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)

TWC AEL state staff participate in numerous events throughout the year to promote alignment with all WIOA core partners. TWC host two unique opportunities that gather all core partners’ administrative and frontline staff from Workforce Boards, Vocational Rehabilitation, and Adult Education to learn more about ongoing alignment strategies and services. In November 2021, TWC AEL participated in several sessions at the Annual Workforce Conference on how AEL and Workforce Boards can partner to create strong career pathways.

One session titled “Career Pathways: Serving Priority Populations with your AEL Partner” focused on three objectives:

 Overview of career pathways under WIOA 
Identify three ways career pathways serve priority populations 
Outline referral and case management approaches that support customer success and program performance

Another session “WIOA Title I and Title II Partnerships: Building Quality Services for Low-Skilled Adults through Collaboration” focused on three objectives:

Understand the impact of basic skills deficiency on employers, the economy, and social services
Review Priority Populations for WIOA Title I and Title II programs
Describe strategies for collaboration that support customers across the Texas workforce system

In April 2022, TWC AEL and Workforce Board Strategies staff conducted a joint session at the TWC Workforce Forum on how Temporary Assistance for Needy Families (TANF) recipients can benefit from AEL services. The session was intended to highlight recent changes to state performance parameters to allow AEL services to count in performance accountability for local Workforce Boards and encourage referrals. Feedback received from session evaluations will support future co-developed technical assistance/trainings offered by TWC in coordination with core partners on the mutual benefits of services to encourage strong referral pipelines.

TWC is considering future state leadership initiatives to create a “No Wrong Door” system that streamlines services across all partners.

In the PY 20-21 narrative report, we identified the Career Pathways Professional Development Center (CPPDC) grant, which was procured in PY 20-21 using 223 funds. However, the actual work taking place through the CPPDC aligns with multiple required uses of state leadership funds. As such, we are including some important work that is happening through the CPPDC in this response as well. The CPPDC, supports professional development to improve the quality of career pathway models and AEL integration across WIOA Titles that serve priority populations. TWC needed to be responsive to the constant changes in leadership occurring with AEL providers and WIOA core partner staff to ensure that strong alignment could continue. We identified a need for sustainable capacity-building initiatives to support and maintain strong partnerships. Through cross-training of stakeholder groups such as AEL grantees, Boards, IHEs, and career and technical educational providers, the CPPDC grantee provides evidenced-based professional development to stakeholders on:

• AEL career pathways models,

• coenrollment across WIOA Titles, and

• strategies that support student success, system alignment, and improved performance outcomes.

Over the course of PY21-22, the CPPDC began procurement and planning activities to roll out a Workforce Integration Academy. The Academy is designed as a multi-year cohort-based participant model wherein the focus for year one addresses the roles and responsibilities of system partners for integration through co-enrollment and referral processes for the alignment of services. AEL grantees will enroll in the year one cohort to grow capacity of AEL leaders as a core partner. Content related to shared infrastructure costs, career pathway goals and objectives for local Board areas, and defining and addressing the needs of priority populations at the local level across the Workforce system will be addressed. The subsequent years will include cohort participation from system partners to expand capacity across titles and further operationalize the alignment of system integration strategies.

TWC continued to use 223 funds for Accelerate Texas, an Integrated Education and Training (IET) initiative in which AEL participants are concurrently enrolled in workforce training and AEL services. The Accelerate Texas model is designed to develop and refine IET models being deployed statewide and track completion and placement into in-demand and targeted occupations. In PY’21, twelve (12) Accelerate Texas grants ended, and four new grants were procured and awarded in August 2021. This sixth iteration of Accelerate Texas focused on expanding priority populations served, deepening stakeholder engagement, and sharing replicable best practices. Grant recipients showcase best practices through various professional development and technical assistance events throughout the year.

TWC approved two new projects in response to addressing a middle skills initiative that supports more individuals earning credentials of value for occupations in industries with high demand. Both projects support the attainment of foundational skills, expand IET models and support the delivery of integrated services that advance Texas’ statewide goals for system alignment. The two projects include a Pre-Apprenticeship Bridge Grant for the Building Trades and the Employer Engagement Project.

The Pre-Apprenticeship Bridge Grant is a demonstration project of AEL collaboration with construction industry Registered Apprenticeship (RA) programs. TWC awarded one grant in the southeast Texas region to expand AEL partnerships with Registered Apprenticeship programs for electricians. The project is a collaboration with the local Workforce offices and AEL to increase the number of individuals that have sufficient basic skills to qualify for entry into the RA. The project is partnering on building a bridge program for an electrical RA for which services will begin in PY22-23.

