ADULT EDUCATION AND LITERACY PROGRAM · of these students received training/screening in the following areas prior to the commencement of their postsecondary level course(s): 1. Career

P a g e | 1

ADULT EDUCATION AND LITERACY PROGRAM

Wyoming Community College Commission

Program Year 2014-2015 End of Year Report

Grantee/ Agency:

Eastern Wyoming College

ABE Program Director:

Diane McQueen

Address:

3200 West C Street

City/State/Zip:

Torrington, Wyoming 82240

Telephone Number: Fax Number:

3047-532-8399 307-532-8383

E-Mail Address:

[email protected]

Signature of Authorized Representative

Date

Printed Name of Authorized Representative

Print Name & Phone number of

Person responsible for fiscal records

Diane McQueen: 307-532-8399

P a g e | 2

Table of Contents

Section A: Narrative ........................................................................................................... 3

(1) Describe successes in and challenges to the overall program this current year. .. 3

(2) Performance Data Analysis: ............................................................................... 12

(3) Describe how your ABE program has supported the integration of ABE

activities with other adult education, family literacy, career development, and

employment training activities in your service area during this year. ............... 18

(4) Professional Development Describe your efforts to improve teacher/staff

quality. ............................................................................................................... 21

Section B: NRS TABLES ................................................................................................. 24

Section C: English Literacy and Civics Programs ........................................................ 40

Section D: Teacher Information: ...................................................................................... 40

Section E: Data Quality Standards Checklist.................................................................... 55

Section F: FSR’s ............................................................................................................... 62

FSR: State ...................................................................................................................... 62

FSR: Federal .................................................................................................................. 65

Section G: Cash Match and In-Kind ................................................................................. 67

FY 2014 Schedule - A Form .......................................................................................... 67

Maintenance of Effort (MOE) Fiscal Reporting Form Addendum ............................... 68

Section H: PowerPath Service Summary .......................................................................... 70

P a g e | 3

Section A: Narrative (1) Describe successes in and challenges to the overall program this

current year. Include any changes or modifications made to your program to enhance student

performance, staff performance, and new or closed class sites. List the goals your

program had for program improvement this year.

If you serve ESL students, describe your transitional plan on how you transition

your ESL students into ABE classes, and/or to work.

This year was a stressful year with the passing of WIOA legislation at the

same time Wyoming adult education programs were involved in the Align and

Redesign project. Despite this, there were a number of very successful new

projects that were completed and implemented, or piloted throughout the year.

At the end of the previous fiscal year, instructors requested that we

implement a new program for FY 2014/15 to encourage student enrollment in

postsecondary education here at EWC. This incentive program, financially

supported through BOCES funds, provided the means by which EWC gifts were

presented to students who met various program/individual goals.

As we began the year, new integrated learning maps became an integral

part of our orientation process. These maps integrate both academic and social

capital skills and are used as ‘goal’ plans specifically individualized for each

student. Although some instructors experienced difficulty in transitioning to this

new type of student goal plan, by the end of the year, every new student had

completed an integrated learning map.

By late fall it was clear that there was a lot of confusion not only among

our partnering programs and the college, but also among our instructors on the

direction in which our program was heading because of WIOA legislation and

new program improvements. Because of this we created and disseminated an

informational newsletter on WIOA and our program. This was well received by

the communities we serve and beyond!

As part of the ‘Align and Redesign’ institute (see below), our program

created a new Start Smart course which integrates all aspects of our orientation

process, career pathways explorations, as well as PowerPath screenings. This

course was launched in January of this year in Torrington with outreach

P a g e | 4

instructors being subsequently trained so that all sites were fully implemented by

April of this year.

Early in the year, we began laying the groundwork for the development of a

closer working partnership with the Wyoming Department of Workforce Services

(DWS) and Goshen County Economic Development Board. We began by

brainstorming ways in which we could enlist the help of local employers so that

we could offer a job shadow program to students. Some of the ideas we came

up with were to:

1) participate in their Business Survey and talk to specific employers 2) have a newspaper article done 3) participate in the ‘Road to Success’ radio talk show sponsored by

Goshen County Economic Development (GCED). 4) Attend the Quarterly Breakfast Partnership meeting sponsored by

GCED on September 12th.

By the end of the fiscal year, each of these ideas, with the exception of the talk

show, were acted upon and accomplished. Our Adult Education program in

conjunction with the Wyoming Family Literacy program in Torrington and DWS

made an informal presentation at the Quarterly Breakfast Partnership to let the

community know that we would be asking for their support for our

internship/apprenticeship/job shadowing programs. At the end of this breakfast

meeting, we were then interviewed by the local newspaper who subsequently

published an article on our endeavor! This effort to encourage local businesses

to support job shadowing was followed up by Adult Education instructors

throughout the EWC service area who made contact with employers. By the end

of December, we had compiled a large list of employers who were willing to

support our job shadowing program. We began piloting the job shadowing

program in October by placing a Torrington student in a job shadow with the local

hospital where he shadowed as an Emergency Room Technician. By the end of

this 40 hour job shadow, the student learned that he needed to obtain a CNA

license to become actively employed in this position. So he enrolled in our CNA

program and by the end of the fiscal year had passed his State Boards to work

as a CNA in Wyoming. Throughout the year we placed other students in job

shadowing programs; one in Gillette and another in Douglas, who both worked

with local law enforcement. In Torrington we placed a second student in a job

P a g e | 5

shadow program where he also worked with local law enforcement. By the end of

the fiscal year, two of these students had plans to enroll in postsecondary to

study a career in criminal justice.

In preparation for the WIOA transitional year, there were multiple meetings

between Adult and Family Literacy, DWS, Voc. Rehab, and the Department of

Family Services. The result of these meetings established core partnering

programs for our adult education program and the subsequent signing of

articulation agreements between the core partners in Torrington and one local

employer in Converse County (the City of Douglas). The core partners also

drafted and approved a new unified mission and vision statement as well as

outlined an integrated system of learning. This integrated system formed the

basis upon which our career pathways plan was developed for the transitional

year.

Our career pathways plan for the transitional year includes several new

components that we have begun working on in this current year. In addition to

our Career Pathways Explorations and Trainings (CPET) programming for job

shadowing/apprenticeship/internship, the plan outlines concurrent postsecondary

enrollment in CTE programs for adult education students who pretest at ASE

levels. There were, however, several challenges identified by the core partners

for the integration of CTE programs. First, many adult education students lack

the funding to pay for postsecondary education. Second, students do not always

know what they want to do with their lives after they complete a high school

equivalency program of study. In order to address these issues, we met with

representatives from Eastern Wyoming College (EWC) to obtain their support in

transforming our current ‘Tuition Waiver’ program to a ‘scholarship’ program

specifically aimed at providing the financial means to support a ‘CTE

Explorations’ program; whereby students will be given an opportunity to ‘explore’

(enroll) in up to five CTE credit hours at EWC. Qualified students will be eligible

to enroll in the CTE Explorations program and utilize EWC scholarship funds for

five tuition credits. In addition, the core partners determined that career

assessments could be utilized to help students identified possible career paths.

In the course of this discussion, the core partners also identified the career

assessments as one area where there was duplication of services. This was

P a g e | 6

eliminated and in the upcoming year, both DWS and our adult education program

will utilize O-Net for career assessments rather than two differing career

assessments.

Our career pathways plan also outlines multiple Workforce Advisory

Groups (WAG’s) for the EWC service area. Because of such diverse workforce

needs in the counties, we have determined it will be necessary to set up three

distinct boards; one for Goshen, Platte, & Niobrara counties, one for Converse

county, and one for Weston & Crook counties. The purpose of these boards will

be to act as a steering committee for a new collaboration of services between

core partners and to provide advice on ways to obtain local employer

participation in our integrated system of learning. In the current fiscal year the

Torrington based WAG has met two times and has begun to lay the groundwork

on identifying ways in which we can begin to engage local employers. It is our

hope that once employers are identified, we can begin to create unique

instructional models utilizing bridge curriculums that are aligned to the CCRS and

meet local workforce needs. The first meeting of our Converse County WAG was

held on June 2, 2015, with over 20 attendees invited. This meeting focused on

providing participants with a broad overview of WIOA and its implications on the

development of an integrated education and training model to address the

workforce needs of individuals in Converse County. One major suggestion

received from this group was that there is a severe need among all employers in

Converse County for Spanish classes in which current employees could enroll in.

With the economic boom Converse County is currently experiencing, there is a

large demand for Spanish speakers so that they can effectively communicate

with clients they have to deal with. This is a need that crosses multiple industry

sectors and employers are not willing to hire new Spanish speaking employees.

They want to train existing employees. It would seem that this request is aligned

with WIOA requirements for ‘incumbent worker’ trainings. Unfortunately, it seems

that language training was not considered when WIOA was passed as there are

no testing instruments available for this type of adult education training.

Under WIA guidelines we also held one advisory group meeting in late fall.

