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)

Figure 1. Wisconsin WIOA Joint Operations Committee Structure

The Workforce Innovation and Opportunity Act (WIOA) guides states to coordinate services and resources among WIOA partners. Additionally, the Act requires the use of labor market data and industry research to determine which skills the workforce needs and to focus on the creation of a workforce that can meet the expectations of the future economy. Wisconsin's Department of Workforce Development (DWD) and the Wisconsin Technical College System (WTCS) have a strong tradition of partnership to support and grow Wisconsin's workforce. This historical collaboration has established a foundation for WIOA success. Three new partners have joined the program year 2020-2023 WIOA Combined State Plan, including the Department of Children and Families (W-2), the Department of Health Services (SNAP E&T), and the Department of Corrections (Reentry). The addition of these partners has led to a reconfiguration of the Wisconsin WIOA leadership structure to ensure that new partners have effective representation supportive of a coordinated education and workforce system. Figure 1 presents the Wisconsin WIOA Joint Operations Committee Structure.

The 2020-2023 WIOA Combined State Plan was jointly developed by a state interagency team, which is comprised of leadership from all of Wisconsin's WIOA partners. The strategic and operational planning elements were written with input from and approval by WIOA leadership, while Title partner-specific requirements were written by each Title partner and shared with WIOA leadership for discussion. The various WIOA Joint Operations Committees meet throughout the implementation of WIOA to coordinate Title partner alignment.

When the COVID-19 pandemic struck, Wisconsin AEFLA transformed to meet the needs of our providers -- establishing a Microsoft TEAMS virtual environment and communication tool. The WTCS also used multiple inputs to help guide provider support, including student-level data analysis, monitoring activities, and additional surveys/discussions with the field. This work – begun at the beginning of the pandemic – continued through the 2021-2022 program year, with the WTCS continuing to utilize AEFLA resources to support Adult Education and workforce providers in performing their duties as One-Stop partners. Even as we emerged from the worst of the pandemic, we continued to rely on 1) several series of agency-level virtual meetings to address WIOA inter-Title communication and outreach strategies, improve website resources, improve data visualization, etc., and 2) several additional series of virtual meetings to work directly with AEFLA-funded providers. These latter meetings were primarily used to discuss post-COVID-19 response strategies and promising practices for improving instruction, improving assessment and MSG capture, and improving the transitioning of adult education learners into the workforce and/or into postsecondary occupational instruction. Emphasis was placed on the importance of WIOA partnership through co-case management and referrals to ensure all learners receive the supports needed to be successful. Additionally, the WTCS collaborated with WIOA partners to begin deeper development of accountability metrics for the current and future WIOA state plan, cooperated on supporting cross-title staff development at the statewide Department of Vocational Rehab Conference, and cooperated on a Title II-led virtual conference that served literacy and workforce partners in technical colleges, correctional institutions, community-based organizations, and workforce development partner agencies. To further support the alignment of Title II with One-Stop operations and partners, the WTCS continued to engage in the Wisconsin Job Center Task Force for Effective Program Coordination. The task force has three primary objectives that include:

To assess the current state of the Wisconsin Job Center system and bring forth recommendations for future improvements by investigating best practices and recommending actions and policies;
Leverage statewide workforce and work support programs through effective use of physical locations, staff, joint policies/guidelines, technology, and resource sharing including identifying gaps; and
Evaluate funding sources and ways to leverage resources to support a seamless and comprehensive delivery of services to customers that leads to improved employment and training outcomes.

The task force was established during the 2020-21 program year and has representation from all WIOA partners. During the 2021-22 year, the task force continued to identify a series of professional development needs to strengthen alignment across WIOA partners, including strengthening the field’s understanding of WIOA opportunities and obligations, and enhancing strategic operations of the One-Stop system. In addition, the WTCS has been engaged in the Wisconsin Job Center re-branding project and has encouraged active representation by Title II grantees in all aspects of this work.

