State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))
AEFLA Section 223(1)(a)
In PY21-22, the Tennessee Department of Labor and Workforce Development (TDLWD) Adult Education (AE) team continued to expand the role of our regional education and workforce coordinators. These individuals continued to be instrumental in strengthening the alignment of the state’s AE program with workforce partners, particularly at the local level. They also assisted local AE programs with developing integrated education and training (IET) programming, pre-apprenticeships, workplace literacy programs, and dual-enrollment opportunities—all important aspects of the state’s WIOA plan. In addition, the coordinators helped local AE leaders understand and fulfill their roles and responsibilities as one-stop partners.
With the help of the education and workforce coordinators, TDLWD accomplished the following:
- Publication of a “Career Coach Guidance & Toolkit” document to be used by Career Coaches/Navigators at the local program level. This document provides a one stop location for helpful tips, links, and guidance for Career Coaches.
- Conducted a “Career Coach Alliance” in March 2022. Two-day in person training for Career Coaches/Navigators.
- Conducted site visits and other meetings with local AE providers to assess their current level of workforce development initiatives implementation and to establish goals to expand such initiatives.
- Regularly attended local workforce development board and partner meetings to ensure AE providers were participating and that the program was advocated for.
- Implemented soft skills and digital literacy curriculum in local AE programs more broadly.
TDLWD worked with local AE providers across Tennessee to develop several education-workforce initiatives. These included:
- 3 additional pre-apprenticeship programs for a total of 5: one with a community college (Construction/Carpentry), one with a private company (Construction – Plumbing & Water System Supply), and one with the Healthcare Industry (Health Science – Direct Support Professional).
- 11 additional integrated education and training programs for a total of 27, including partnerships with technical colleges, private companies, and healthcare providers. The training programs include construction, nursing, mechanical maintenance, administrative assisting, trucking, industrial readiness, welding, and HVAC/electrical/plumbing. Three of these programs are offered in local jail facilities.
- 5 existing workplace literacy programs, specifically for ESL learners. The partnered organizations include Tyson, Nashville State Community College, and OMI. The outlook for an increase in workplace classes is good for PY 22.
- 1 additional postsecondary dual enrollment programs for a total of four, in which students work on basic education and HiSET preparation in conjunction with their postsecondary courses. The programs include three different technical colleges, with students in various health care programs.
There were also several additional workforce development initiatives in the planning stages, which we hope will be implemented in the coming program year. We are also working on post-secondary prep as another initiative for Program Year 22-23. We continue to see progress in implementing workforce initiatives across the state with more students taking advantage of them all the time.
AEFLA Section 223(1)(b)
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.
AEFLA Section 223(1)(c)
Throughout PY21, TDLWD utilized four of our staff as a “curriculum and instruction team” who led technical assistance efforts related to curriculum and instruction for local staff. These staff included a director of ESL services, a director of academic services, a director of professional development, and an administrator of program development and operations. These staff members worked diligently to observe a variety of classrooms (both in-person and virtual) utilizing our instructor observation form and providing feedback to help teachers improve their practices, as well as to identify effective practices to consider for future statewide training and best practice dissemination.
We held many in-person training events and class observations as well as virtual options. This included a regular video conference of local providers’ curriculum and instruction liaisons to discuss ideas around instructional practice. It also included regular training for teachers on using the Schoology learning management system, WIN, NorthStar, BurlingtonEnglish, PowerSchool, and Aztec.
We provided technical assistance to IELCE program instructors. The director of ESL services trained all IELCE instructors on the observation form. It was then used to train IELCE instructors on the requirements of an IELCE program and was used during monitoring activities. We continued observing classes and using the observation tool to collect data. We continued collaboration amongst IELCE instructors to share best practices. In 2021-22 we continued to implement an IELCE instructors professional learning community group, facilitated by our ESL director, which regularly convened virtually to discuss best practices.