During this meeting participants were brought up to date on the WIOA legislation

requiring that the make-up of the current board would be replaced. Participants

P a g e | 7

were informed that the meeting would be the final meeting of the Adult Education

advisory board.

In preparation for the WIOA transitional year, we also began piloting a joint

workforce/adult education program whereby DWS provided multiple workshops

to our adult education students. This pilot began in May 2015 with two

workshops: one from TRIO on available scholarships, and one from DWS on

financial literacy.

In the current fiscal year, we also piloted a new programming format for

our partnering program with the Families for Better Improvement (FBI) grant. All

of these students received training/screening in the following areas prior to the

commencement of their postsecondary level course(s):

1. Career explorations 2. Soft skills trainings (resume writing, preparing for the job, etc.) 3. PowerPath screening, TABE testing, SMARTER plans, integrated

learning maps, and other goal setting techniques 4. Contextualized math for the identified career choice 5. Other grant orientation requirements

Screening results were then provided to the postsecondary instructor so that

student needs and/or accommodations could be made for students if necessary.

In the current fiscal year we continued with our tradition of holding HSEC

graduations in Newcastle, Douglas, and in Torrington as well as with our

inducting students into National Adult Education Honor Society.

Multiple surveys were also conducted throughout the fiscal year. Student

surveys were conducted on both exited students and on enrolled students. Initial

contact on exited students was made by instructors to obtain information related

to performance measures. All information was compiled into student files and

logged into LACES where appropriate. A student survey of enrolled students was

conducted in an attempt to evaluate our program performance. Here again, the

number of returned surveys was rather minimal. However, of those returned

surveys, we were able to ascertain that most students feel that the ABE program

at EWC is helping them meet their individual goals.

Several instructor surveys were also conducted this past year to obtain

information. An instructor professional development self-assessment was

completed to ascertain what needs each instructor felt they had. A second

P a g e | 8

survey addressed how well instructors understood the College and Career

Readiness Standards and what they were doing to implement the standards into

the classroom. The information obtained from these surveys was used to

address specific professional development trainings for the instructors.

Instructors were also required to complete a desk audit of student files.

During a recent in-service program, each instructor was expected to review a

random sample number of student files for accuracy and evaluate each file

against a standardized checklist. We began this system last year and will

continue to randomly sample student files for audit purposes to ensure that

student files are kept up to date with information crucial to WIA/WIOA

alignments.

One of the most rewarding aspects of being involved in Adult Education is

the occasional opportunity to truly make a difference in the life of a particular

student. This occurred in the current fiscal year. For over a year now, we have

had a student enrolled in our program who came to us through Nebraska Voc.

Rehab. He is a student who was nearly killed in a work related accident several

years ago. Although the student had passed his HiSET reading exam, he

continued to struggle in reading. In early December the instructor decided to try

something new. She knew that he understood everything when it was read to

him, but the struggle seemed to be that he couldn’t identify sounds and put those

sounds together to form a word. So the instructor allowed him to use her Kindle.

The concept was that if he couldn’t read a particularly word, the Kindle would

pronounce the word for him. If this didn’t help, then he was to use the built in

dictionary. The result was AMAZING! The student sat in the lab and read for a

couple of hours. He loved the Kindle. So through the personal funds of the

instructors and our director, we purchased a Kindle for this student. By the end of

the fiscal year, the student was making plans to enroll in postsecondary

education to become an archeologist!

Despite these successes, the year did not pass without a great number of

challenges as well. We had two instructors resign in the current year; one at the

beginning of the year in Hulett and one in December in Wheatland. By early

September, a new instructor had been hired and trained for Hulett. This instructor

also attended the ABE fall institute in Casper, but shortly after completing all of

P a g e | 9

this training, she submitted her resignation. Rather than hire and train another

new instructor for such a small site, a decision was made to have our Moorcroft

instructor provide instructional services to students in Hulett on an as-needed

basis. A new Wheatland instructor was hired in early January and was

subsequently trained. Throughout the year she remained actively employed as

our sole ESL instructor for Platte county, but by the end of the year she

submitted her resignation.

In August, DWS and our Adult Education program held an informational

meeting with one of the largest employers in Torrington, Western Sugar, to

explore the possibility of establishing an employer specific workforce training

program. Unfortunately, despite our best efforts, the executives from Western

Sugar were not able to commit to our offer. It is highly likely that the primary

reason why this offer was not accepted was because of a decision in May 2015

to close the Torrington based Western Sugar factory in the upcoming year.

Another challenge we faced this year was having enough instructional

hours to meet the increased enrollment numbers we experienced towards the

end of the fiscal year. This difficulty stemmed primarily from the large number of

professional development hours logged by instructors throughout the year.

Because all our instructors are part-time and are also employed elsewhere, every

time they are required to attend a training, meeting, conference, etc. instructional

dollars must be used to compensate them for their time. Consequently, actual

instructional hours in the classroom were reduced this year for each instructor.

This large number of professional development hours also affected our overall

cost per student. Through a data dive completed in January, we were able to

determine that the average cost per student was approximately $75 (excluding

administrative costs), which reflected an increase over the previous fiscal year.

At the beginning of the fiscal year, our program director piloted a new

system, whereby instructors were required to submit short monthly summaries on

the use of:

1) participatory learning strategies 2) integrated learning maps 3) PowerPath 4) College and Career Readiness Standards 5) Career Pathways ideas/strategies

P a g e | 10

The primary purpose in this system was to determine the level of instructor

understanding/competence in using each of these required tools throughout the

service area. Unfortunately, many instructors did not submit these on a regular

basis, did not complete each section as requested, or may not fully understand

how to use each of these tools in their classrooms. Whatever the reason may be,

these are issues which will be addressed at subsequent in-service trainings.

Another challenge we faced this year was that our online TABE changed

their testing platform without providing us with any advanced notice. Needless to

say, instructors were at a loss on how to negotiate the new platform. Our

program director spent the better part of a week learning the new system and

then writing a step by step process for instructors. When completed, this manual

was emailed out to all instructors.

Without a doubt the most frustrating and difficult challenge faced by our

Adult Education program was in the establishment and management of our local

workforce advisory groups. Despite legislation requiring that these boards act as

the advisory board for all core partners, the core partners are not really

participating. Our adult education director has had to take the lead in nearly

every aspect of implementing and running these board meetings. This has also

included funding for luncheons, photocopying, and other expenses. Another

difficulty experienced with trying to get those boards operational is that we

haven’t ever been able to see the same people attending on a continual basis.

It’s very frustrating to not ever know who will be (or not be) attending the local

WAG meetings when they are held.

Program Goals for FY 2014/15

For the current fiscal year we established two program goals:

Goal 1: To finish writing and deliver to students a thematic integrated

curriculum aligned to the College and Career Readiness Standards

in reading, writing, mathematics, computer literacy, and social

studies so that students may be prepared for new high school

equivalency exams.

P a g e | 11

This goal was completed in May 2015 as the eighth and final unit was

finalized. By the end of the program year, instructors had all eight units available

to them for use in their classrooms.

Goal 2 : To provide instructors with professional development training so

that they may be adequately prepared to deliver integrated thematic

instruction through multiple technological platforms.

This goal was met at various periods throughout the year as instructors were

required to attend multiple trainings and/or our in-service program. Various

sessions of our summer in-service focused on this topic which was taught by an

EWC computer technology instructor. In addition, instructors also participated in

various online trainings offered through LINCS, the Teaching Channel, and other

online providers.

Although we are not recipients of an EL Civics grant, we do serve ESL

students. We offer a multi-leveled ESL program as well as an EL Civics program

to help our students prepare for their U.S. citizenship exam. Placement into one

of our ESL levels is tied to student performance on the BEST PLUS and BEST

Literacy tests (or TABE CLAS-E). As students’ progress through these levels and

become proficient in their use of English, they are slowly transitioned into ABE.

Once an ESL student tests at an SPL level 6 or higher, they are given a regular

TABE test in Reading and Language. This provides the baseline exam scores in

which to begin regular ABE instruction. There are some instances when an ESL

student indicates that they would like to begin a course of instruction leading to a

high school equivalency certificate. In these cases, if the student has TABE

tested at NRS levels 3 or higher in one or more subjects but remains very low in

the another subject, typically writing; we will continue to provide ESL support for

that weak subject, but allow the student to participate in HSEC classes. All hours

are then logged as Adult Education hours as the student is no longer registered

as an ESL student, but one who is transitioning from ESL to Adult Education.

Preparing the ESL student for work and/or post-secondary education actually

begins in our classrooms as we utilize a theme-based, performance series of

textbooks which focus on developing critical thinking and cultural awareness and

on building language and life skills.