AEFLA Section 223(1)(b)

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

During the 2021-22 program year, the WTCS leveraged state leadership funds for professional development coordination that ensures high-quality adult education programs align with the workforce needs and educational attainment rate goals for the state. During the reporting period, the WTCS used state leadership funds to coordinate the following professional development opportunities:

Planning for the virtual 2022 WIOA/AEFLA Common Ground Conference which focused on educational topics dealing with teaching mathematics, improving reading and writing instruction, working with immigrant professionals, teaching ELs with emerging literacy, understanding student trauma, dyslexia, and autism, and focusing on the special supports needed for justice-involved individuals. The conference also included valuable sessions to address innovative ways to deliver high school credentials, explore poverty-informed practice, recruitment strategies for Adult Education and ELL learners and integrated occupational and adult education in support of IET expansion.
State-wide Teaching the Skills That Matter (TSTM) webinar series.
Standards in Action training for the SIA English/Language Arts initiative.
A month-long professional development course series (available asynchronously and in hybrid format) to provide the basics re contextualized learning and IET to pairs of teachers who were considering offering integrated instruction. The course offered an introduction to Career Pathways, integrated and team teaching, and explored different instructional models for this type of delivery. Teachers developed their success network and created initial integrated learning plans.
Workshops on adult education services for incarcerated individuals and re-entry programming including promising practices for faculty, deans, county jail staff, and jail administrators related to equity informed approaches to serving incarcerated individuals;
Ability to Benefit discussions to promote the Ability to Benefit state option and its relationship with AEFLA programming;
Virtual GED informational sessions covering focused instructional and test proctoring procedures;
Workshops for tutors and instructional staff focused on strategies to increase NRS levels, improve employment outcomes, and enter WTCS career pathways
Vetting and promoting online trainings valuable to Title II programs offered by partners like WorkForce GPS, COABE, LINCS, and NASDAE.
Monthly AEFLA Leadership calls to discuss adult education strategies, best-practices, and challenges.
Wisconsin Title II also continued to help develop a central WIOA staff website that hosts WIOA-related professional development materials. Among the resources includes a statewide introduction to WIOA, online training videos, and an interactive digital map that allows users to quickly identify all local Title contacts by county.

AEFLA Section 223(1)(c)

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

The WTCS also used state leadership funds to deliver technical assistance to enhance program effectiveness and assist providers in meeting established AELFA performance standards. During the reporting period, examples of technical assistance provided to Wisconsin’s AEFLA providers include:

Regular “drop in” meetings for AEFLA providers covering information and specific technical assistance on strategies for data collection, enhancing data quality, monitoring AEFLA data and reporting, and understanding performance data
Provider-specific technical assistance on the Wisconsin AEFLA grant management process including the use of the online grant portal, the use of AEFLA grant templates, and guidelines for meeting grant reporting expectations.
Provider-specific technical assistance on strategies to use technology for data collection, enhancing data quality, and monitoring AEFLA data and reporting.
Provider-specific follow-up work with numerous programs after the completion of their Virtual AEFLA Monitoring visits.

Additionally, the WTCS incorporates a series of data and reporting technical assistance tools when supporting AEFLA providers. These tools include the Wisconsin AEFLA Reporting and Performance Accountability Manual, the Wisconsin AEFLA Data Flow Exercise, the Wisconsin AEFLA National Reporting System Report Guide, and the Wisconsin AEFLA Data Monitoring Team Exercise. These tools are used to facilitate local provider discussions and deliver technical assistance to strengthen AEFLA data quality and effective data use for program planning.