In addition, IELCE instructors received multiple professional development opportunities throughout the year. At the 2021 statewide conference, instructors received training on English Language Proficiency Standards. Additional training was provided to each IELCE program on contextualizing lesson plans and instruction to incorporate student goal sheets. We also continued to expand the “Workforce and Civics Warm-up” curriculum for IELCE instructors to use in the classroom to meet the requirement for civics integration. Finally, IELCE lesson plan examples were shown to program instructors on how civics instruction can be implemented in the classroom.
Fulfilling local providers’ role to provide access to employment, education, and training services as required one-stop partners.
In PY21, our regional education and workforce coordinators continued to provide technical assistance to local providers concerning their role as one-stop partners. They assisted local AE programs with increasing Workforce Development Initiatives, including: integrated education and training (IET) programming (+11), pre-apprenticeships (+3), workplace literacy programs, and dual-enrollment opportunities (+1).
TDLWD continued to update the comprehensive “WIOA Partner Guidance” and the “Workforce Development Initiatives Guidance” documents to make sure the most up to date and accurate information is included. TDLWD regional education and workforce coordinators took part in local partner meetings as well as cross agency training and business services team meetings.
TDLWD AE staff along with Workforce Services staff developed virtual access points for the virtual American Job Center and created a virtual pathway for Adult Education. This allows AE students to access AJC services virtually as well as allowing AJC participants to access virtual AE services at the AJC.
Assistance in the use of technology, including for staff training, to eligible providers, especially
the use of technology to improve system efficiencies.
In October 2021, TDWLD released the new professional development platform for all adult education staff. It is called Tennessee Adult Education Professional Development (TAEPD). Program Directors were trained on use of TAEPD. A user webinar was released and an ongoing user toolkit made available. It has allowed for on-demand access to state sponsored virtual professional development content for those who could not attend live sessions and contains registration, attendance, and feedback survey information. It houses additional professional development content to impact program effectiveness. Content varies and users can choose courses based on individual need or as recommended by program directors. Content includes topics on distance learning, Hyflex model of instruction, blended learning, Schoology, using Zoom, and “how-to” for the various state-sponsored software. The platform uses Schoology as the LMS to house the course content—this also serves as a model to instructors for use of Schoology as their distance learning tool with students.
Schoology continued to be the state-sponsored distance learning platform. All new employees were provided an account when hired. Communication with users occurred within state level supported user groups. A series of professional development sessions for its use were provided monthly from January 2022-April 2022 and additional user courses were housed in TAEPD.
Our membership has been extended with the IDEAL Consortium from World Education, which allows for TDLWD staff members to participate with staff from other states in learning about and discussing best practices in distance education and education technology. Resources on the Hyflex model from World Education are linked within TAEPD. This allows for ease of access to relevant content.
In addition, TDLWD staff spearheaded the implementation of a new pilot program for corrections education, which allows incarcerated individuals to use Android tablets (via the vendor “APDS”) to access education and training resources. The pilot includes 24 tablets at three county jails in Tennessee. The tablets can be checked out and used by students in jail to work on basic academic skills curriculum and HiSET preparation. This project is a joint effort between TDLWD AE, TDLWD Workforce Services, the Office of Criminal Justice Programs (OCJP), and Tennessee Corrections Institute. The pilot program was funded through CARES funds. In the next program year, live video conferencing between student and teacher will be available on the tablets. TDLWD staff provided training to local staff on how to implement and utilize the tablets.
The APDS tablet-based programs in county jails has expanded to include an additional 16 counties. These counties received grants through OCJP for evidenced-based programs. We have been able to expand adult education services to 10 facilities and are awaiting access to the additional six facilities to provide adult education services. To help support this effort, our staff members presented information about our services to the Tennessee Sheriff’s Association and the Tennessee Corrections Institute (TCI), the governing body for local and county jails across the state.
AEFLA Section 223(1)(d)
Throughout PY21, TDLWD utilized four of our staff as a “curriculum and instruction team” who led technical assistance efforts related to curriculum and instruction for local staff. These staff included a director of ESL services, a director of academic services, a director of professional development, and an administrator of program development and operations. These staff members worked diligently to observe a variety of classrooms (both in-person and virtual) utilizing our instructor observation form and providing feedback to help teachers improve their practices, as well as to identify effective practices to consider for future statewide training and best practice dissemination.