P a g e | 12

(2) Performance Data Analysis: Evaluate the effectiveness of your local

adult basic education activities based on the performance measures 2014-15

NRS Table 4 for educational gains & Table 5 for the HSEC and

postsecondary core measures. Describe the growth and/or changes

experienced by your program at each EFL level over last year’s

performance. Explain why you believe the level changes occurred. You may

also include information on changes in classes, staff, and other influences that

may be reasons for increases or decreases in performance. Also include

explanations for why you believe students separated before completing at each

educational functioning level.

Table 1: EFL Level Changes & Enrollments Across the Two Year Period

FY 13/14 FY 14/15

Enro

llme

nts

Co

mp

leti

on

Rat

e

% of students at each EFL En

rollm

en

ts

Co

mp

leti

on

Rat

e

% of students at each EFL

% change in enrollments at each EFL

% change in completion levels

ABE Beg Lit 1 0% 1% 1 0% 1% 0% 0%

ABE Beg Basic Ed 12 58.33% 6% 9 44.44% 5% -1% -17.89%

ABE low Inter 34 44.12% 16% 32 53.13% 18% 2% 9.01%

ABE High Inter 66 51.52% 30% 38 52.63% 22% -9% 1.11%

ASE Low 11 63.64% 5% 14 57.14% 8% 3% -6.50%

ASE High 47 51.06% 20% 31 38.71% 18% -4% -12.35%

ESL Beg lit 8 37.50% 4% 12 41.67% 7% 3% 4%

ESL Low beg 12 16.67% 5% 16 12.5% 10% 4% -4.7%

ESL High Beg 7 42.86% 3% 8 37.50% 5% 1% -5%

ESL Low Int 10 50.00% 5% 4 50% 2% 1% 0%

ESL High Inter 7 28.57% 3% 5 60% 3% 0% 31%

ESL Advanced 4 0% 2% 4 50% 2% 0% 50%

Total 219 100% 174 100%

This past year we saw a decrease in the overall number of students

served as we only had 174 students who logged 12 or more hours. This

reduction in students was not isolated to one particular local, but was seen

throughout the entire service area. There are several reasons we can pinpoint for

this reduction and for some of the changes occurring at each educational

functioning level. First, the overall number of students graduating from high

schools in Wyoming has decreased from the previous year(s). Because this

cohort of students is smaller, the number of students who have dropped out of

P a g e | 13

high school to seek a high school equivalency is also reduced. Second,

throughout the service area there has been a sharp increase in employment

rates, particularly in Platte and Converse counties due to oil explorations. Over

the last year, multiple oil companies have moved into these counties and have

hired many people; thus reducing the pool of potential candidates for our

program. In fact, employers in these two counties are so desperate for

employees that they have been hiring nearly everyone who walked in the door.

As a result, wages at even fast food industries have risen to nearly $15.00 per

hour. Third, the type of student we serve seems to be changing. Over the past

year, we saw a sharp increase in the number of students who came to us

through referrals to increase their literacy skills so that they would be better

prepared to enter post-secondary education. These students tended to log a

greater number of hours and did not need a high school equivalency certificate

as most had already earned a high school diploma. Fourth, upon examination of

the number of students at each level across the two year period, it was found that

a greater percentage of workforce students in the current fiscal year were at ABE

high intermediate levels. Last year, the majority of these students scored in the

ASE levels. Fifth, it appears that in the current fiscal year, students are spread

more evenly across each educational functioning level.

Performance measure target goals were met in all but three EFL’s: ABE

Beginning Literacy, ESL Low Beginning and ESL High Beginning. The primary

reason performance was not met at these levels was due to the low number of

students at this level. (Low numbers results in high percentile changes)

At the ABE Beginning Literacy level we experienced no change across the

two year period. In both years we only had one student registered at this level

and neither student showed improvement in their educational functioning level.

The student at this level in the current fiscal year was a workforce literacy student

who was subsequently dropped from postsecondary education as her academic

skills were not high enough for success at this level. However, it was because of

this student that we revamped the way we screen all workforce literacy students.

Beginning with the second intake of workforce literacy students, we TABE tested

all students before they were selected to be a grant recipient for the FBI grant. In

addition, we began utilizing PowerPath on all of these students as well. All

P a g e | 14

screening results are now being used not only for selection into the FBI grant, but

also for the postsecondary instructor who has made use of PowerPath screening

results in her/his own classrooms.

There was only a minimum change in the percentage of students enrolled

at the ABE Beginning Basic Education level; however, there was a very large

reduction in the percentage of students who completed an EFL at this level. At

this level, we had a smaller percentage of students for a total of 9 students. Only

four of these students were eligible for post testing. All four of these students

were post tested and showed gain. Four other students left before completing a

level for a variety of reasons as shown below:

1) Moved away

2) Got a job

3) 2 left for unknown reasons

Overall, there were fewer students at this level eligible for post testing. By the

end of the fiscal year, there was only one student who remained at this level and

she has not accrued a sufficient number of hours because she enrolled in May

2015.

At the ABE Low Intermediate level, we had a total of 32 students in the

current fiscal year. This represents a 1% increase in students at this level over

the past fiscal year. However, in the current fiscal year, we did a much better job

at capturing students for post-testing purposes. At this level, there were 19

students eligible for post-testing; 18 showed gain and one student moved before

we could post-test her. There remains 7 students at this level who have not been

post-tested because they haven’t accrued a sufficient number of hours due to

late enrollments, work/family conflicts, and/or sporadic attendance records. By

the end of the fiscal year there were 8 students who had exited the program

before showing an improvement in their EFL. Unfortunately, we were unable to

contact 5 of these students; so we do not know why they left the program. The

other students left due to personal reasons or because they moved away from

the area.

As in previous years, the largest number of students served was at the

ABE High Intermediate level. Examining the percentage changes in enrollments

we saw a 9% reduction in the overall number of students enrolled at this EFL.

P a g e | 15

One of the primary reasons for this (as mentioned above) is that students seem

to be spread more evenly across the EFL’s in the current fiscal year. Upon

examining academic gain, there was relatively little change in completion level

rates at this functioning level. In the current fiscal year there was a total of 38

students registered at this level. Twenty four of the students eligible for post-

testing were tested; unfortunately four did not show gain and remain at the initial

EFL. By the end of the fiscal year there were seven other students who remained

at the initial level due primarily to family/work conflicts causing sporadic

attendance or late enrollment into the program, thereby not having a sufficient

number of instructional hours for post-testing purposes. Of the seven students

who left before completing a level, one student actually completed a job shadow

program but had to exit the program because of work conflicts. However, he

plans to return in the next fiscal year to complete his high school equivalency

certificate. Another was a long term ‘retiree’ student who achieved his reason for

studying. This student enrolled three years ago and was unable to read and

write. By the time he exited the program this year, he was able to function much

better in society as his academic skills had improved to a much higher level. The

remaining students who left the program were exited for a variety of reasons:

legal issues, transportation issues (this student was a referral from Nebraska

Voc. Rehab. and struggled to get to classes in Torrington), and a lack of interest.

At the ASE 1 level we had a greater percentage of enrolled students over

the previous fiscal year, yet there was a 6.5% reduction in the number of

students who completed an EFL. There were only 8 students at this level who

were eligible for post-testing and all were tested and showed gain. The two

students who remain at this initial level were unable to show rain as both enrolled

in the program in the last quarter and have not been able to log a sufficient

number of hours for post-testing purposes. The four students who exited the

program before showing gain did so due to family/work conflicts or left for

unknown reasons.

There was a total of 31 students registered at the ASE 2 level; however 7

of these students were workforce literacy students and were unable to show gain

simply due to the nature of their program. (i.e. they are not high school

equivalency students, which is the measure utilized to show gain at this level).

P a g e | 16

Because of this we saw a 12.35% reduction in the number of students who

completed the EFL. Another reason for this reduction is that there were also

several students at this level who enrolled for purposes other than obtaining a

high school equivalency certificate. They simply wanted to improve their

academic skills for entrance into post-secondary. By the end of the fiscal year,

there were 9 students who remained at this level; 2 are in the process of

completing their HSEC and 5 enrolled within the last quarter and have not been

released to take their HiSET examination.

The English as a Second Language levels are traditionally where we have

the lowest number of students and this year the numbers are once again small.

Because we have small numbers in these categories, the percentage

increases/decreases are much larger as small numbers result in higher

percentile changes.

At the ESL Beginning Literacy level we registered 12 students and had

three exit before completing a level and four remain at the initial EFL. Only five

students were eligible to post test and all five were captured and showed gain.

The four who are still enrolled and were not post tested have not accrued enough

instructional hours simply because they registered within the last two quarters

and have had sporadic attendance for unknown reasons. One of the students

who left before completing a level had to do so because his work visa expired

and he had to return home to Peru. The others left for unknown reasons.

The ESL Low Beginning level is where we showed the poorest completion

levels primarily because we had a 12 students leave before they had logged a

sufficient number of hours for post testing purposes. After reviewing these exited

students records it was determined that they left the program for the reasons

shown below:

1) Five students left because the project they were working on at Basin

Electric in Wheatland was completed.