AEFLA Section 223(1)(d)

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

The WTCS coordinated a series of activities during the reporting period to monitor and evaluate the quality and improvement of Wisconsin AEFLA providers and adult education services. Each AEFLA provider must submit student-level data through the WTCS Client Reporting System on at least a quarterly basis. The data submitted are analyzed and compiled into the WTCS AEFLA Reporting and Performance Accountability Monthly Report. This report presents outcomes data including the number of participants served, pre-/post-test rates, Measurable Skill Gain rates, and fiscal indicators like grant spend down rates. The WTCS Office staff review this report each month to inform provider specific monitoring discussions throughout the year. In addition, all AEFLA-funded providers submit tri-annual reports that are reviewed by WTCS Office staff to monitor grant performance, implementation of programming adjustments to meet goals, and grant expenditures. The WTCS also coordinates the Wisconsin AEFLA Program Review Process that includes the annual provider Risk Assessment process and comprehensive AEFLA monitoring activities. Six providers engaged in the comprehensive AEFLA monitoring process during the reporting period. Monitoring activities focused on recruitment and retention, instruction, and data reporting and continuous improvement. All comprehensive monitoring sessions were coordinated virtually.

AEFLA Section 223(a)(2)

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

During the 2021-22 program year, in addition to the activities listed throughout this section, state leadership funds were used in alignment with additional permissible activities under section 223(a)(2). These included:

Biweekly drop-ins open to AEFLA-funded providers to enhance the effective use of Wisconsin AEFLA data resources including the NRS Tables, the AEFLA Reporting and Performance Accountability Monthly Report, and the Wisconsin AEFLA Scorecards.
Webinars exploring the Wisconsin AEFLA Program Review process, the Wisconsin AEFLA Risk Assessment process, and state monitoring procedures.
Participation in Enhancing Access for Refugee and New Americans webinar series. IELCE grantees participated in a watch party and engaged in a post-webinar discussion.
Creation of a community of practice for community-based organizations who receive AEFLA funding.
Roundtable Discussion on Open Educational Resources (and Affordable Educational Resources) in Use in Wisconsin ELL Programs
The design and implementation of a state-wide learning community for ESL faculty.
Provide professional development and “share outs” on the latest Learning Management System practices, to expand distance learning and testing opportunities for Justice Involved Populations. This includes professional development to support the use of instructional technology in prisons and jails.

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.

The Wisconsin AEFLA program is a national leader with strong educational and employment outcomes across the core indicators of performance. As demonstrated in Table 1, the Wisconsin Adult Education program exceeded the nation across the federal WIOA primary indicators of performance.

Table 1. WIOA Primary Indicators of Performance

Outcome	WI (PY 2021-22)	Nation (PY 2020-21)[1]	Difference
Measurable Skill Gain Rate	53.5%	34.7%	+18.8%
2^nd Quarter Employment after Exit	53.0%	29.3%	+23.7%
4^th Quarter Employment after Exit	43.7%	28.6%	+15.1%
Median Earnings 2^nd Quarter after Exit	$ 6,111	$ 4,899	+$1,212
Credential Attainment Rate	62.1%	25.9%	+36.2%

Strengthening Adult Education Recruitment

Chart 1. Wisconsin AEFLA Participation: Participants & Reportable Individuals (PY 2017-18 to 2021-22)

While the Wisconsin Adult Education program has reported strong outcomes, actual participation has plateaued with the exception of PY 2020-21 due to the COVID-19 pandemic (reference Chart 1). Stagnant participation in the Adult Education program is significant given over 354,000 Wisconsin adults are without a high school credential and over 142,000 Wisconsin adults do not speak English very well or at all (US Census American Community Survey, 2021). These data points mirror national research suggesting that only 10% of adults who could benefit from adult education skills support actually participate in the Adult Education system (Patterson, 2018).