We held many in-person training events and class observations as well as virtual options. This included a regular video conference of local providers’ curriculum and instruction liaisons to discuss ideas around instructional practice. It also included regular training for teachers on using the Schoology learning management system, WIN, NorthStar, BurlingtonEnglish, PowerSchool, and Aztec.
We provided technical assistance to IELCE program instructors. The director of ESL services trained all IELCE instructors on the observation form. It was then used to train IELCE instructors on the requirements of an IELCE program and was used during monitoring activities. We continued observing classes and using the observation tool to collect data. We continued collaboration amongst IELCE instructors to share best practices. In 2021-22 we continued to implement an IELCE instructors professional learning community group, facilitated by our ESL director, which regularly convened virtually to discuss best practices.
In addition, IELCE instructors received multiple professional development opportunities throughout the year. At the 2021 statewide conference, instructors received training on English Language Proficiency Standards. Additional training was provided to each IELCE program on contextualizing lesson plans and instruction to incorporate student goal sheets. We also continued to expand the “Workforce and Civics Warm-up” curriculum for IELCE instructors to use in the classroom to meet the requirement for civics integration. Finally, IELCE lesson plan examples were shown to program instructors on how civics instruction can be implemented in the classroom.
Fulfilling local providers’ role to provide access to employment, education, and training services as required one-stop partners.
In PY21, our regional education and workforce coordinators continued to provide technical assistance to local providers concerning their role as one-stop partners. They assisted local AE programs with increasing Workforce Development Initiatives, including: integrated education and training (IET) programming (+11), pre-apprenticeships (+3), workplace literacy programs, and dual-enrollment opportunities (+1).
TDLWD continued to update the comprehensive “WIOA Partner Guidance” and the “Workforce Development Initiatives Guidance” documents to make sure the most up to date and accurate information is included. TDLWD regional education and workforce coordinators took part in local partner meetings as well as cross agency training and business services team meetings.
TDLWD AE staff along with Workforce Services staff developed virtual access points for the virtual American Job Center and created a virtual pathway for Adult Education. This allows AE students to access AJC services virtually as well as allowing AJC participants to access virtual AE services at the AJC.
Assistance in the use of technology, including for staff training, to eligible providers, especially
the use of technology to improve system efficiencies.
In October 2021, TDWLD released the new professional development platform for all adult education staff. It is called Tennessee Adult Education Professional Development (TAEPD). Program Directors were trained on use of TAEPD. A user webinar was released and an ongoing user toolkit made available. It has allowed for on-demand access to state sponsored virtual professional development content for those who could not attend live sessions and contains registration, attendance, and feedback survey information. It houses additional professional development content to impact program effectiveness. Content varies and users can choose courses based on individual need or as recommended by program directors. Content includes topics on distance learning, Hyflex model of instruction, blended learning, Schoology, using Zoom, and “how-to” for the various state-sponsored software. The platform uses Schoology as the LMS to house the course content—this also serves as a model to instructors for use of Schoology as their distance learning tool with students.
Schoology continued to be the state-sponsored distance learning platform. All new employees were provided an account when hired. Communication with users occurred within state level supported user groups. A series of professional development sessions for its use were provided monthly from January 2022-April 2022 and additional user courses were housed in TAEPD.
Our membership has been extended with the IDEAL Consortium from World Education, which allows for TDLWD staff members to participate with staff from other states in learning about and discussing best practices in distance education and education technology. Resources on the Hyflex model from World Education are linked within TAEPD. This allows for ease of access to relevant content.
In addition, TDLWD staff spearheaded the implementation of a new pilot program for corrections education, which allows incarcerated individuals to use Android tablets (via the vendor “APDS”) to access education and training resources. The pilot includes 24 tablets at three county jails in Tennessee. The tablets can be checked out and used by students in jail to work on basic academic skills curriculum and HiSET preparation. This project is a joint effort between TDLWD AE, TDLWD Workforce Services, the Office of Criminal Justice Programs (OCJP), and Tennessee Corrections Institute. The pilot program was funded through CARES funds. In the next program year, live video conferencing between student and teacher will be available on the tablets. TDLWD staff provided training to local staff on how to implement and utilize the tablets.