2) Three students left because their work visa issued by the Hog Farm in

Wheatland had expired and they had to return home.

3) One student left because her child no longer qualified for services at

Family Literacy.

4) Four left due to a lack of interest or for unknown reasons.

P a g e | 17

By the end of the fiscal year only two students at this level had accrued a

sufficient number of hours for post testing purposes and were able to show gain.

We had a larger percentage of enrolled students at the ESL High

Beginning level due primarily to the numerous employer based projects occurring

throughout the year in Wheatland and in Douglas. These projects brought in non-

native speakers to work temporary projects in the oil fields, at Basin Electric, and

at the Hog Farm. In the current fiscal year there were 8 students registered at

this level; 3 completed the EFL, four exited before completing and one remains at

the initial level. The four who exited before completing the level did so because of

the completion of temporary work assignments.

The percentage of enrolled students and the completion rates at the ESL

Low Intermediate levels remained unchanged across the two year period. In the

current fiscal year there were four students enrolled at this level and two

completed the level. The remaining two students are still enrolled but have yet to

accrue enough hours for post testing because one had exited earlier in the year

and only returned to classes in the last quarter. The other student is a new

student who just enrolled in May.

There was no percentage change in enrollments at the ESL High

Intermediate level; however, there was a 31% increase in the completion rate

due primarily to the low number of students enrolled (i.e. low numbers create

high percentile changes). In the current year we had 5 students at this level:

three showed gain and two remain at the initial level because they do not have

enough hours to post test as they enrolled in within the last four months of the

year.

At the ESL Advanced level there was no percentage change in

enrollments over the previous fiscal year. However, there was a 50% increase in

completion level for the same reason stated above. In the current year there

were only 4 students registered at this level and 2 of them showed gain. The

remaining two students do not have enough hours to post-test due to sporadic

attendance.

Turning to Table 5, the performance measure targets that we are able to

data match include entrance into postsecondary education/training and obtain a

high school equivalency certificate. The target for HSEC was 90% and we met

P a g e | 18

this goal as 100% of our students in this goal cohort had completed their HSEC

by the end of the fiscal year. Data match into postsecondary education was done

through surveys as well as through the National Student Clearinghouse in late

June. Another national search will be conducted after fall enrollment numbers

have been uploaded. The performance measure target for postsecondary

enrollments was 35% and we met this goal for both the current year as well as

the previous year as represented by 53.33% and 59.41% respectively.

All employment related goals will be data matched at the State level. As a

result, we are not aware of whether the performance measure targets have been

met.

(3) Describe how your ABE program has supported the integration of ABE

activities with other adult education, family literacy, career development,

and employment training activities in your service area during this year.

As mentioned above, we began developing a job shadowing program in

October. Most of the responsibility for this new programming piece lay with

instructors as they were expected to make the initial contact with local employers

and enlist their support of a job shadow. Needless to say, by the end of

December 2014 the instructors had compiled a fairly lengthy list of local

employers who would be willing to support a program of this sort. With the large

number of impending changes looming on the horizon because of WIOA, our

program director did not want the responsibility for placing students into a job

training program to lie with instructors. Consequently, it was decided upon the

core partners that Wyoming Workforce would accept this responsibility.

Instructors are now focusing on preparing students who want to enroll in a job

training program with the social capital, technological, and academic skills they

need to be successful on the job.

Our workforce literacy program, run in conjunction with the Families for

Better Improvement (FBI) grant, is now in its third year. This year we had a total

of 21 workforce literacy students enroll in programs of postsecondary programs

of study to earn either a CDL or a CNA license. In October we modified the

screening process for FBI grant recipients. Prior to being accepted on this grant,

applicants had to take a TABE test. Results were used by the working committee

P a g e | 19

to evaluate whether or not we believed the applicant could be successful in

postsecondary education. Once an applicant was accepted they were required to

complete a modified ‘Start Smart’ course prior to the commencement of their

contextualized math classes and postsecondary classes. The contextualized

modules used by our adult education program have a four-fold purpose; to

increase math literacy associated with a specific career, to provide participants

with the opportunity to develop the employment & life skills they need to

effectively function in society, to earn a Career Readiness Certificate, and for

some participants, to earn a secondary school credential. Tracking these

students across the two year period has revealed some pretty amazing statistics

as shown in the chart below.

Working in

field of

retraining

Working, but

not in field of

retraining

Unemployed Unknown

C.N.A. 69% 13% 13% 5%

C.D.L. 60% 40%

Welding 100%

As in previous years our adult education program has continued to work

closely with a multitude of partners; however, the nature of some of these

partnerships has changed. In preparation for implementation of WIOA, we have

formalized partnerships with the Wyoming Department of Workforce Services,

Vocational Rehabilitation, Department of Family Services, and Wyoming Family

Literacy by signing ‘Articulation Agreements’ with these core partners for

Goshen, Platte, and Niobrara counties. By the end of the fiscal year we had only

just begun to formalize partnerships and obtain Articulation Agreements for our

core partners in Converse County. However, it is in Converse County where we

have been able to obtain a signed Agreement with the City of Douglas in support

of our job shadowing program.

Throughout the year enrolled adult education students have been able to

access services provided by Eastern Wyoming College. This has included a

Bridge Program which offers an intense period of academic instruction

accompanied by sessions on study skills and how to make a healthy transition

into college life. Other campus departments serve to help adult education

P a g e | 20

students enroll and transition into post-secondary education and ultimately into

workforce. The recruitment office helps our students with the forms they need to

officially select a career path, while the financial aid division helps our students

secure funding sources. College advisors have also been available to help guide

students in the selection of a career pathway. In addition, through the Center for

Tutoring and Learning at the EWC main campus in Torrington, all adult education

students are provided with the opportunity to study individually with a college

work-study tutor.

EWC’s College Career Services division also provides students with the

assistance they need to become successfully employed. Through this division,

students can learn techniques for writing a professional essay, interviewing skills,

participate in a Job Expo, review available employment posted on Job Boards,

and obtain a ‘Getting Started Packet’ which is a compilation of information

needed to complete job applications and other tools to successfully ‘land a job’.

Throughout the service area we also continue to work closely with the

EWC GEAR UP program to help ensure that enrolled students in this ‘at risk’

program for youths are afforded all opportunities to complete a high school

credential, transition into college, and become successful in their college careers.

Our external partnerships cover a wide range of community service

providers throughout the EWC service area. Our Douglas program works closely

with the CANDO Economic Development project and provides students enrolled

in that program with instruction they need to complete their HSEC and/or improve

upon their existing literacy skills for placement into various jobs. In collaboration

with the CANDO project, we have been able to provide learners with educational

stipends, classes in nutrition, money management, and study skills.

We also work closely with the Wyoming Family Literacy program in

Torrington by providing them with instructional materials, examinations and by

including instructors from Wyoming Family Literacy in all professional

development trainings provided by the adult education program at EWC.

Instructors from Wyoming Family Literacy play an active role in helping increase

family literacy in this community.

Through collaborative efforts with Wyoming and Nebraska Workforce

Centers, we have been able to offer financial assistance to students to take their

P a g e | 21

WorkKeys and HSEC tests and we continue to operate a One Stop Service at

the Torrington Workforce Center. In addition through ‘Youth’ programming funds

from the Wyoming Department of Workforce Services in Torrington, we enrolled

five students who are paid (through DWS) a minimum wage to attend our adult

education classes.

This year has we’ve also had quite a few referrals from Vocational

Rehabilitation, both in Wyoming and in Nebraska. Voc. Rehab. has sent multiple

students to our program for varying reasons. Some students have been unsure

of which direction they need to take as they are embarking upon a new career

path, while others have needed to complete a high school equivalency program

before begin their course of postsecondary studies.

Funding provided through BOCES also allowed our ABE program to

renew our AZTEC licenses so that we are able to continue to offer a distance

learning component to our academic programming. BOCES funding also

supported the purchase of items for our new incentive program.

(4) Professional Development Describe your efforts to improve teacher/staff

quality. Describe activities and training to create and support higher

accountability and teacher quality. You may include targeted professional

development, program level goal setting, and implementing the LACES data

collection system training or other training you believe is promotes teacher

quality.

The new instructors hired this year were required to complete two full days

of training with our program director. This training covered all aspects of the

responsibilities adult education instructors have for reporting purposes, testing,

screenings, intakes, exits, payroll, and other tasks.

Towards the beginning of the fiscal year, we began training a Torrington-

based part-time instructor on how to enter data into LACES. Although her

primary responsibilities will continue to be instruction, she is now competent on

LACES data entry. Continued training will need to occur, particularly because of

the ‘Next Gen’ platform which has recently been released. Our program director

also participated in several LACES training throughout the year.

In October, our program director held an on-line chat with our adult

education instructors to begin discussing the need for developing local

partnerships, particularly in support of a job shadowing program. The intent of

P a g e | 22

these ‘chat meetings’ was to get instructors to understand how important it is to

develop good working partnerships in the communities they serve. This initial

chat (followed by two subsequently later ones) posed two questions to

instructors:

1) Describe one key partnership you have in place that supports career

pathways work and explain the roles/responsibilities of each partner.