The Employer Engagement Project is a demonstration project that focuses on partnerships with local, regional, or statewide employer or industry partners to develop curriculum and provide AEL services for incumbent workers. Three programs in partnership with manufacturing, logistics, and Information Technology employers were awarded grants in July 2022 to develop replicable curriculum for workplace literacy programs, IETs, and employer-based training with contextualized AEL. The curricula from these projects will be shared statewide through various PD events for use by other AEL providers wishing to expand workplace literacy services. Best practices for developing strategic partnerships with employers will also be showcased at events with core partners to highlight how AEL can support Workforce Boards’ work with employers seeking to upskill incumbent workers.

AEFLA Section 223(1)(b)

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

Using state leadership funds, Texas has established a triad of Professional Development Centers (PDC) to build a collaborative PD system for AEL grantees as well as implement the state’s goals to build and expand AEL services to meet the needs of AEL providers and stakeholders. The triad consists of three separate but collaborative PD centers:

Statewide PDC
Distance Education PDC
Career Pathway PDC

Each PDC is charged with a specific scope of work, but must also work collaboratively to ensure that AEL providers, partners, and stakeholders have content and resources available to meet changing needs. TWC facilitates collaborative quarterly meetings with the PDCs to ensure that messaging and projects are consistent with identified state needs. All three PDCs are required to utilize evidence and research-based practices in the development and dissemination of content. TWC often enhances resources provided through various nationally recognized organizations (LINCS, WES, etc) to promote state priorities in alignment with federal requirements.

Statewide Professional Development Center (TRAIN PD)—the Statewide Professional Development Center grant awarded to Texas A&M University/TRAIN PD reported the following data points on this grant in its PY 22’ narrative report:

• 4753 unique users completed 15,190 online curricula for 16,099 online professional development hours

• 9,432 unique users attended local, state, and/or live online training for a total of 37,823 professional development hours earned for the program year

The state uses an online portal (Cornerstone) to house PD content, create and manage communities of practice, and track PD hours for state/federally funded staff. This allows for easier tracking of PD by local providers to ensure that state PD standards are met each year as required.

The Statewide PDC also manages the state’s Leadership Excellence Academy (LEA). The LEA was composed of one Administrator LEA and one Instructional LEA. In PY 21-22, we continued our partnership with the American Institute for Research (AIR) to review and revise training materials for a new cohort of participants, which began training in October 2021 and culminated at the end of May 2022.Each participant completed an improvement project that used specific leadership strategies learned. Graduates of the 3rd cohort of the Academy were recognized for their achievements at the AEL Fall Institute in September 2022. Cohort #4 of the LEA began promptly in October 2022.

The Distance Education Professional Development Center (DEPDC) focuses on all things Distance Education including remote learning, distance learning, and digital literacy. A major component of the DEPDC is the Distance Learning Call Center and website (txdistanceedhelp.com) that provides services to all AEL instructors and students. Some of these services include how to access remote services, use digital tools, problem solve technical difficulties, and be successful in a learning environment requiring a heightened need for digital skills in all areas. The call center addresses the post-covid need for flexible online instructional models and increases access to services for instructors challenged with conducting online and face-to-face class models simultaneously. The Center serves students faced with a need to engage in their online classroom through just-in-time login assistance or by assisting students after class when working independently on a distance learning curriculum. With the new call center, help is available 7 days a week from 7 am – 10 pm. The call center employs 15 tutors, all versed in the 37 Approved Distance Learning curricula, zoom, google classroom, and other platforms. In its first few months, the DEPDC engaged in 576 calls, emails and chat messages, serving 260 AEL students and instructors.

In its larger mission, the DEPDC is developing cutting-edge Professional Development on hybrid and blended learning models and was awarded additional funding to create digital literacy content standards for adoption by all AEL programs. The DEPDC hosts an annual Distance Learning and Technology Integration Symposium and conducts a monthly webinar that provides guidance, insight, and an opportunity to be active participants in a Community of Practice (CoP) sharing information and best practices for all AEL Distance Learning Leads, (a position required by all Core Grant recipients). The DEPDC also produces and updates the Distance Learning Academy models that are offered both face-to-face and as online modules. This is a two part series for which Module One is required by all staff that participate in Distance Learning and covers state AEL Distance Learning Policy and best practices for implementing online learning and includes a post-pandemic update developed during Py22.