In response to last year’s Narrative Report and provided feedback during monitoring activities, the WTCS Office coordinated a series of professional development opportunities to strengthen student recruitment efforts. During the October 2021 Common Ground Conference, the WTCS Office delivered a session titled Strategies for Adult Education Recruitment. During the session, participants were provided a step-by-step overview of how to retrieve US Census Data and use the data to inform targeted recruitment. In addition, empirical evidence from existing Adult Education recruitment research (e.g., Patterson & Song, 2018; Smith, 2019; Smith, 2020) was reviewed to build awareness of potential student recruitment strategies. The WTCS Office plans to continue delivering professional development during the 2022-23 program year focused on equity in recruitment practices and how these efforts, coupled with strong educational and employment outcomes, can enhance the economic mobility of Title II learners. The WTCS Adult Education team participated in the NRS 2022 Regional Workshop titled The Journey to Increased Enrollment: Recruitment and Service Strategies for Adult Education. The WTCS Office staff who participated in the training plan to contextualize the content for Wisconsin and scaffold the content over three professional development opportunities during the 2022-23 program year.

Fully Realizing the Employment Outcomes of Title II Participants

During the 2021-22 program year, the WTCS Office coordinated a technical assistance session to build the fields awareness of the three-employment based, WIOA primary indicators of performance. The indicators included 2^nd quarter employment after exit, median earnings 2^nd quarter after exit, and 4^th quarter employment after exit. Each provider reviewed trend data across the three indicators for their program and engaged in reflection related to what might be contributing to their program’s outcomes. In addition, the WTCS Office shared an overview of each indicator’s calculation methods.

Feedback from Wisconsin’s Title II providers revealed three important session findings. First, participants engaged in Integrated Education and Training had stronger employment outcomes compared with their peers not engaged in Integrated Education and Training. This finding is logical and supportive of the occupational alignment of WTCS Integrated Education and Training offerings. It also adds fuel to Wisconsin Title II’s existing Integrated Education and Training expansion efforts. Second, providers believed there was an opportunity to better partner with WIOA Title I to strengthen pathways to employment. This finding triangulates with small levels of Title II co-enrollment across WIOA Title partners; only 4 percent during PY 2021-22. Third, providers shared challenges with data quality that may be impacting employment indicator results. These included challenges in collecting Social Security Number for employment data matching purposes, which are especially challenging among ELL learners, and the limited nature of Wisconsin leveraging the state’s wage-record system for employment data.

In response to employment indicator data quality feedback, the Wisconsin Title II program is planning a series of activities for PY 2022-23. The WTCS Office is planning to explore additional ways to conduct data matches that extend beyond solely matching on Social Security Number. This might include matching on name and date of birth. In addition, the WTCS Office plans to coordinate supplementary technical assistance during PY 2022-23 on strategies for collecting data at intake, including Social Security Number. Finally, the WTCS Office is exploring how it can best leverage the SWIS to complement state employment data with surrounding state data. Together, these data quality activities will help Wisconsin Title II fully realize the employment outcomes among its participants.

[1] National PY 2021-22 data unavailable at the time of writing Wisconsin’s PY 2021-22 Narrative Report

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.

Wisconsin AEFLA providers are required to align and coordinate Title II services with local One-Stops. Details regarding One-Stop integration are outlined in the Wisconsin Job Center System Guidance that was jointly developed in 2017 among WIOA partners. This guidance has since been transformed into an interactive, web-based repository with policy guidance and templates to support local One-Stop negotiations and operations. The WTCS has contextualized this guidance and integrated it within the AEFLA grant competition process. As outlined in the Wisconsin AEFLA grant competition guidelines, funded providers must support the development of career pathways and provide access to career services through local One-Stops. This also includes contributing to the infrastructure costs of the One-Stop delivery system. These guidelines are also in alignment with the 13 considerations for funding eligible Title II providers.

All organizations seeking AEFLA funding were required to provide a narrative on alignment with local Workforce Development Boards (WDB), including One-Stop coordination, which were scored during the review of applications. Executive staff at all Wisconsin WDBs were provided an opportunity to review and comment on key sections of every AEFLA grant application that overlapped any of their WDB’s service areas. The comments were reviewed and taken into consideration by the panel of scorers for all AEFLA grant categories. One-Stop activities funded by AEFLA are monitored through WTCS activities including the tri-annual grant reporting process and the grant continuation process.