2) How would you like to strengthen this existing partnership, if at all?

It was at the end of this series of ‘chats’ that our program began to develop the

job shadowing program by making personal contacts with local employers.

In late fall our adult education program was one of the sites that piloted

the ‘Align and Redesign’ project. Through this project we learned about

participatory learning strategies, brain based research, aligning curriculum to

CCRS, PowerPath, and Career Pathways. Although all EWC adult education

instructors participated in the fall conference, only four participated in the first

round of the Align and Redesign Institute and were instrumental in helping to

develop the new Start Smart course. In order to train all outreach instructors on

the different parts of this new course (including an abridged PowerPath), three

on-site trainings were conducted in Newcastle, Douglas, and in Wheatland. By

the first of April, all outreach instructors began utilizing this new course. Our

instructor in Douglas is also currently participating in the second round of train for

the ‘Align and Redesign’ project. The instructors who participated in the ‘Align

and Redesign’ institute also attended multiple webinars on such topics as Visual

Function, Visual Stress Syndrome, and PowerPath.

Several instructors and our program director also participated in multiple

webinars (or conference calls) on Standards in Action so that there was a deeper

understanding of how standards should be utilized in the adult education

classroom. Adult education directors were also asked to help create a

‘Standards in Action’ checklist which will be used in the upcoming year to

evaluate how the College and Career Readiness Standards are being used in

our adult education classrooms throughout the EWC service area. At our June in-

service this document was disseminated and discussed with instructors.

Throughout the year there have been multiple webinars hosted by HiSET

and all of our instructors participated in multiple sessions. These sessions helped

P a g e | 23

instructors understand this exam so that they were better prepared to help the

students they serve.

Instructors also participated in numerous conference calls and webinars

and Career Pathways. This included meetings with Jeff Fontaine who provided

us with guidance in developing our own Career Pathways Plan for the WIOA

transitional year. Through a gap analysis, our instructors helped create new

programing pieces while at the same time, learned how Career Pathways will

become an integral part of adult education classrooms around the country.

Several of our instructors participated in other on-line trainings available

through the US Department of Education, LINCS or other sources on such

topics as:

“Your Math Students: Engaging and Understanding Every Day” “Essential Operations from Primary Sources” “Graphic Organizers: Power Tools” “Road Map to LINCS” “Math Classrooms in Light of the Common Core Standards” “Integrating Technology in the Adult Education Classroom” “WIOA” (multiple webinars) “Implementing CCRS in the Adult Education Classroom” Hiset Webinars

This year all EWC adult education instructors who teach ESL students

were recertified as BEST PLUS test administrators.

Our program director attended multiple conferences, namely on WIOA and

moving forward in the upcoming transitional year. This included the NAEPDC

NCSDAE National Training Institute held in San Francisco, Bridging the Gap

Conference in New Orleans, and COABE in Denver. The information learned

from these conferences was instrumental in helping our program director write a

career pathways plan for the WIOA transitional year.

The final training of the year took place in June with our annual in-service.

The focus of this training was to ensure instructors had a complete

understanding of the services we would be providing in the WIOA transitional

year, new programming changes, key changes under WIOA, core partners and

their respective WAG’s, new curriculum, college and career readiness standards

in their classroom, testing (COMPASS, TABE, BEST tests, and the HiSET),

upcoming professional development and program evaluation for the next fiscal

P a g e | 24

year. Integrated into this training were multiple participatory learning strategies

utilizing Cafe and Open House techniques so that instructors were actively

involved in the training as much as possible.

Section B: NRS TABLES: Include your NRS tables 1-8 & 10 which cover the time

period of July 1, 2014 to June 30, 2015.

Describe the post-testing rate (percentage of students when comparing Table 4 and Table

4B and if it is below 50% give strategies to improve this rate for next year.

The post-test rate for FY 2014/15 for the AE program at Eastern Wyoming

College was 51%. This rate was calculated after deducting 7 workforce literacy

students from ASE 2 who are not able to show gain as they were enrolled for

workforce training and not for high school equivalency, which is the criterion for

showing gain at this level. Overall, we captured 98% of all students eligible for

post testing throughout the service area.

P a g e | 25

P a g e | 26

P a g e | 27

P a g e | 28

P a g e | 29

P a g e | 30

P a g e | 31

P a g e | 32

P a g e | 33

P a g e | 34

P a g e | 35

P a g e | 36

P a g e | 37

P a g e | 38

P a g e | 39

P a g e | 40

Section C: English Literacy and Civics Programs

a. Describe the activities the EL Civics funds supported. Include EL Civics goals

and objectives your program created for this year also include the results of each

activity and what was learned or demonstrated.

b. Describe the number of participants for each activity, goals they achieved and

percentage that achieved the goals of the activities. If you used a rubric for

scoring please include that.

c. Describe the demographics of your participants (number, gender, ethnicity, and

age)

d. Describe the overall success and challenges your EL Civics program has

encountered this year.

Eastern Wyoming College does not have any EL Civics funded grant support.

Section D: Teacher Information: The teacher information form is included to be

reproduced and completed by each new teacher/instructor at all of your sites. Please

confirm that all teacher information has been entered into LACES. As you hire new

teachers please have them fill these out. Let WCCC know if this teacher is replacing a

teacher that has left.

Update LACES on teacher and director status after June 30, 2015. Print and

submit the list of staff in LACES for your program.

The chart below, copied from LACES, depicts all active staff members

from our program for fiscal year 2014/15. Table 7, on page 34, also references

these staff members.

P a g e | 41

WYOMING ADULT BASIC EDUCATION

INSTRUCTOR INFORMATION

Name: __Diane McQueen______________________________________ Program: _Eastern Wyoming College________City:_Torrington__ E-Mail Address: [email protected]____________ Telephone Number: __307-532-8399______________ Education Level Attained: Some College Courses: ______ Associates Degree: ______ Bachelor: __X__ Major(s): Business Minor(s):___________ Masters: __X_ Major(s): Applied Linguistics: ESL Program Mgmt Doctorate: ______ Major(s): _______________________ What is your teaching area? ABE Director ABE Full Time ____________ ABE Part Time _____________ ESL Full Time ____________ ESL Part Time ______________ AEL/ESL Full Time ________ ABE/ESL Part Time _________

Function

Adult Education Personnel

Part-time Personnel

Full-time Personnel

check check

Local Teachers X

Teachers’ Years of Experience

Less than one year

One to three years

More than three years X

Teacher Certification

Not certified X

Adult Education Certificate

K-12 Certification

Special Education Certification

TESOL Certification

P a g e | 42



Name: __Callie Allred______________________________________ Program: _Eastern Wyoming College________City:_Torrington__ E-Mail Address: [email protected]___________ Telephone Number: __307-575-3568______________ Education Level Attained: Some College Courses: ______ Associates Degree: ______ Bachelor: __X__ Major(s): Social Science Minor(s):___________ Masters: __X _ Major(s): Adult Education_ (will complete in 2017) Doctorate: ______ Major(s): _______________________ What is your teaching area? ABE Full Time ____________ ABE Part Time _X________ ESL Full Time ____________ ESL Part Time ______________ AEL/ESL Full Time ________ ABE/ESL Part Time _________

Function


Part-time Personnel

Full-time Personnel

check check

Local Teachers X


Less than one year

One to three years



Not certified X


K-12 Certification


TESOL Certification

P a g e | 43



Name: __Gabriela Banville______________________________________ (Works for Family Lit. and Adult Education in Torrington) Program: _Eastern Wyoming College________City:_Torrington__ E-Mail Address: [email protected]____________ Telephone Number: __703-407-9453______________ Education Level Attained: Some College Courses: ______ Associates Degree: ______ Bachelor: __X__ Major(s): Romanial Language. & Literature Minor(s):English Language & Literature Masters: __X_ Major(s): Applied Linguistics: Teaching English as a Foreign Language Doctorate: ______ Major(s): _______________________ What is your teaching area? ABE Full Time ____________ ABE Part Time _____________ ESL Full Time __________ ESL Part Time ___X_________ AEL/ESL Full Time ________ ABE/ESL Part Time _________

Function


Part-time Personnel

Full-time Personnel

check check

Local Teachers X


Less than one year

One to three years



Not certified


K-12 Certification Certified in Romania


TESOL Certification Certified in Romania

P a g e | 44

WYOMING ADULT BASIC EDUCATION INSTRUCTOR INFORMATION

Name: __Kaye Lively______________________________________ Program: _Eastern Wyoming College________City:_Torrington__ E-Mail Address: [email protected]____________ Telephone Number: __307-532-5098: Cell: 307-534-5808______________ Education Level Attained: Some College Courses: ______ Associates Degree: ______ Bachelor: __X__ Major(s): Elementary Education Minor(s):___________ Masters: __X_ Major(s): English, Social Studies Doctorate: ______ Major(s): _______________________ What is your teaching area? ABE Full Time ____________ ABE Part Time ___X_______ ESL Full Time ____________ ESL Part Time ______________ AEL/ESL Full Time ________ ABE/ESL Part Time _________