Career Pathways Professional Development Center (CPPDC) supports professional development to improve the quality of career pathway models and AEL integration across WIOA Titles that serve priority populations.

Over the course of PY 21-22, the Career Pathway PD Center:

hosted seven (7) professional development statewide events with 536 individuals in attendance who were awarded 650 PD hours.
designed and delivered a statewide Integrated EL Civics Institute
collaborated with the Statewide Center on the deployment of a Training of Trainers (TOT) cohort of 18 teacher trainers for Services to Internationally Trained Professionals who are English Language Learners (ELL)
collaborated with the statewide PD Center to support Career Navigators through monthly on-line convenings with guest presenters from stakeholders and system partners
assigned four CPPDC Specialists to provide consultative services to eight AEL Grantees providing more customized support for the design and development of the five career pathway models in Texas: 1) IET 2) IELCE with Training [Integrated El Civics] 3) Employer Partnerships for Workplace Literacy 4) Services to Internationally Trained Professionals and 5) Corrections and Re-Entry services; The CP PD Specialists will increase the number of programs they provide services to over the duration of the contract, for which this report covers year two of a five year contract.

The Professional Development Support for Non-profit Adult Literacy Organizations project provides PD and capacity building services to non-profit and community-based adult education providers, as well as federally funded AEL grant recipients, Local Workforce Development Boards, Workforce Solutions staff and Vocational Rehabilitation Services staff. Primary participants are tutors, instructors, program administrative staff, and trainers of non-profit adult education providers in Texas. The Agency recognizes the importance of building capacity for non-profit community and volunteer-based literacy providers who serve AEL students and the value these entities offer as part of the TWC AEL provider network. This project supports PD and integration of services to these valued providers and underscores TWC’s commitment to support the expansion of these services. In the ‘21-’22 PY, Literacy Texas, the TWC funded grant recipient for this program, served 898 instructors, tutors and other staff for a total of 15,780 professional development hours through eight regional symposia and one annual conference. This year, the Annual Conference hosted 265 attendees representing 97 adult and family literacy organizations across Texas. Literacy Texas serves as a referral pipeline between the non-profit sector and the TWC AEL funded provider network by referring students when they are prepared to move forward in a more formal learning environment and seek a career pathway or further education.

AEFLA Section 223(1)(c)

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

In addition to the professional development services that TWC provides statewide through PDCs, TWC utilizes established PD systems to deliver Technical Assistance (TA) to providers. State staff work closely with PDC to create, organize, advertise and conduct TA throughout the program year. TWC utilizes PDC platforms to host several TA events designed to support just-in-time statewide needs. TA topics are responsive to ongoing program data analysis and evaluation. Some TA activities include:

Bi-weekly calls with all AEL providers—Held twice a month, AEL state staff use this time to showcase any PD/TA topics that are being developed to support grant effectiveness. Agenda topics range from upcoming PD events, policy-related updates or changes, program spotlights (best practices), recent/common monitoring findings, and data system enhancements.

Monthly webinars—We have developed consistent scheduling of PD/TA events relative to specific job duties/functions to support capacity building amongst peers. The purpose is to encourage alignment of AEL services with core partners, stakeholders and community organizations as well as disseminate resources on education, training, or programmatic practices that enhance the overall AEL ecosystem. Examples include ‘Manager Mondays’, ‘Teacher Tuesdays’, ‘Workforce Wednesdays’ and ‘Tech and Tell’.

One-on-One TA—TWC state staff conduct one-on-one TA either in person or through webinar/Microsoft Teams, as needed based on individual program evaluation. Seven state staff are assigned specific programs to monitor performance accountability, expenditures, and deliverables.

Statewide TA—Statewide TA events are delivered in multiple formats: webinars, regional events, and conferences. Topics include (but not limited to) performance accountability, data system reporting, leadership, new director training, and quality assurance.

