2021 GED credentials trended upward, albeit at a more modest rate.
Performance Outcomes (PY2017 – PY2021)
|
Program Year |
ABE MSG |
ESL MSG |
Total MSG |
Q2 Employment |
Q4 Employment |
Median Earnings |
Credential Rate |
|
2017 |
41.38% |
37.99% |
40.25% |
51.31% |
46.17% |
$5,721.14 |
21.70% |
|
2018 |
45.56% |
30.72% |
40.80% |
58.70% |
56.20% |
$5,575.85 |
40.52% |
|
2019 |
25.82% |
24.95% |
25.47% |
55.85% |
58.80% |
$6,151.15 |
55.20% |
|
2020 |
34.37% |
34.89% |
34.49% |
50.20% |
49.95% |
$7,220.47 |
43.42% |
|
2021 |
37.93% |
31.98% |
36.44% |
56.22% |
50.20% |
$6,405.47 |
30.50% |
|
Program Year |
Number of GED Credentials Conferred |
| 2017 | 281 |
| 2018 | 365 |
| 2019 | 126 |
| 2020 | 216 |
| 2021 | 259 |
Due to South Dakota’s pandemic-related recovery, unemployment rates are some of the lowest in the nation. And like everywhere, businesses and employers are clamoring for entry-level, mid-level, and skilled workers. Wages are seeming to increase as industries vie for qualified candidates. And still, these workforce-related factors and our clients’ personal exigencies affect WIOA Title II’s abilities to engage students long enough to post-test, confer GED Credentials, and make significant investments in English language instruction. South Dakota’s national rankings in the Employment Outcomes (i.e., Q2 Rate, Q4 Rate, & Median Earnings) highlight well the socio-economic realities [as best as such data-collection protocol can afford]. If someone needs or wants a job in South Dakota, the opportunities most certainly exist.
The PREP initiative [noted throughout South Dakota’s PY2021 Narrative Report] is meant to support our co-enrolled learners so they can address some of the pressing needs of immediacy (e.g., food security, housing, transportation, childcare, etc.) while simultaneously concentrating on their studies in a scaffolded, tandem case-management model. The agency continues to explore creative ways to not only support our co-enrollments to the fullest extent of the statute, but also continues to collect data to validate efforts, identify promising practices, highlight opportunities for technical assistance, and improve partnerships [for the benefit of our participants and our WIOA Joint PIRL measures].
Therefore, beyond the marked improvement in participation-figures over the prior Program Year, the South Dakota AEFLA Program is also rather proud of more than doubling its reported Percent Enrolled in More Than One Core Program on the PY2021 Statewide Performance Report. And even though this figure is still likely a bit underreported, we are making demonstrable progress in effectively tracking these common participants. Perhaps most importantly, we are strengthening the communication, coordination, and collaboration that underpin these efforts across the One-Stop System!
Integration with One-stop Partners
Integration of Activities
The Department of Labor and Regulation considers Adult Education a key component to Workforce Development; therefore, DLR works to reinforce Title II’s efficacy by highlighting Adult Education services within its workforce and training programs such as National Career Readiness Certificate, Career Pathways, Registered Apprenticeships, Pre-Apprenticeships, Soft Skills Training, Job Search Assistance Program, Trade Adjustment Assistance, and the Disabled Veterans' Outreach Program; through this integration, partnerships have been formed and nurtured to best serve residents of South Dakota. Because many of DLR’s clients have not been in school for years, they often need remediation or upskilling in Reading and Mathematics to have success in job training or postsecondary education.
Local field offices and the Adult Education programs continue to work closely to meet the needs of our clients. The strong partnership between the One-Stop and Adult Education is especially evident with the Integrated Resource Teams (IRT) concept being promoted across WIOA Core Programs and required One-Stop partners. The IRT model functions at the administrative level whereby staff communicate, coordinate, and collaborate; this IRT model also operates at the participant-level whereby the client meets with staff from the pertinent, involved programs within the One-Stop system.
Workforce Development Council
The Workforce Development Council serves as South Dakota’s single-area statewide Workforce Investment Board. With the Council’s support, Adult Education issues are addressed, multiyear grant-applications are reviewed, and program initiatives are integrated or aligned with other statewide efforts. Labor and Regulation’s Director of Workforce Development often helps set the Council’s agenda, while the Cabinet Secretary serves the Council as DLR’s voting member.