Access to career services through the one-stop delivery system occurs in various ways. In many cases, Adult Education staff from Wisconsin’s funded providers are physically present at comprehensive one-stop operator locations across the state. In addition, one-stop affiliate Job Centers are located onsite at some of Wisconsin’s technical college funded providers. Adult Education staff collaborate with the one-stop system to build awareness of the Adult Education program and the availability of career pathways to enhance client economic mobility. With a large number of IET and IELCE programs that are responsive to community needs, presence at the one-stop system provides an opportunity for Wisconsin’s Title II programs to recruit eligible clients and build awareness of career pathway programming among one-stop staff in support of future client referrals. One-stop collaboration is also valuable to co-enrollment between Title II and other WIOA partners, and results in benefits for Title II participants such as the use of WIOA Title I funds for occupational training through Wisconsin’s Eligible Training Provider List.

During the 2020-21 program year, Wisconsin WIOA Title partners distributed annual operational guidelines supportive of continuously improving One-Stop operations. The purpose was to provide guidance to One-Stop Partners, in both comprehensive and affiliate job centers, on the classification of costs associated with the operation of the One-Stop System, and the process for obtaining required approvals on budget documents included as part of a Memorandum of Understanding (MOU). Collectively, Title II-funded partners were bound by their signed MOU regarding implementing the roles and responsibilities as a required partner in the One-Stop delivery system. The establishment of an MOU required Title II providers to engage in discussions, planning, and operations with their One-Stop partners.

The MOU review and approval process is collaborative among One-Stop partners and led by local WDBs. There is a total of 11 Wisconsin WDBs. After One-Stop negotiations are completed, WDB staff input negotiated cost methodologies and budgets into the state SOLAR platform. This platform stores all signed MOUs and One-Stop cost agreements. Agreements are reviewed and approved by WIOA partner leadership and shared back with WDB staff for distribution among regional WIOA partners. As a centralized repository for One-Stop supportive documentation, the SOLAR platform allows WIOA Title partners the ability to monitor local program participation, negotiations, and outcomes.

During the reporting period, WTCS staff were invited to review and assess all 11 WDB four-year comprehensive plans. Areas of assessment included the communication and coordination of One-Stop operations with One-Stop partners. All 11 WDBs acknowledged Title II as a key partner in One-Stop operations with Title II local provider leadership serving on WDB steering teams.

In support of improving the integration of partners in the One-Stop System, the WTCS will continue to engage in the previously described Wisconsin Job Center Task Force for Effective Program Coordination. Outcomes of this group, including professional development on strengthening One-Stop operations, will be provided to the field to enhance One-Stop integration.

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.

The WTCS, in cooperation with eligible providers across the state, offers Integrated English Literacy and Civics Education (IELCE) under Section 243 of WIOA, for English language adult learners, including immigrant professionals with degrees and credentials from their native countries. During the 2021-2022 program year, nine AEFLA providers who received funds for these purposes provided instructional services and civics education concurrently and contextualized across the state to meet the need of these adult learners. As part of the IELCE programming, providers used funds under Section 243 to:

Prepare adults with limited English proficiency, including internationally trained immigrant professionals, across the state for placement in unsubsidized employment in high demand industries that leads to economic self-sufficiency. The funds under this section were awarded to providers for the purposes of providing integrated instructional services that targeted occupational skills training that leads to economic self-sufficiency, civics education, digital literacy, workforce preparation, and instruction in English acquisition; and also,
Coordinate occupational skills training with the local workforce development system and other local and state providers. In Wisconsin, all funded AEFLA grantees are required to work with their local boards and become familiar with their local planned activities to ensure that adult learners are benefitting from occupational training services that lead to economic self-sufficiency.

During the reporting period, AEFLA participants returned to in-person classes. Some providers still maintained some virtual and/or hybrid learning formats. Providers have reported that lower-level language learners often prefer face-to face classes until they have improved their digital literacy and language proficiency, Providers are also using both in-person and online pre and post testing.