Fall Institute—Annual fall convening of AEL providers, partners, and stakeholders to disseminate best practices and support peer learning. A pre-conference business meeting is also held to provide information, tools, tips and resources related to grant compliance and effectiveness, often referred to as ‘State of the State”. This event is supported largely by our statewide PDC, held in person (Austin, Tx), but has also been offered virtually since 2020. Adding a virtual option has increased the number of attendees and expanded our reach. In September 2021, four session tracks were supported:

Improve program effectiveness
Address demand for AEL services
Increase Workforce, Secondary, and Postsecondary Education and Training Outcomes
Increase system coordination and integration

TA and PD coordination—In an effort to establish clear lines of communication and develop products and resources desired and/or needed, TWC facilitates quarterly meetings between state staff and all PDCs to ensure the development of PD content is responsive to identified needs based on technical assistance visits/calls and program evaluations.

AEFLA Section 223(1)(d)

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

To evaluate the quality and continuous improvement of adult education activities, as described in Section 223(1)(d), TWC’s Sub-Recipient Monitoring (SRM) team completes an annual risk assessment and then proceeds with desk-top audits or on-site review of each local program that includes both fiscal and programmatic criteria. SRM also conducts a separate review cycle for data validation to ensure compliance with OCTAE Memo 19-1. Upon completion of monitoring, AEL providers work with TWC’s Audit Resolution department to resolve any findings, and update procedures or local policies to ensure proper oversight. Unresolved findings or repeat findings are elevated to Technical Assistance Plans (TAPS) or Corrective Action Plans (CAPS) to ensure that appropriate strategies are put in place and that AEL providers have adequate oversight to meet acceptable standards and compliance expectations.

On-site or desk reviews are conducted by the state team to ensure that all AEL providers are monitored at least once during the grant cycle. Results from monitoring and data validation reviews are used to produced TA tools and resources to support AEL providers through various opportunities including special webinars, business meetings, trainings, and one-on-one assistance.

In addition to compliance monitoring, TWC also initiates evaluation projects for specific purposes.

In PY 21-22, TWC approved using 223 funds for a statewide evaluation project that is currently in the procurement process. The project scope will include:

Integration and coenrollment among WIOA Titles I, II, and IV programs
Student retention, persistence, and skill gains and credential achievement
Program staffing and organizational structures
Service models
Access to AEL services, including digital literacy assessment

This project will help to inform TWC of needed PD, TA, policy, and future state leadership initiatives.

AEFLA Section 223(a)(2)

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

TWC also initiated state procurement activities for several state leadership initiatives that were not executed by June 2022 but will appear in future reports. These projects have statewide significance and were designed to directly respond to goals and objectives outlined in AEL Strategic Plan 2021-2016. The initiatives are Family Math Literacy, Employer Engagement, Statewide Virtual High School Equivalency, Statewide Evaluation of AEL Services and Activities, and IET in Corrections. All of these projects were in development and procurement throughout PY22 and contracts were initiated on or after July 1, 2022, and as such will appear in next year’s narrative.

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.

Through TWC’s state-developed data system, we are able to see data in real-time and utilize information to target technical assistance or professional development needs of the state provider system. The TWC AEL web-based data system, Texas Educating Adults Management System (TEAMS), allows easy access for end users to input data daily with a state policy that dictates a monthly data entry requirement. Monthly data validation procedures are built into the data system providing state staff with real-time reports if local data entry is delayed. Once data is validated, it is locked for further input by local users. This allows the TWC’s AEL team to pull data reports each month to review the number of participants being reported, Measurable Skill Gains (MSGs), and posttest eligible students among other performance-related reports and quality checks. State staff analyze the reports to identify:

• significant increases or decreases in enrollment since last month;

• participants who are eligible for posttest who do not have another MSG in the system;

• time between tests in hours and days;

• IET students who have not earned an MSG or a credential; and

• concerns with retention for students who stopped attending and are in jeopardy of exiting the program early.

System reports are more useful than NRS tables for programmatic discussions with providers. System-generated reports provide disaggregated data down to the instructor and participant level. TEAMS also has built-in controls to cross check for anomalies with automated data checks in place that support accurate data reporting, such as but not limited to:

NRS approved tests with scale/cut scores that automatically assign Educational Functioning Level (EFL) and track progress through comparison of initial test to post test
automatic assignment of initial test/baselines based on a first contact hour
MSG checks to ensure criteria is met before an MSG can be earned/credited within the data tables, particularly useful with new options for workplace literacy and IET participant gains
period of participation calculators and exit trackers
tracking of exclusionary reasons only if criteria is met

Multiple performance and management reports are available to AEL providers to track contracted measures. TWC staff create a monthly report card for all AEL grantees that provides comparison data and visualizations on both fiscal and program performance proportionally for where a provider should be within the year (proportional target) versus actual performance. AEL state staff monitor the grants for the elevation of adverse actions, such as Technical Assistance Plans (TAPs) or Corrective Action Plans (CAPs).