Function


Part-time Personnel

Full-time Personnel

check check

Local Teachers X


Less than one year

One to three years



Not certified


K-12 Certification K-6 Elem. Ed


TESOL Certification

P a g e | 45


Name: __Edna Hoover_______________(Resigned May 2015)__________ Program: _Eastern Wyoming College/Wy Family Lit____City:_Torrington__ E-Mail Address: [email protected]____________ Telephone Number: __307-532-3243______________ Education Level Attained: Some College Courses: ______ Associates Degree: ______ Bachelor: __X__ Major(s): Eng. As a Second Language K-12

Minor(s):___________ Masters: ___ Major(s): ______________________ Doctorate: ______ Major(s): _______________________ What is your teaching area? ABE Full Time ____________ ABE Part Time _____________ ESL Full Time ____________ ESL Part Time ___X_______ AEL/ESL Full Time ________ ABE/ESL Part Time _________

Function


Part-time Personnel

Full-time Personnel

check check

Local Teachers X


Less than one year

One to three years



Not certified


K-12 Certification X


TESOL Certification

P a g e | 46


Name: __Linda Cockett______________________________________ Program: _Eastern Wyoming College/Wy Family Lit____City:_Torrington__ E-Mail Address: [email protected]____________ Telephone Number: __307-632-4238______________ Education Level Attained: Some College Courses: ______ Associates Degree: ______ Bachelor: __X__ Major(s): Education 6-12

Minor(s):_English Speech/Theater Masters: ___ Major(s): ______________________ Doctorate: ______ Major(s): _______________________ What is your teaching area? ABE Full Time ____________ ABE Part Time ___X_______ ESL Full Time ____________ ESL Part Time ___________ AEL/ESL Full Time ________ ABE/ESL Part Time _________

Function


Part-time Personnel

Full-time Personnel

check check

Local Teachers X


Less than one year

One to three years



Not certified




TESOL Certification

P a g e | 47


Name: __Sandy Cooper____________________________________ Program: _Eastern Wyoming College________City:_Wheatland__ E-Mail Address: [email protected]____________ Telephone Number: __(307) 322-4950______________ Education Level Attained: Some College Courses: ______ Associates Degree: ______ Bachelor: __X__ Major(s): Education Minor(s):_Psychology Masters: __X_ Major(s): Environmental Sciences_______ Doctorate: _X_____ Major(s): _Natural Resources Management_ What is your teaching area? ABE Full Time ____________ ABE Part Time ___X_______ ESL Full Time ____________ ESL Part Time ______________ AEL/ESL Full Time ________ ABE/ESL Part Time _________

Function


Part-time Personnel

Full-time Personnel

check check

Local Teachers X


Less than one year

One to three years



Not certified X


K-12 Certification


TESOL Certification

P a g e | 48



Name: __Terry Lubeck______________________________________ Program: _Eastern Wyoming College________City:_Wheatland__ E-Mail Address: [email protected]____________ Telephone Number: __307-322-4173______________ Education Level Attained: Some College Courses: ______ Associates Degree: ______ Bachelor: __X__ Major(s): English Minor(s):_Social Science Masters: _X_ Major(s): Education_______ Doctorate: ______ Major(s): _______________________ What is your teaching area? ABE Full Time ____________ ABE Part Time __X_______ ESL Full Time ____________ ESL Part Time ______________ AEL/ESL Full Time ________ ABE/ESL Part Time _________

Function


Part-time Personnel

Full-time Personnel

check check

Local Teachers X


Less than one year

One to three years



Not certified




TESOL Certification

P a g e | 49


Name: __Patricia J. Popovitch_____________________________ Program: _Eastern Wyoming College________City:_Glenrock__ E-Mail Address: [email protected]____________ Telephone Number: __307-436-2454______________ Education Level Attained: Some College Courses: ______ Associates Degree: ______ Bachelor: __X__ Major(s): Social Sciences Minor(s):___________ Masters: ____ Major(s): ______________________ Doctorate: ______ Major(s): _______________________ What is your teaching area? ABE Full Time ____________ ABE Part Time __X_______ ESL Full Time ____________ ESL Part Time __X___________ AEL/ESL Full Time ________ ABE/ESL Part Time _________

Function


Part-time Personnel

Full-time Personnel

check check

Local Teachers X


Less than one year

One to three years X

More than three years


Not certified X


K-12 Certification


TESOL Certification

P a g e | 50


Name: __Shirley DeMerritt______________________________________ Program: _Eastern Wyoming College________City:_Newcastle__ E-Mail Address: [email protected]____________ Telephone Number: __307-746-2255______________ Education Level Attained: Some College Courses: ______ Associates Degree: ______ Has three BA Degrees: Bachelor: __X__ Major(s): Social SciencesMinor(s):___________ Bachelor: __X__ Major(s): Psychology Bachelor: __X__ Major(s): Criminal Justice Masters: ____ Major(s): ______________________ Doctorate: ______ Major(s): _______________________ What is your teaching area? ABE Full Time ____________ ABE Part Time _X_________ ESL Full Time ____________ ESL Part Time _X____________ AEL/ESL Full Time ________ ABE/ESL Part Time _________

Function


Part-time Personnel

Full-time Personnel

check check

Local Teachers X


Less than one year

One to three years



Not certified X


K-12 Certification


TESOL Certification

P a g e | 51


Name: __Klancie Britton______________________________________ Program: _Eastern Wyoming College City:_Moorcroft/Upton/Sundance/Hulett__ E-Mail Address: [email protected]____________ Telephone Number: __307-680-3561______________ Education Level Attained: Some College Courses: ______ Associates Degree: ______ Bachelor: __X__ Major(s): Political Science Minor(s):Psychology Masters: _X_ Major(s): Political Science Doctorate: ______ Major(s): _______________________ What is your teaching area? ABE Full Time ____________ ABE Part Time ___X_______ ESL Full Time ____________ ESL Part Time ___X_______ AEL/ESL Full Time ________ ABE/ESL Part Time _______

Function


Part-time Personnel

Full-time Personnel

check check

Local Teachers X


Less than one year

One to three years



Not certified X


K-12 Certification


TESOL Certification

P a g e | 52


Name: __Marylou Fernau______________________________________ Program: _Eastern Wyoming College City:_Lusk__ E-Mail Address: [email protected]____________ Telephone Number: __307-334-2678______________ Education Level Attained: Some College Courses: ______ Associates Degree: ______ Bachelor: __X__ Major(s): Elem Ed. Minor(s):________ Masters: ___ Major(s): ___________ Doctorate: ______ Major(s): _______________________ What is your teaching area? ABE Full Time ____________ ABE Part Time ___X_______ ESL Full Time ____________ ESL Part Time __________ AEL/ESL Full Time ________ ABE/ESL Part Time _________

Function


Part-time Personnel

Full-time Personnel

check check

Local Teachers X


Less than one year

One to three years



Not certified




TESOL Certification

P a g e | 53


Name: __Teri Griffin______________________________________ Program: _Eastern Wyoming College City:_Douglas__ E-Mail Address: [email protected]____________ Telephone Number: __307-358-5622______________ Education Level Attained: Some College Courses: ______ Associates Degree: ______ Bachelor: __X__ Major(s): Secondary Science Minor(s):_________ Masters: ___ Major(s): _____________ Doctorate: ______ Major(s): _______________________ What is your teaching area? ABE Full Time ____________ ABE Part Time ___X________ ESL Full Time ____________ ESL Part Time ___X_______ AEL/ESL Full Time ________ ABE/ESL Part Time _________

Function


Part-time Personnel

Full-time Personnel

check check

Local Teachers X


Less than one year

One to three years



Not certified




TESOL Certification

P a g e | 54


Name: __Jeff Wilhelm______________________________________ Program: _Eastern Wyoming College City:_Wheatland__ E-Mail Address: [email protected]____________ Telephone Number: __307-322-5319______________ Education Level Attained: Some College Courses: ______ Associates Degree: ______ Bachelor: __X__ Major(s): Social Studies Minor(s):English Masters: ___ Major(s): _____________ Doctorate: ______ Major(s): _______________________ What is your teaching area? ABE Full Time ____________ ABE Part Time ___X______ ESL Full Time ____________ ESL Part Time __________ AEL/ESL Full Time ________ ABE/ESL Part Time _________

Function


Part-time Personnel

Full-time Personnel

check check

Local Teachers X


Less than one year

One to three years X

More than three years


Not certified




TESOL Certification

P a g e | 55

Section E: Data Quality Standards Checklist

Wyoming 2013-2014

TITLE II GRANTEE DATA QUALITY STANDARDS CHECKLIST

The NRS state data quality standards identify the policies, processes and materials that

states and local programs should have in place to collect valid and reliable data for the National

Reporting System (NRS). The Division of Adult Education (DAEL) within the Office of

Vocational and Adult Education developed the standards to define the characteristics of high

quality state and local data collection systems for the NRS. The standards provide an organized

way for DAEL to understand the quality of NRS data collection within the states and also provide

guidance to states on how to improve their systems.