AEFLA providers, under section 243, were also able to identify IET opportunities for adult participants within the service area where they resided in the following occupational areas: construction, healthcare, commercial driver licenses, business, childcare, culinary, welding, and manufacturing. All AEFLA IELCE proposed activities and budgets under Section 231 are reviewed by WTCS staff to ensure that the activities meet all statutory requirements under WIOA.

The WTCS held an open competition for providers of adult education under Title II of WIOA during the program year 2020-21. Providers were awarded on a four-year cycle (2021-22 through 2024-25) with updated applications submitted each year for continued funding. The competition resulted in nine funded IELCE providers, with a wide reach of participants and regions across the state.

To meet all statutory requirements, funds under section 243 were made available through a competitive grant application process. The competitive grant announcement was shared through posting on the WTCS website and posting it on the state's Public Notices site. All eligible providers were offered the same information and all applications are evaluated using identical scoring criteria. Applications were scored by multiple readers utilizing the published guidelines for scoring. This process meets the requirements specified in Title II of WIOA with every effort made to ensure direct and equitable access.

Training activity

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

WTCS ensures that funds in the IELCE grant category are being used to provide educational programs for adults, including professionals with degrees and credentials in their native countries, that enable adults to achieve competency in English language and acquire the basic and more advanced skills needed to function effectively as parents, employees, and citizens in the United States. To encourage successful implementation, the WTCS holds bi-monthly drop-ins to discuss a variety of AEFLA-related topics, and provide technical assistance to programs when needed or during the quarterly AEFLA Community of Practice with CBOs. To monitor alignment with IET and IELCE expectations, five providers engaged in the comprehensive AEFLA monitoring process during the reporting period and all provided tri-annual reports on grant progress. The remaining four providers who receive funds under section 243 also provided tri-annual reports on grant progress. Additionally, data through the AEFLA Reporting and Performance Accountability Monthly Report was used to inform targeted discussions with providers on IET coordination.

IELCE Section 243(c)(1)

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

During the program year 2021-2022, IELCE programs continued to make progress toward meeting the needs of adult learners in terms of English language acquisition, integrated civics education, digital literacy, workforce preparation, and occupational skills training.

Funds under section 243 were awarded to providers for the purpose of offering instructional services that targeted occupational training. These offerings are aligned with occupations that connect learners to high demand fields leading to economic self-sufficiency. A key monitoring activity of IELCE includes the systematic review of the IET Planning Tool. Within the tool, providers are prompted to identify if the offering is an IELCE, discuss the offerings instructional design, specify the offerings connection to postsecondary credentials or industry certification, and identify job data linked to the offering such as Standard Occupational Classification (SOC) codes, wages, and annual openings. The WTCS uses this tool to ensure alignment of IELCE with employment within a career pathway.

As noted in Table 6, in Wisconsin the percentage of AEFLA IELCE participants with a Measurable Skill Gain decreased from PY 2020-2021 and is lower than the state overall rate by 3%. Professional development and technical assistance in the coming year will highlight opportunities to discuss instructional practices, and participation in Standards in Action and Teaching the Skills That Matter. IELCE participants who exited the program and found employment in the 2^nd quarter were reported with a $5,820 advantage in median quarterly earnings compared to the state's overall figure. Providers of IELCE have reported a continued focus on targeted recruitment and retention to expand participation in IELCE programming during the current program year.

Table 6. AEFLA Education and Employment Outcomes: IELCE Participants (PY 2021-2022)

Outcome	WI IELCE	WI	Difference
Measurable Skill Gain Rate	50.3%	53.5%	-3.2%
Median Earnings 2^nd Quarter after Exit	$ 11,931	$ 6,111	+$5,820

IELCE Section 243(c)(2)

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

The WTCS has worked with IELCE providers to ensure that the programming for IELCE and IET is aligned with the strategic directions of local WBDs. All funded AEFLA grantees are required to work with their local WDBs and become familiar with their local planned activities to ensure that adult learners are benefitting from occupational training services that are planned and coordinated at the local level. Student outcomes of these efforts among IELCE participants are presented in Table 6.