All AEL providers have the following performance measures: Enrollment Targets – three sub targets: Basic/Popular (GED/ESL/ABE), Intensive (Workplace Literacy, Services for Internationally Trained Professionals, Re-entry), MSGs, Credential Achievement, Employed or Enrolled Q2 After Exit, Employed or Enrolled Q4 After Exit. Contracted measures are aligned to federal methodology and/or state performance as outlined in our General Appropriations Act (GAA).

AEL Providers Contracted Targets

Target Name	PY 20-21 % of Providers Who Met Target	PY 21-22 % of Providers Who Met Target
MSG	41%	49%
Credential	49%	35%
Employed/Enrolled Q2 After Exit	81%	76%
Employed/Enrolled Q4 After Exit	76%	8%

Due to the lag in reporting periods for exit based outcomes, credential and employment outcomes were greatly affected in PY 21-22. During the pandemic, high school equivalency testing facilities were closed, and even with GED© offering online proctoring of tests, the usage was low.

Since the PY 21-22 included reporting periods that were greatly impacted by Covid-19, some lag measures such as credential attainment and post exit employment were very low.

PY 21-22 Federal Performance Outcomes:

Indicator	PY 20-21 Performance	PY 21-22 Performance
MSG	38.63%	39.81%
Credential	41.39%	32.88%
Employed Q2 After Exit	35.52%	40.78%
Employed Q4 After Exit	34.11%	36.43%

TWC has made tremendous efforts to support more useful performance accountability tools. We want AEL providers to have real-time program management and performance reports available to better support local decision making and aid in planning and oversight. For this reason, we have implemented tools and practices that we feel have generated greater capacity at the local level for understanding the impact of local practices on performance indicators.

In PY 21-22, we created a Detailed Program Review tool to assist AEL providers in a thorough review of grant effectiveness. The tool consists of questions related to key areas such as:

• Services / Enrollment

• Staffing Levels

• PD

• Testing Procedures

• Comprehensive Assessment

• IETs

• Distance and Remote Learning

• MSGs

• Data Entry and Data Analysis

• Protecting Personally Identifiable Information

• Compliance and Monitoring

• Student Supports

During the last grant competition, TWC required specific positions related to performance. These positions included the identification of two staff positions with one to serve as a point of contact for Quality Assurance (QA) and a separate one for Performance Accountability(PA). Local providers were required to identify two individuals and provide resumes as part of the solicitation and review process. The job functions were clearly laid out in the grant for these positions and helped to solidify a control group in which TWC technical assistance staff would train and convene this cohort for best practice sharing. We currently have quarterly meetings with the QA/PA staff to discuss current data collection and reporting practices, data analytics, and performance and compliance monitoring. Through targeted support to these positions, state staff has guided and facilitated a community of practice for those working in these roles and for sharing local best practices.

Tableau

In 2021, TWC rolled out data visualization dashboards created by using an enterprise data warehouse combined with a data visualization tool, Tableau©. Statewide and AEL grantee-level enrollment data reports were the first reports to be launched, TWC will finalize MSGs and monthly performance reports in PY 22-23. The current enrollment reports identify key activities conducted at the local provider level such as reentry services, workplace literacy, and IET activities for both Adult Basic Education/Adult Secondary Education and English language acquisition students. It also includes participant-level demographic information collected from the Participant Individual Record Layout (PIRL) that helps to support the identification of internationally trained professionals and individuals with barriers to employment. In PY 21-22, the state provided multiple technical assistance webinars on how to use the tool. Currently, more than 3,000 local administrators, data entry, and instructional staff have access to the dashboards, but usage has not been as high as we would like, therefore we plan to target and build capacity in PY22-23. We were also exploring the use of adaptive machine learning for predictive modeling. More to come on next year’s report regarding this initiative.

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.