In order to complete the NRS State Data Quality Standards Checklist, Wyoming requires that

Title II Grantees complete the following abbreviated version certifying the quality of local data

and adherence to state policy.

Instructions for Completing the Wyoming Checklist

Local programs use this Wyoming checklist to rate their implementation of the data

quality standards in their NRS data collection procedures.

The local program director must certify the checklist and submit it with the annual end of

year statistical tables due to the State AEL Office on or before June 30th of each year.

Data Quality Improvement Plan

For areas where the local program does not reach “Acceptable” standards, a data quality

improvement plan must be completed to describe the program they have identified and their plan

for correction. The plan will address all standards the program did not meet, describe what new

policies or procedures will be put in place to meet the standards, identify barriers to compliance

and the technical assistance needed to implement the plan. AEL State Office will offer technical

assistance to programs to meet the goals of their data quality improvement plan.

All narrative descriptions should be brief – but sufficient enough to convey the

information requested. No more than a few sentences are necessary.

For the 2004-2005 program year, non-compliance is defined as a failure to meet

“Acceptable” standards for any program area. For subsequent program years, non-compliance

will be defined a failure to meet “Superior” standards.

Submission and Certification

Local programs complete the checklist for the 2004-2005 program year for the NRS data

exported to AEL State Office by June 30, 2005. This initial checklist will serve as a baseline for

identification of training issues and is due to AEL State Office on June 30, 2005. Thereafter, the

checklist will be due with each end of the year statistical table submission on June 30th of each

year.

P a g e | 56

Wyoming


Program: Date:

_Eastern Wyoming College________________ __June 30, 2015_______________

A. DATA FOUNDATION AND STRUCTURE

Acceptable Quality:

1. Local Program has received and follows state assessment policies as

written including:

Use of standardized assessments for accountability that are state

approved as valid and appropriate for adult students.

Assessments used for accountability are administered by trained

staff.

Time periods (in hours or weeks) for when to pre-and post-test are

followed.

Yes √

No

Yes √

No

Yes √ No

2. Local Program has received and follows state goal setting policies as

written for student goal setting.

Yes √

No

3. Local Program follows state policy as written for collecting data on

students for follow-up measures.

Yes √

No

4. Local program has established a procedure for collecting Social

Security Numbers (including how to deal with missing numbers) and

documenting informed consent for data matching.

Yes √

No

5. Local Program has received written definitions for all measures,

including demographic measures and contact hours, and has provided

them to all appropriate staff. (NRS Guidelines)

Yes √

No

If you answered ‘No’ to any of questions 1-5, skip the rest of this section and go to Section B,

Data Collection and Verification, on the next page.

If you answered ‘Yes’ to each of questions 1-5, continue with question 6 on the next page.

P a g e | 57

A. DATA FOUNDATION AND STRUCTURE (CONTINUED)

Superior Quality

6. Local Program has provided a current version of the WIA Title

II Measures and Methods for NRS Implementations Guidelines,

also online at www.air.org/nrs which defines all measures on

state student data forms and in the state data system, to all

appropriate staff.

Yes √

No

7. Local Program is aware of the availability of state-provided

continuous, additional technical assistance and resources on

assessment, data collection and follow-up procedures (e.g. site

visits, contact persons, manuals, online resources).

Yes √

No

Continue with Section B below.

Exemplary Quality

(No standards exist that are locally applicable)

B. DATA COLLECTION AND VERIFICATION

Acceptable Quality

8. Local Program has an electronic management information

system (MIS) LACES system which is used in Wyoming. This

has individual student records within a relational data base

structure. The LiteracyPro incorporates NRS measures using

common definitions and categories.

Yes √

No

9. LACES has error checking functions used by Local Program

staff (e.g., that identify out-of-range values and missing data).

Yes √

No

10. Local Program utilizes state approved standardized forms

(electronic or paper) for collecting student information (e.g.,

intake, attendance, goal setting) that include all NRS measures

and have correct NRS definitions and categories.

Yes √

No

11. Local Program follows state polity for recording contact hours

that conform to NRS requirements. Signed time sheets or

signed time cards or electronic time cards.

Yes √

No

12. Local Program has staff with clear responsibility for data

collection and data entry.

Yes √

No

13. Local Program staff checks data for errors utilizing the LACES

Diagnostic feature.

Yes √

No

14. Local Program repairs data errors according to the written

Wyoming guidelines on changing data.

Yes √

No

http://www.air.org/nrs

P a g e | 58

If you answered ‘No’ to any of questions 8-14, skip the rest of this section and go to Section C,

Data Analysis and Reporting, on the next page.


B. DATA COLLECTION AND VERIFICATION (CONTINUED)

Superior Quality

15. Local Programs enter data into LACES at least monthly. Yes √ No

16. Local Program staff reviews local data at least quarterly for

errors, missing data, out-of-range values and anomalous data,

and to identify program improvements and accomplishments

and has a system to resolve them.

Yes √

No

17. Local Program has documented procedures for correcting errors

and resolving missing data.

Yes √

No

18. Local Program staff participates regularly in Database Training

meetings for contact with LACES Technical Assistance and

state staff on data issues to identify problems and request

technical assistance

Yes √

No

Continue with Section C below.

Exemplary Quality

No standards exist that are locally applicable

C. DATA ANALYSIS AND REPORTING

Acceptable Quality

19. The local LACES staff can produce NRS required reports for

local program management, including federal NRS tables.

Yes √

No

20. The local LACES staff is capable of reporting disaggregated

data by subpopulation (e.g. student age, race, sex) and by

program (e.g. Corrections, EL Civics, Tutoring).

Yes √

No

If you answered ‘No’ to either of questions 19-20, skip the rest of this section and go to Section

D, Staff Development, on the next page.

If you answered ‘Yes’ to both of questions 19-20, continue with question 21 below.

Superior Quality

21. Local Program staff reviews statistical reports for errors and

accuracy.

Yes √

No

22. Local Program can access data reports that are useful for

program management and improvement.

Yes √

No

P a g e | 59

23. Local staff uses data for program management and

improvement.

Yes √

No

If you answered ‘No’ to any of questions 21-23, skip the rest of this section and go to Section

D, Staff Development below.

If you answered ‘Yes’ to each of questions 21-23, continue with question 24 below.

Exemplary Quality

24. Local Program has documented procedures for dealing with

analysis problems and deviations.

Yes √

No

25. Local Program compares data among sites and with prior years’

data for discrepancies, reasonableness and to identify trends in

good and bad performance.

Yes √

No

26. Local Program has procedures to verify that local reports

accurately reflect data collected.

Yes √

No

Continue with Section D below.

D. STAFF DEVELOPMENT

Acceptable Quality

27. Local Program has received training on general NRS

requirements, including assessment policy and procedures,

follow-up policies and goal setting procedures.

Yes √

No

28. Local staff has received training on data collection procedures. Yes √ No

29. Local staff has been trained on data entry into the local LACES

software. Yes √ No

30. Local staff has had training on how to produce and/or interpret

reports produced by the LACES.

Yes √

No

31. Local Program staff participate in at least one additional

training annually on NRS issues, LACES data entry or data

analysis issues.

Yes √

No

32. Local staff that administer assessments for accountability have

been trained on the use of assessment instruments (TABE,

BEST, and BEST Plus).

Yes √

No

If you answered ‘No’ to any of questions 27-32, skip the rest of this section and go to Section E

Data Quality Improvement Plan, on page 7.


P a g e | 60

Superior Quality

33. There is locally planned, continuous training (at least one training

annually) on data collection and NRS issues.

Yes √

No

If you answered ‘No’ to question 33, skip the rest of this section and go to Section E. Data

Quality Improvement Plan on the next page.

If you answered ‘Yes’ to question 33, continue with question 33 below.

Exemplary Quality

34. Local program has timely intervention strategies to identify data

problems as they occur and to provide training to sites to correct

the problems.

Yes √

No

Continue with Section E on the next page.

________________________________________________________________________

E. DATA QUALITY IMPROVEMENT PLAN

Local Programs must submit a quality improvement plan for any content area that does not meet

all of the standards within the “Acceptable” level. A separate plan must be completed for each

content area. The plans should not exceed one page and include the following information:

1. Content area (e.g., Data Foundation and Structure, Staff Development) and specific

standard(s) not met.

2. For each standard not met, describe your planned approach to implementing changes

that will allow you to meet the standard.