Within the Council’s statutory obligations, local offices provide assistance with job searches, employment guidance and counseling, as well as referrals to appropriate services which benefit individuals under all WIOA Titles. The local offices support not only those seeking jobs and training, but also businesses and industries.
The One-Stop System of Delivery
Furthermore, the Titles I – III Program Specialists [all as DLR employees] work together to coordinate professional development and training activities, communicate performance expectations and procedural understandings, and collaborate to best assist the mutual program participants.
Regarding the applicable career services provided at the One-Stop, South Dakota’s core programs compiled a master reference of all [locally] available services and supports (including required One-Stop partners) to increase awareness, facilitate referrals, promote enrollments, reinforce shared case-management, identify training opportunities, and formalize programmatic documentation. Moreover, the One-Stop provides the Basic Career Services, Individualized Career Services, Supportive Services, Follow-Up Services, and Training as detailed in Program Memorandum OCTAE 17-2.
Indirect costs from WIOA Titles I – III, and Title IV in some locales, help support the One-Stop system. Time is allocated according to function and an established percentage approved by DLR, as well as approved by the U.S. Department of Labor and the U.S. Department of Education.
As to WIOA infrastructure costs, the agency maintains a fee schedule [for co-location] based upon square-footage and shared utility costs as detailed in Appendix 2 of its Unified State Plan; this cost-sharing plan was informed by the federal Joint One-Stop Infrastructure Funding Guidance. Infrastructure costs include (but are not necessarily limited to) janitorial, electrical, garbage, sewer, water, heating, landscaping, and snow-removal costs. The co-located subrecipient also agrees to sign and comply with a Facilities Use Agreement Indemnification and an Insurance Clause.
Integrated English Literacy and Civics Education
IELCE Funds and grants
Because of increased State General Funds for Adult Education appropriated during the 2022 Legislative Session, South Dakota’s WIOA Title II Program was compelled to conduct a multiyear grant competition in spring 2022. By announcing the Request for Proposal on 28 March 2022 (with a 13 May 2022 submission-deadline), the agency ensured that eligible applicants used the same process and had direct, equitable access to compete for these federal funds.
Resultant of the competition, one local provider was awarded the entirety of South Dakota’s Integrated English Literacy and Civics Education pass-through funding. (While other providers deliver English Literacy and Civics Education, most of these services are considered “activities” rather than full-fledged IELCE “programs” due to the Integrated Education and Training [IET] requirements.)
Training activity
In PY2021-22, the sole IELCE funding-recipient provided an adult English Language Acquisition Program which served 150 participants in the Sioux Falls area to develop learners’ basic skills (i.e., reading, writing, speaking, listening, and numeracy) leading to self-sufficiency and greater success in family life, employment, education, job training, naturalization, and civic participation. This ELA programming was delivered concurrently and contextually with Integrated Education and Training activities, including Workforce Preparation activities and Workforce Training.
Workforce Preparation activities were provided through monthly English language units aligned to the College and Career Readiness Standards, as well as quarterly IET topical units focused on specific transitional or occupational communication skills for in-demand career pathways, including Healthcare and Customer Service. These IET units provided scaffolded access to key employability skills for learners at all levels of language proficiency. Short-term, managed-enrollment Job Interview Classes were provided bimonthly. Targeted Career Navigation was also provided to learners, as appropriate, to assist with career-pathways planning and job-search support.
Workforce Training activities were offered twice a quarter through sector-specific training courses for in-demand occupations. ELA participants were invited to co-enroll in these Skills That Employ People (STEP) classes. STEP classes provide basic skills instruction in the context of sector-specific skills and vocabulary. They also leverage occupationally relevant instructional materials and have been developed in collaboration with local employers. Determined by learners’ interests and backgrounds, as well as by workforce needs, the six PY2021-22 STEP classes included: General Manufacturing Skills and Safety (x2), Advanced Manufacturing (x2), and Commercial Housekeeping & Laundry (x2). STEP participants were also enrolled in Job Interview Classes. Upon completion of each STEP class, the Career Navigator helped connect adult English learners to appropriate employment opportunities.