TWC AEL grants require several key elements that support integration with WIOA core partners. Grant terms require AEL grantees to cooperate with the Boards in creating a memorandum of understanding(MOU) that includes an infrastructure cost agreement. TWC released joint guidance in partnership with Workforce Board policy in 2020 and hosted several webinars with both Board and AEL providers. The guidance supported the development of monitoring criteria used by TWC’s Sub Recipient Monitoring (SRM) department during on-site reviews. SRM includes a review of the MOU/IFA and implementation efforts. Mutual benefits received are discussed during on-site review interviews and while early implementation of WIOA revealed challenges, we are seeing more robust partnerships. Some MOU’s clearly outline the use of co-location of services, others have dedicated staff to support the exchange of program services and information to both potential AEL students and one-stop customers. A few AEL providers have incorporated mandatory registration in Texas’ state developed job search system, WorkInTexas (WIT), as part of initial intake and orientation. This registration creates an automatic review and referral potential since local Workforce Boards monitor new job seeker registrants through the WIT system daily. Other AEL providers utilize dedicated staff called Career Navigators to support AEL students’ connectivity to one-stop services.

To further advance these cross-referral partnerships, TWC approved the Coenrollment Performance Quality Improvement Award, with the aim of increasing coenrollment between AEL and Workforce system partner programs. The award is based on a data-driven match between participant reporting systems. The data match looks for co-enrollment of AEL students into Board operated programs and activities, such as pre-employment and employment services, WIOA Title I training, and support services. We are looking for referral and coenrollment systems in which participants are benefitting through intentional alignment of services. In PY 22, three AEL/Board partnerships were recognized. One factor that hinders the state’s ability to detect strong partnerships through data matching is the lack of Social Security Numbers (SSN) being collected by AEL providers. The lower the percentage of SSN collection at the AEL provider level, the less likely that co-enrollment efforts can be captured. We are hoping that by acknowledging strong partnerships through data-matching, more robust efforts will be made to collect SSNs. While we updated our state policy and data system to require that AEL providers ask for an SSN during assessment, we do not require a SSN for participation in AEL services. The collection of SSNs will also support better performance outcomes through data matching for HSE and post-secondary credential attainment as well, and several TA events have showcased providers with strong practices to collect SSNs and the correlation to high performance. In PY 22-23, we began providing coenrollment data monthly to each AEL provider including the breakdown of services received at the AEL program and participant level so providers can analyze referral system effectiveness.

Another key requirement in our AEL procurement, was that each AEL provider hire at least one Career Navigator to work closely with WIOA partners to ensure student success through referrals. While we do see some differentiated job duties within this one position, most Career Navigators have strong relationships with their Workforce Board counterparts. These relationships support student goals and objectives related to employment and entry into post-secondary and the development of career pathways for AEL students.

Grant terms also require grantees to implement a comprehensive intake process for identifying any support services needs that an individual might have and to create referrals to other workforce system partners as appropriate. The TWC AEL data system, (TEAMS) allows grantees to provide details on career services, including outreach, intake, orientation, initial assessment, and referrals to other programs. During a recent review of Career Services documentation and reporting in TEAMS, we noticed that many programs were not properly reporting Career Services in TEAMS. In response, we are currently developing more explicit guidance on this topic and launching several TA events in Spring 2023.

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.

PY 21-22 marked the fourth year under a five-year grant cycle, outlined in the last Request for Applications (RFA) that occurred in 2018, with 37 grants being awarded to perform IELCE activities. In the 2018 RFA, applicants were required to apply for and support both 231 and 243 activities. The reason for this approach was to ensure that the large number of Internationally Trained Professionals (ITPs) in Texas had access to IELCE coursework, IET and other career pathway options. Texas’ allocation methodology mimics the federal model in that funds are allocated to the 254 counties on a needs-based formula using factor data. In a state as large as Texas, this means 243 funds divided into county level allocations were small and the need for coenrollment in 231 activities was necessary to ensure services for ITP were robust and included funds for career pathways including the development of integrated education and training models.

In a recent review of Texas’ upcoming RFA, OCTAE provided an interpretation of the statutory language that does not allow for this practice to continue. As such, the state will need to consider how best to serve the over 20,000 identified ITPs that currently exist within the AEL provider network and the over 134,000 skilled immigrants in Texas working low paying remedial jobs [1] in some part due to lack of English language fluency.

It is unclear at this time how OCTAE’s recent statute interpretations will affect the implementation of IELCE services in Texas under the next RFA.