The APDS tablet-based programs in county jails has expanded to include an additional 16 counties. These counties received grants through OCJP for evidenced-based programs. We have been able to expand adult education services to 10 facilities and are awaiting access to the additional six facilities to provide adult education services. To help support this effort, our staff members presented information about our services to the Tennessee Sheriff’s Association and the Tennessee Corrections Institute (TCI), the governing body for local and county jails across the state.
AEFLA Section 223(a)(2)
The primary permissible activity we undertook with State leadership funds this year was the continued implementation and expansion of curriculum products and our learning management system for professional development and training. We also expanded our purchase and usage of WIN soft skills and Northstar digital literacy skills.
TDLWD also used funds for expanding integrated education and training programs and workplace literacy programs. We promoted a staff member to be our director of workforce development and oversee the regional education and workforce coordinators, who in turn assisted local programs in their IET and workplace program expansion.
In addition, TDLWD used some funding to do more robust data analysis and visualization, including the development of dashboards to show our current level of services being offered across the state (including ABE, IELCE, and corrections education).
Performance Data Analysis
In PY21, TDLWD’s systems and analytics specialist focused on three main goals: (1) oversight of the management information system (“Jobs4TN”), including troubleshooting issues with the system and monitoring for anomalies and errors from local data entry; (2) maintaining performance dashboards to help AE stakeholders quickly and effectively assess local program performance; and (3) establishing and measuring KPIs that directly impact student performance—the idea of “measuring what matters”. We plan to refine these dashboards and provide additional training on how to use them effectively in the next year.
TDLWD staff also provided continuous technical assistance on the data entry and evaluation process to ensure that local staff were capable of doing accurate data entry. We also included robust data assessment as part of our monitoring process. This included thorough investigations into specific local providers’ data, and when errors were found, we brought this to the locals’ attention and included the requirement for them to improve data practices as part of their corrective action plan.
The Tennessee adult education program achieved the following performance outcomes in PY21:
- MSG % all POPs: 39.17%
- Total Reportable Individuals: 4,837
- Total Participants: 10,368 (8,083 ABE/2,285 ESL)
- All POPs: 10,562
- EFL Gains: 1,464
- HSE Diplomas: 2,482
- IET/WPL Gains: 192
- Employment Q2 after exit: 51.86%
- Employment Q4 after exit: 50.33%
- Median Earnings Q2 after exit: $4,665.84
- Attained any credential: 44.46%
- Attained a secondary school diploma enrolled in PSE: 1.29%
- Attained a secondary school diploma employed: 43.87%
- Attained a postsecondary credential while enrolled: 100% (2 participants)
PY21, while still very challenging for Tennessee’s AE programs, did see improved performance. Our negotiated MSG target for the year was 37.9%. Our final MSG was 39.17%, up from 38.24% in PY20. Providing high-quality instruction during the pandemic became the “new normal”, and local staff became more comfortable continuing distance education and embracing a hybrid model of learning for students. TDLWD also was intentional in training the local leadership, staff, and teachers how to use their data to make informed decisions about program improvement.
To address local program performance issues, TDLWD leaders regularly looked at each program’s performance to determine which were struggling the most and created performance improvement plans. These plans helped focus our efforts in providing targeted technical assistance in the areas where they were struggling. Going forward, we plan to make this process even more robust to identify areas of poor performance. This includes implementing more intentional local program performance improvement plans based on low performance in enrollment, MSG, or workforce initiatives.
Integration with One-stop Partners
Due to the lingering effects of COVID-19 , operations in the AJCs continued to be limited, and in many instances, centers had to close completely due to contact with COVID-positive individuals. However, at the state level, the partner programs worked to keep each other informed of the centers’ statuses. The Virtual American Job Center was available, where participants could continue services via virtual access and communicate via live chat feature with a referral process in place to ensure partner connections.