As described in the Wisconsin AEFLA grant guidelines, providers of IELCE programs must be connected and aligned with services offered by Title I to facilitate the concurrent enrollment and training for all participants of IELCE. The WTCS monitors these efforts through tri-annual grant reports and the AEFLA Program Review Process to ensure that instruction in English literacy is meeting the instructional standards to facilitate transition into postsecondary education and/or unsubsidized employment. Additionally, the WTCS monitors IELCE providers through the Wisconsin AEFLA IET Planning Tool to ensure that adult learners are receiving instruction in workforce preparation and occupation skills training within IELCE.

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.

Wisconsin aligned and formally adopted its Adult Education standards to College and Career Readiness (CCRS) standards in 2013-14. The CCRS-aligned WTCS Adult Education standards are aligned with college and work expectations; are clear and consistent; include rigorous content and application of knowledge through high-order skills; build upon strengths and lessons of current state standards; and are evidence-based. The curriculum also features integrated reading and writing instruction contextualized within the three adult literacy themes of 1) Financial Literacy, 2) Civics Literacy, and 3) College Transition. All AEFLA grantees are required to adopt these curriculum standards as a condition of receipt of AEFLA funds. Professional development on the new standards is ongoing, and in 2020-21, included providers designing model learning plans, materials, and instructional strategies for the Adult Education competencies that were subsequently shared at the October 2020 virtual Common Ground Conference. In 2021-2022 some of the WTCS Reading/Language Arts curriculum/instructional materials were reviewed and improved based on the tenets of the Standards in Action curriculum training.

WTCS ELL Curriculum has also been aligned with the College and Career Standards as of April of 2019, and with the WTCS Adult Education standards since then. The WTCS will continue to utilize its Adult Education website and its WIDS curriculum repository for storing and making available best practices learning materials in these and other focus areas. The curriculum is available with open access at the following link: https://wtcsystem.wids.org. The WTCS also participated in the Standards in Action and Teaching Skills That Matter initiatives.

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.

Wisconsin has adopted the Wisconsin Department of Corrections (DOC) definition of recidivism for narrative reporting purposes. The Wisconsin DOC defines recidivism as a new offense resulting in a conviction and sentence to the Wisconsin DOC after release. While Wisconsin uses the DOC definition, it is important to note that all students served are in county jails.

There are three key components to the Wisconsin recidivism rate calculation: the starting point, the follow-up period, and the recidivism event. The starting point defines the cohort or group of offenders being examined to assess if they were recidivated. For example, offenders released from prison who received services during the 2016-17 program year. Wisconsin has also established that the released individuals must have received 12 hours of service or more in the program year to enter the cohort for tracking. The follow-up period defines the timeframe in which an offender may recidivate. The Wisconsin DOC has established the length of the follow-up period as being three years. If an individual recidivates during that three-year follow-up period, the date upon which the individual committed the recidivating offense is the date that is used to define the recidivism event when reporting.

A series of correctional education providers were awarded grant funds through Wisconsin’s recent AEFLA competition. The first year of funding is fiscal year 2021-22. Wisconsin’s AEFLA correctional education providers are currently collecting and tracking recidivism data for the first cohort served under the newly awarded grants. The Wisconsin AEFLA 2021-22 recidivism cohort will report first year recidivism outcomes on September 15, 2023. This data will be reflected in next year's narrative report.

Table 7. Wisconsin AEFLA Recidivism

	% Recidivate within 1 Year	% Recidivate within 2 Years	% Recidivate within 3 Years
WI AEFLA 2021-22 Cohort	DNRY	DNRY	DNRY
WI DOC Benchmark 2021-22	DNRY	DNRY	DNRY

Data Not Received Yet (DNRY)

Narrative Report for Wisconsin 2021