[1] Ariel G. Ruiz Soto, Jeanne Batalova and Michael Fix. (Washington, DC: Migration Institute, 2016) https://www.migrationpolicy.org/sites/default/files/publications/BrainWaste-Texas-FactSheet-FINAL.pdf

Training activity

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

Due to Texas’ increased need for services to support this special population, we have enrollment targets for serving internationally trained professionals. TWC has created and disseminated significant PD and TA to support AEL providers in the development and implementation of IELCE including the revision of content standards in 2021. Since participating in the World Education Services’ Skilled Immigrants Integration Project (SIIP) in 2019, our PD center has developed more robust PD content to foster the implementation of services under 243 to include IET. The AEL programs that participated in the SIIP project have continued local efforts to mentor other providers in expanding IET options and direct pathways to employment for ITPs.

May 2022 marked the completion of a three-year initiative to develop a training of trainers (TOT) curriculum for facilitating services to ITPs. This was a major effort in analyzing data and service models to support language learning, civics integration, and reemployment through additional and enhanced training or direct access to jobs through career pathways. In PY 21-22, the final TOT was completed, field tested, and revised. The materials are designed to provide PD to a cadre of field trainers to disseminate and train AEL providers across the state to better serve the large population of ITPs in AEL services. The materials include fully scripted training materials, power points, and research assembled in a training binder for dissemination. The materials were field tested during the Career Pathway PDC statewide Career Pathway Symposium held in May 2022 and went through a final review and edit. .The full TOT materials encompass a holistic intensive 6-week course providing 24 hours of PD for each participant trainer.

To further support the provision of IELCE in combination with IET, TWC policy requires that AEL providers implementing IELCE services submit an implementation plan to TWC that details information on how the program is meeting IET requirements in combination with the civics content. As part of the grant terms, AEL providers are required to work with their Boards to identify and understand labor market information, support participants with supplemental services to remove barriers, and identify career opportunities. Since the current AEL provider system leverages 231 and 243 funds, Career Navigators can work closely with this special population on employment and entry into post-secondary education pathways.

Additionally, all ELLs are required to receive Workforce Preparation Activities (WPA) as are all AEL participants in Texas. Workforce preparation activities integrated into the ESL classroom further supports the mission to build an approach to career pathways for all levels of English Language Learners through more robust academic instructional strategies, career exploration, college knowledge and access to bridge or on-ramp programs for ELL learners.

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

All IET programs in Texas must align to an identified in-demand occupation or industry, as outlined within each Local Workforce Development Board Plan, which is a collaborative plan that includes core partner (AEL) input. In order to provide assistance in the development of IETs for ELL's, one core activity of the Career Pathway PD Center was provision of an intensive IELCE Institute for Integrated El Civics (IET for ELLs). The effort was launched at the 2022 AEL State Conference in February. The agenda included a full day from policy to practice in serving English Language Learners with career pathway programs. This day long online convening was followed by the design and delivery of two tracks for the May Symposium focusing on career pathway services for English Language Learners (ELLs).Strand one was dedicated to improving language fluency strategies and contextualization for participants in Integrated El Civics services (IELCE) through a tiered approach to services. Strand Two focused on services to internationally Trained Professionals (ITP) ELLs by early identification of the population, understanding their unique needs, barriers, and challenges and by providing case management that supports re-employment, re-training and further post-secondary education in connection with local workforce boards to target industry and occupations relevant to filling higher wage middle skills jobs. The IELCE Institute content continues to be revised for AEL providers and will be offered again in PY23.

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.

Texas has implemented several strategies to enhance services under Sec 243. This includes but is not limited to:

Creation of a PD center dedicated to all things Career Pathways including IELCE services, IET implementation and employment pathways for ELL's
Creation of TOTs to build capacity within the AEL provider network on how to identify and serve internationally trained professionals in IET with the creation of robust contextualized curriculum that meets the need of second language learners
Requirement for staff positions, Career Navigators, to support adult learners connectivity to Board services for training and employment opportunities
Contracted measures for enrollment of internationally trained professionals including IET
Revision of content standards to include EL and Civics in all ESL coursework, which includes soft skills/human skills needed to obtain or maintain employment

There are numerous challenges for implementation of this program, but our future focus will be on how to continue to build on the strategies that we currently have while reconfiguring funding at the local level that would comply with OCTAE's request for changes to the RFA.

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.

All AEL providers must align their curriculum with AEL program content standards. First developed in 2016, the content standards increased the rigor and relevance of adult education through alignment with established assessments and standards such as Texas College and Career Readiness Standards (TCCRS), State of Texas Assessments of Academic Readiness (STAAR) end-of-course exams, Texas Essential Knowledge and Skills (TEKS), Texas Certificate of High School Equivalency (TxCHSE), and Texas Success Initiative Assessment (TSIA).