We continued to update “WIOA Partner Guidance”, assuring the most up-to-date and accurate information is included. The guidance is a comprehensive guide that includes “all things WIOA” related to AE in Tennessee, as well as links to resources and a glossary of terms related to WIOA.
The TDLWD AE monitoring guide includes criteria related to one-stop partnerships. These criteria include:
- The program partners with and leverages other WIOA and outside services and resources to assist students with needs such as transportation, childcare, food, and training (e.g., Title I, TN Reconnect, SNAP Employment & Training, TANF, etc.). Staff and students are aware of these resources, and a significant number of students co-enroll in the services.
- The program is an active partner with the American Job Center (AJC) system and, if applicable, participates knowledgeably in the MOU/IFA process.
The primary method through which AE services are offered in AJCs is through local AE staff being housed in-person at the comprehensive centers. The specific AE career services provided in most centers were related to intake and orientation, initial assessment of numeracy, literacy, and English language skill level (via TABE or CASAS), and providing information and referrals for other programs and services.
The AE partners at the centers not only administered assessments for AE students, but also for individuals seeking Title I and Title III services, and Trade Adjustment Assistance (TAA) services. In some cases, these individuals were referred to participate in AE based on their assessment scores and career goals. For example, the TAA staff decided on TABE qualifying scores for specific training programs and referred individuals to AE staff in the AJC for taking the assessment. If the individual didn’t achieve the requisite scores, then they were encouraged to participate in AE classes.
In most comprehensive centers, regular AE classes were also offered for ABE students. These intake and orientation activities and classes were not necessarily customized to meet local one-stop and community needs; this is an aspect of needed guidance that TDLWD will address in the future.
The infrastructure costs of the AJCs have been supported through the local AEFLA grants. TDLWD required grantees to provide a budget at the beginning of the program year, indicating how much money would be utilized for AJC infrastructure costs. In some cases, TDLWD requested that a different amount be budgeted in order to keep within the local administrative cost cap. Local program directors participated in the MOU/IFA negotiation process; in some areas, the AE partner was readily included and their voice considered, but in other areas, the AE partner was often left out of discussions. During the program leadership training at our summer conference, we provide annual guidance for this process.
Integrated English Literacy and Civics Education
IELCE Funds and grants
In January 2021, TDLWD published a RFP which announced the availability of funds and the competition requirements for one IELCE grant in Hamilton County, Tennessee (Chattanooga area). After no viable applicants, we renewed our efforts to inform the public about the grant, and then re-announced the competition in June 2021. The awardee was TCAT Athens, our current AE program provider. In PY20, we had six IELCE grants awarded to the areas in the state with the largest numbers of immigrant populations. Most of the IELCE grant funds and student participation were associated with our major metropolitan areas: Nashville, Memphis, Knoxville, and Chattanooga.
Training activity
During PY21, we implemented the new integrated education and training section in our monitoring guide and ensured that the IELCE section of the guide included the requirement to observe the IET aspects of the program. We continue to update the document as needed to provide a more robust and transparent monitoring process.
TDLWD staff continued to update the single set of learning objectives to improve the most accurate information tracked for data measurement. TDLWD staff streamlined the IET Application Checklist and an online IET application process for programs. Updates were shared with all IELCE programs on the revised Single Set of Learning Objectives and online IET application process. IELCE programs continue to have access to the “Workforce Development Initiatives Guidance'' document.
With our increased focus on these IET tools and training local programs on how to implement IET programs, we continued to see a better understanding and implementation of IET opportunities from local IELCE providers.
IELCE Section 243(c)(1)
Under the direction and guidance of our regional education and workforce coordinators, each local provider in Tennessee has a strategic plan and targeted goals related to workforce development initiatives within in-demand occupations. The primary focus of the coordinator positions is to provide technical assistance to local programs when identifying industry needs and developing IET-s, pre-apprenticeships, and workplace classes, along with post-secondary dual enrollment opportunities.