IELCE Section 243(c)(1)
The IELCE participants are prepared for employment that leads to economic self-sufficiency through contextualized basic-skills instruction in monthly ELA units, special IET units, and bi-monthly STEP classes in in-demand industries. Transition skills [including basic academics, critical thinking, digital literacy, self-management, resource-utilization, teamwork, and systems-navigation] are integrated into program curricula through the use of research-based tools such as Teaching Skills That Matter. These curricula are reviewed and enhanced annually by teams of trained instructors.
During PY2021-22, English language learners had opportunities each quarter to co-enroll in STEP Classes: Commercial Housekeeping, Retail Customer Service, Landscaping & Gardening, Manufacturing Skills & Safety, Childcare Training, Food Service & Safety, and Introduction to Patient Care. Upon completing these STEP classes, thirteen NRS participants were equipped with skills and language specific to these in-demand occupations. These students also had support from the Career Navigator and employment specialists for job-search and placement needs; additionally, some employers provided onsite interviews following STEP classes.
For reporting of PY2021 follow-up outcomes, the subrecipient delivering the IELCE programming evidenced Median Earnings [in Q2 after Exit] at $7,671, compared to the statewide figure of $6,405. This local IELCE provider’s Q2 Employment Rate was nearly 62%, compared to the aggregate figure of 56%. While some of the learners’ employment-requests are rather challenging to fulfill (e.g., narrow part-time availability, transportation issues, childcare needs), nearly all students completing STEP classes are able to acquire employment within one month of class-completion.
IELCE Section 243(c)(2)
The IELCE subrecipient’s Education Coordinator consulted monthly with workforce stakeholders [including the local provider’s employer-network, Job Developer, and Program Director] to align instruction with immediate workforce needs. The IELCE subrecipient’s coordinator also participated in monthly WIOA Core Programs’ Meetings and quarterly One-Stop Partner Meetings. Furthermore, STEP [class] offerings were communicated to the local One-Stop Office to support referrals and to enhance services for co-enrolled participants.
Technical Assistance and staff-training opportunities continue in an ongoing effort to promote referrals and to increase co-enrollments between the subrecipient and the local One-Stop Office. The collaboration between the Career Navigator and Job Developer in connecting with employers both before and after each STEP class serves as a promising practice. Employers and community partners now often directly contact the IELCE subrecipient about job openings, job fairs, and onsite interview-opportunities. These tandem approaches support the integration of IELCE program-activities with the local workforce development system.
Adult Education Standards
The following is noted on the South Dakota Department of Education’s website.
South Dakota academic content standards serve as expectations for what students should know and be able to do by the end of each grade. The review, revision, development, and feedback process involves [sic] stakeholders throughout the state of South Dakota and is an ongoing and critical component to ensure South Dakota students in every classroom receive current and relevant learning experiences. The goal is that all students will graduate college, career, and life ready. https://doe.sd.gov/contentstandards/
South Dakota educators and content specialists participated in the review, revision, development, and feedback processes; in fact, one of WIOA Title II’s current AEFLA-funded teachers, as well as one of DLR’s One-Stop managers, previously participated in these standards-development processes. Furthermore, the South Dakota Department of Education and the South Dakota Board of Regents have voting representatives on the State’s Workforce Development Council (i.e., single-area Workforce Investment Board).
The South Dakota Department of Education also determines the State’s recognized High School Equivalencies; these secondary credentials have too aligned to meet the expectations of the College and Career Readiness Standards. Over the past number of years, the WIOA Title II program has worked diligently to recalibrate its instruction and activities to align with the College and Career Readiness Standards for Adult Education. Per the WIOA mandate in Section 102, the State’s Title II Program formally adopted a validated set of standards for its delivery of AEFLA instruction, activities, and services. As noted within South Dakota’s Unified State Plan, the implementation became effective July 01, 2016.
Programs for Corrections Education (AEFLA Section 225)
The South Dakota Department of Corrections has the capacity to track recidivism data by program/fiscal year. DOC can isolate its release-data by those inmates who completed their High School Equivalency at any point while incarcerated, and who then were released during a particular program year. Therefore, the relative rate of recidivism for criminal offenders who earned a GED® credential while incarcerated in South Dakota, and who then were released at any point during PY2021-22, was 32.4%.
This figure (i.e., 32.4%) includes HSE-completers who served an expired or suspended sentence, as well as those granted parole in PY2021. Releases include those discharges having completed their sentence and those conditionally released to parole supervision; recidivists include those returning to custody upon conviction for a new felony [and resentenced to prison], as well as those with their parole revoked for a technical violation.