Reviewed approximately every three years, the content standards have been revised multiple times to ensure that Texas is responsive to the changing educational needs of adult learners seeking employment and postsecondary education options. The revisions are as follows:

• 2016—Texas AEL Content Standards (new academic standards)

• 2019—Texas AEL Content Standards v.2, Alignment to Industry Clusters: Advanced Manufacturing; Construction and Extraction; Healthcare Sciences; and Transportation, Distribution, and Logistics

• 2021—Texas AEL Content Standards v.3, Standards for Family and Civics

• 2023 (in progress)—Texas AEL Content Standards v.4, Standards for Digital Literacy

Content Standards are currently being revised (again) to include standards for digital literacy. The funding for this was made available through 223 state leadership funds. Once developed, Texas will utilize its PD system to rollout the standards and train AEL providers on the use and incorporation of digital literacy standards into local curriculum. We are anticipating rollout to occur in Fall of PY 22-23. All Texas AEL Content Standards can be found at https://tcall.tamu.edu/instruction.html . Webpage is updated once standards are approved and finalized.

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.

Currently, TWC AEL has limited means to calculate a relative rate of recidivism for offenders served by 225 funds. This is primarily due to the lack of AEFLA funded services occurring in Texas within the state prison system. However, TWC AEL works closely with Texas Department of Criminal Justice (TDCJ) and the state’s prisons education service provider, Windham School District (WSD).

Texas’ corrections education system is largely supported by Windham School District(WSD) who was not an AEFLA funded AEL provider in PY 21-22. The WSD was established by the Texas Board of Corrections in October 1969, as authorized by the Texas Legislature, to provide educational opportunities to students incarcerated in state prisons and is funded in large part through the state’s general revenue. TWC works closely with TDCJ and WSD on many initiatives that support incarcerated residents. TWC also offers the use of PD services to WSD staff as a partner organization and we see great value in developing pathways for WSD students who are part of re-entry initiatives. As such, In September 2021, TWC approved a state leadership–funded initiative to expand IET models in correctional facilities through a contract with WSD. The initiative will assist in the development of IET models for an estimated 500 incarcerated individuals who are within two years of release, provide reentry and post-release services to those individuals, and disseminate best practices on developing such models for AEL and workforce system stakeholders. While these re-entry services may not meet the criteria under Sec. 225, the efforts being supported by AEL providers post-release will hopefully play a role in the reduction of recidivism in the state. With this alliance, TWC will be pursuing an MOU with Texas Department of Criminal Justice (TDCJ) and WSD to better track AEL students who are being served under 225 and 231 for recidivism, which is measured by rearrest, readjudification or conviction, and reincarceration. Texas reported an overall 20% recidivism rate attributed to the significant resources the state provides for educational programming during incarceration and more recent enhancements to re-entry initiatives. The report can be found at https://www.tdcj.texas.gov/documents/rid/RID_Reentry_Biennial_Report_09_2020.pdf. WSD also publishes progress reports detailing the outcomes of residents (https://wsdtx.org/reports).

Some AEL providers work with correctional facilities not supported by WSD. In PY 21-22, eleven (29.7%) AEL providers worked with state/county jails to support more than 800 incarcerated individuals. While the services are valuable, county jail facilities are much more fluid than state prisons and participants are often relocated/transferred after sentencing to state-operated facilities and as such, enrolled in WSD.

TWC has the desire to create opportunities for justice involved individuals in the state by establishing training, re-entry services, and building second chance employer pipelines that will hire justice involved individuals. TWC AEL staff participated in the first-ever TWC sponsored Growth through Re-entry to Advance Careers and Employment (GRACE) conference focused on informing employers of the benefits of hiring justice involved individuals. The conference highlighted the many programs TWC has to offer second chance employers, including AEL activities like workplace literacy. In addition, throughout PY22, AEL state staff participated with WSD and five other states as part of a cohort-based TA/PD effort by federal contractor RTI, Inc. under an OCTAE initiative to expand collaborations and statewide efforts for IET in Corrections. This participation provided the state office with an expanded partnership and capacity building opportunities with WSD, postsecondary partners, TDCJ, and other states to further remove barriers to cross agency collaboration and services to the incarcerated populations in Texas.

So while the use of 225 funds is not at the level we want to see, Texas AEL is heavily involved in state conversations and initiatives that support the success of justice involved.

Narrative Report for Texas 2021