In addition, this team developed and trained local program directors on the “Workforce Development Initiative Guidance”, which is a comprehensive guidance document to be used as a reference tool when developing new initiatives. Furthermore, TDLWD staff continued to be part of a workgroup that was instrumental in getting a pre-apprenticeship policy and certified application process approved by the state workforce development board. This enables AE programs to align with in-demand occupations and registered apprenticeship programs.
The challenge of helping IELCE participants to be placed in high-wage high-demand jobs is that with their limited English proficiency, there aren’t often high-wage high-demand jobs available to them. We are continuing to work with local programs and looking into the issue of IELCE students who have high levels of education and professional work experiences in their native countries, but are working in low-skill low-wage jobs in Tennessee that are unrelated to their education and skill set. Our IELCE and IET programs, while important for helping IELCE students to retrain and find employment, do not account for this issue, which if solved, could prove to be a huge benefit for the students and the state alike.
IELCE Section 243(c)(2)
TDLWD provides continuous oversight and guidance to the local IELCE programs. After extensive evaluation of our IELCE programs, we determined more technical assistance was needed to educate the local workforce development boards to increase understanding of the IELCE program and how it fits into the local workforce development system. It is imperative for our local programs and local boards to understand how to ensure seamless integrated services to all job seekers, workers, and businesses, and to include IELCE programming in their strategic planning. The director of ESL services continued assisting local IELCE programs to align with local plans and to integrate with the local workforce development system in each local area.
Adult Education Standards
The TDLWD AE program did not make any changes to the content standards this year. We continued to apply the College and Career Readiness Standards (CCRS) and the English Language Proficiency Standards. The use of CCRS-aligned curricula was assessed as part of our regular local program monitoring process, which included class observations, teacher interviews, and student surveys. We ensured that only curricula aligned with the standards were on our recommended curriculum resource guide. We have plans to provide sessions on implementing the CCR standards and ELP standards as part of our annual AE conference for local staff in the next program year.
In the next year, we will have a continued focus on standards-based teaching and ensuring instructors are sufficiently trained in teaching robust, standards-based material. We will include standards training as part of our default new teacher training materials, and we’ll ensure that standards training is included in our TAEPD online professional development platform.
Programs for Corrections Education (AEFLA Section 225)
In PY20, the pandemic drastically reduced access to serving corrections education students to 846 in correctional institutions during the year. However, in PY21, TDLWD-funded AE programs were able to increase the number of students served to 1,637. Programs were able to expand their reach to jail facilities by working to increase awareness of AE services to jail administrators and jail program coordinators. TDLWD also encouraged local providers to continue developing relationships with the local carceral facilities where there are no adult education services currently.
In PY21, TDLWD staff had several opportunities to present to the Tennessee Corrections Institute (TCI), the governing body for local county jails. These presentations served as a catalyst to share the multiple programs offered by adult education programs. We also leveraged our partnership with TCI to help with the implementation and expansion of the tablet-based program (via the vendor “APDS”), which has helped to increase our ability to provide services in facilities that limited our in-person access. In PY20, TDLWD implemented the APDS pilot program for corrections education which allowed incarcerated students to use Android tablets to access education and training resources. The pilot included 24 tablets at each of 3 county jails in Tennessee. In PY21 in partnership with TCI and TN Office of Criminal Justice Programs, we were able to expand the use of the tablets to 16 additional counties. The counties were able to purchase 363 total tablets. Of these 16 counties, 10 counties were able to fully implement programs during PY21. The other six counties were limited in their capacity to fully implement services due to Wi-Fi hardware issues in their facilities.
Unfortunately, TDLWD has not yet developed methods or metrics for determining the relative rate of recidivism for criminal offenders served in the AE program. The state’s overall recidivism rate was 47.1%. TDLWD’s partnership with TCI is helping to develop a method to track the recidivism rates in jails. Through this partnership and the procurement of new data software from TCI, we will have new tracking capabilities that will allow us to determine recidivism numbers for AE corrections students. Recidivism rates in Tennessee are based on a 3-year period, so it will take a few years until we have the full picture of recidivism of AE students. In the coming years, we also plan to begin programming for ESL corrections students and to expand workforce development initiatives for corrections students, including postsecondary dual enrollment and IET opportunities.