3. Describe the barriers or problems you anticipate, if any, to implement these plans.

4. Describe any technical assistance you need to implement these planned changes.

P a g e | 61

5. If you believe you will be unable to meet any standard, please explain why.

Wyoming


The Director of the adult education program must sign this certification.

CERTIFICATION

I certify that to the best of my knowledge, the information contained in this document is true and

correct and accurately reflects my program’s policies and procedures for collecting and reporting

data to the Wyoming Community College Commission – ABE Program as required by the U.S.

Department of Education’s National Reporting System for the Workforce Investment Act, Title II

Adult Education and Family Literacy.

________________________________________________

Signature

_Diane McQueen, CMPI____________________________

Printed Name and Title

June 30, 2015_______________________________

Date

P a g e | 62

Section F: FSR’s FSR: State

FINANCIAL STATUS REPORT 1. Employer Identification Number 2. Grant Award Number 3. Final Report?

83-75-0010F STATE14R03 Yes X No____

4. Recipient Organization (name & address, with zip) 5. Project/Grant Period: 6. Period Covered by this Report: 9. Cost per student:

Eastern Wyoming College From (mm/dd/yy) To (mm/dd/yy) From

(mm/dd/yy) To

(mm/dd/yy) # of students/state funds

3200 West C Street 7/1/2014 6/30/2015 7/1/2014 6/30/2015 $706.78

Torrington, Wyoming 82240 7. Total State Funds Approved: 8. Project Name: State

$ 123,172.63 Eastern Wyoming College: ABE Wyoming

Categories 10. ABE/ESL 11. Adult 12. ESL

13. Institutional

14. Indirect Cost

15. Total State

(0-8 GLE) Secondary & Corrections Administration Cost

(9-12 GLE) (subset of #10) (subset of #10)

(a) Total State funds allotted

$91,147.74 $32,024.89 $35,720.07 $ - $ - $123,172.63

(b) Total State funds expended $91,005.03 $31,974.74 $ 26,391.46 $ - $ - $122,979.77

(c ) Balance State $142.71 $50.15 $55.93 $ - $ - $192.86

Funds

* If there is an unobligated fund balance at the end of the program year (June 30), these funds will be retained at the state level for redistribution

through the state funding formula by the WCCC ABE office during the biennium.

P a g e | 63

16.Certification 17. Signature of Authorized Certifying Official Date Report

I certify to the best of my knowledge and belief that this report is correct Submitted

and complete and that all expenditures and unliquidated obligations are for

the purpose set forth in the award documents.

Typed or Printed Name and Title Phone Number and

For help with this report, please call Extension

Marcia Hess, ABE Program Diane McQueen, ABE Director 307-532-8399

Manager at (307)7777885.

Itemization of Program Income and Expenditures 18. Total Program Income: $ -

Description of Program Income

P a g e | 64

19. Program Income Expended: $ - Description of

Expenditures

P a g e | 65

FSR: Federal

FINANCIAL STATUS REPORT 1. Employer Identification Number 2. Grant Award Number 3. Final Report?

83-75-0010F ABE14R03/ABE14L03 Yes X No____

4. Recipient Organization (name & address, with zip) 5. Project/Grant Period: 6. Period Covered by this Report: 9. Cost per student:

From (mm/dd/yy) To (mm/dd/yy) From

(mm/dd/yy) To (mm/dd/yy)

Eastern Wyoming College 7/1/2014 6/30/2015 7/1/2014 6/30/2015

3200 West C Street 7. Total Federal Funds Approved: 8. Project Name: $ 440.81

Torrington, Wyoming 82240 $76,699.62 Eastern Wyoming College: ABE

STATUS OF FEDERAL FUNDS - Check one ABE/ESL X_ EL/Civics____

Categories 10. ABE/ESL 11. Adult 12. ESL

13. Institutional 14. Indirect Cost 15. Leadership 16. Total Federal

(0-8 GLE) Secondary & Corrections

Administration Cost

(9-12 GLE) (subset of #10) (subset of #10)

(a) Total Federal funds allotted $56,757.71 $ 19,941.91 $ 22,242.90 - - $ $76,699.62

(b) Total Federal funds expended $56,757.71 $19,941.91 $22,242.90 - - $ $76,699.62

(c ) Balance Federal Funds $ 0 - $ 0 0 $ - $ 0 -

(d) Total

$ - $ - $ - $ - $ - $ -

Program Income

taken in

(e) Total Program

Income Expended

(f) Balance Program $ - $ - $ - $ - $ - $ -

Income

* If there is an unobligated fund balance at the end of the program year (June 30), these funds will be retained at the state level for redistribution

P a g e | 66

through the state funding formula by the WCCC ABE office.

PROGRAM INCOME: All program income must be reported and expenditures from that income detailed on the back of this form.

Certification 17. Signature of Authorized Certifying Official Date Report

I certify to the best of my knowledge and belief that this report is correct Submitted

and complete and that all expenditures are unliquidated obligations are

for the purpose set forth in the award documents

For help with this report, please call Typed or Printed Name and Title Phone Number

and

Marcia Hess, ABE Program Manager Extension

(307) 777-7885. Diane McQueen, ABE Director 307-532-8399

Itemization of Program Income and Expenditures 18. Total Program Income: $ -

Description of Program Income

19. Program Income Expended: $ -

Description of Expenditures

P a g e | 67

Section G: Cash Match and In-Kind FY 2014 Schedule - A Form

Local Cash Funds Expended for Adult Basic Education* Agency Eastern Wyoming College City Torrington Project Number ABE14R03/STATE14R03 Name of Contact for Program Diane McQueen Phone: 307-532-8399

ACTIVITY CODE

PURPOSE CODE

Salaries

Retirement

Fringe Benefits

Purchased Services

Supplies

Capital Outlay

Other

Totals

Instruction

Support Services

Administration

$2,584 $2,584

Prof Development

Facilities

Transportation

Other Specify: BOCES funds used to support the purchase of our AZTEC software

$4,000 $4,000

Incentive Program: BOCES funded

$1,000 $1,000

Total $7,584 $7,584

Signature of ABE Director/Executive Director/Financial Officer Date *Note: Federal and State ABE funds allocated by WCCC are not to be included in this report. Return (mail or fax) by October 13, 2014, to Marcia Hess, WCCC, 2020 carey Ave- 8th Floor, Cheyenne, WY 82002. Fax 307-777-6567.

Fiscal Year 2014

(2014/15)

P a g e | 68

Local ABE Program Non-Federal In-Kind Matches

Maintenance of Effort (MOE) Fiscal Reporting Form Addendum

Fiscal Year: 2014-15_

Type of In-Kind Match In-Kind Amount

Facility/Office Space/Classrooms $392,681.89

Utilities $67,541.35

Custodial Services

Copying/Printing Costs

Phones and Other Technology Costs $114,477.39

Additional Approved In-Kind

Services (be specific)

Other

Personnel Costs (Prorated – please

identify personnel by name, title,

and show calculation used to

determine value.)

This should include

paraprofessional volunteers,

calculated at a comparable hourly

rate if this were a paid position(s.)

Add lines as needed.

Detail: Position : This salary is paid for by grant funds allotted for Wyoming Family Literacy Programs ABE Instructor: NOWCAP Wyoming Family Literacy: Torrington. This represents only 30% of the instructor’s salary as she has other responsibilities as well. .30- FTE Pay Rate: $10,500 Position : This salary is paid for by grant funds allotted for Wyoming Family Literacy Programs ABE Instructor: ESL Instructor: NOWCAP Wyoming Family Literacy: Torrington. This cost represents 100% of the instructor’s salary as her sole responsibility is to teach ESL. (Represents 11 months of pay as the instructor retired in May 2015 and was not replaced until June) 1- FTE Pay Rate: $15,542.12 Position : Detail: This salary is for one part time college work study student whose salary is paid for through the America Reads program. The position title is Reader (Instructor’s Assistant) and the student reads to children while parents are

P a g e | 69

enrolled in their ABE classes. College Work Study Tutor hired for NOWCAP Wyoming Family Literacy: Torrington. This represents the full cost of the position. .10 FTE Pay Rate: $870.00

Total Salary: $28,325.00

Total Benefits for these positions: $2,166.87

Total Personnel Costs: $29,0783.99

Total $603,779.62

_______________________________________________ _____________________________________

Treasurer/Fiscal Officer Date ABE Director Date

Treasurer/Fiscal Officer Contact Information: Local ABE Director Contact Information:

E-Mail: [email protected]____ E-Mail: [email protected]

Telephone: _307-532-8218________ Telephone:_307-532-8399_____

Fax: ______307-532-8229_________ Fax: ______307-532-8383_____________

P a g e | 70

Section H: PowerPath Service Summary

P a g e | 71

P a g e | 72

P a g e | 73

P a g e | 74

P a g e | 75

P a g e | 76

Documents

ADULT EDUCATION AND LITERACY PROGRAM · of these students received training/screening in the following areas prior to the commencement of their postsecondary level course(s): 1. Career