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Mississippi Community College Board

Office of Adult EducationProgram Guidelines

2017

Published by:Mississippi Community College Board

Division of Academic AffairsOffice of Adult Education

3825 Ridgewood RoadJackson, MS 39211

Phone: 601-432-6518

Note: These guidelines are subject to change over the program year based on additional information that would affect their efficacy. Updates will be posted at www.mccb.edu

http://www.mccb.edu/

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The intent of this manual is to provide governance and guidance in the delivery of Adult Education services by clearly defining staff roles, program expectations, and operating guidelines. The policies represent high-level program statements that embrace the goals of Adult Education and define what is acceptable to ensure program success and effective and consistent program operations.

The infrastructure provided in this manual reflects federal authority expectations and supports the vision and mission of Mississippi’s Adult Education Program. In addition, the policies also reflect any current broader legislative actions and other state agency policies and mandates related to State authority.

This manual is intended to be used exclusively by MCCB’s Adult Education Program and subrecipients funded through the Adult Education and Family Literacy Act (AEFLA) and will be periodically revised and updated to reflect significant changes at the OAE regarding the Adult Education Program.

This manual contains the policies and procedures developed by the Mississippi Community College Board, Office of Adult Education. These policies define the course of action state and local providers will take to implement the Workforce Innovations and Opportunity Act, (WIOA), and Title II – Adult Education and Family Literacy Act (AEFLA).

Copyright© 2017 by Mississippi Community College BoardFor information, please contact 601-432-6518.

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Program Overview 4Title II Adult Education and Family Literacy Act 8Assessment Policy 12Adult Education Program Design 26Performance standards 34Financial Management 40Program Monitoring Review 46Appendices 49

Table of Contents

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PROGRAM OVERVIEW

VISIONThe vision of the Mississippi Community College Board (MCCB), Office of Adult Education (OAE) is to provide leadership, training, and technical assistance to adult education and literacy programs to ensure quality education basic skills services for adults and out-of-school youth across Mississippi.

MISSIONTo enable every adult learner in Mississippi to acquire the necessary basic skills—reading, writing, computation, speaking, and listening—to compete successfully in today's workplace, strengthen family foundations, and exercise full citizenship.

FEDERAL ROLE IN ADULT EDUCATION The Workforce Innovation and Opportunity Act (WIOA) became effective July 22, 2014, replacing the Workforce Investment Act (WIA) of 1998. WIOA reauthorizes Title II: the Adult Education and Family Literacy Act (AEFLA). Title II of WIOA provides the framework for the Mississippi Adult Education program. The federal Division of Adult Education and Literacy (DAEL) provides grants to states to fund adult education and literacy services, including workplace literacy, family literacy, English language acquisition, integrated English literacy and civics education, workforce preparation, or integrated education and training.

Federal Governing Authority Adult Education and Family Literacy Act (AEFLA)—(The Act) Enacted July 1, 2014, as Title II of

the Workforce Innovation and Opportunity Act of 2014, Pub.L. 105-220. http://www.ed.gov/policy/adulted/leg/legis.html

Uniform Administrative Requirement, Cost Principles and Audit Requirements for Federal Awards (2 CFR 200)

Program administrators and practitioners need to rely on the terms of the federal statute, as well as any suggested guidelines that the U.S. Department of Education may disseminate. Local providers receiving state and federal funds must adhere to all state and federal laws and regulations governing AEFLA. Additionally, local providers are subject to any State Board Policy and policies of the local providers who are awarded AEFLA grants.

Role of the State Office The state office manages and distributes federal and state funds and provides leadership and technical assistance related to adult education and literacy instruction and High School Equivalency (HSE) testing throughout Mississippi. The OAE strives to ensure the availability of high quality adult education programs in which individuals may earn high school credentials, improve English language skills, prepare for the workforce, and prepare for postsecondary education and training programs.

http://www.ed.gov/policy/adulted/leg/legis.html

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Local Service ProvidersAn organization must be considered an eligible provider to receive federal adult education funding. An “eligible provider” is defined as an organization that has demonstrated effectiveness in providing adult education and literacy activities. These organizations may include, but are not limited to (WIOA Title II Section 203(5); 34 CFR 463.23):

1) A local educational agency;2) A community-based organization or faith-based organization;3) A volunteer literacy organization;4) An institution of higher education;5) A public or private nonprofit agency;6) A library;7) A public housing authority;8) A nonprofit institution not described in any of paragraphs (a) through (g) of this section and has

the ability to provide adult education and literacy activities to eligible individuals;9) A consortium or coalition of the agencies, organizations, institutions, libraries, or authorities

described in any of paragraphs (a) through (h) of this section; and10) A partnership between an employer and an entity described in any of paragraphs (a) through (i) of

this section.

Mississippi’s Strategic Plan Provide every Mississippian the opportunity to be work or career ready and to secure his or her

dream job right here at home. Create a workforce ecosystem where all parts are connected and line up to achieve common

goals. Develop a career pathway model that integrates programs and improves efficiency in

employment service delivery across partners, with particular focus on individuals with barriers to employment.

Strategically align programs with current and emerging high demand sectors.

MCCB: Activities to Implement State StrategyThe MCCB will undertake the following activities to implement the state's seven WIOA strategies:

1. To work together to develop policies that will coordinate service delivery with WIOA Combined Plan Partners, MCCB will participate in shared governance, with regard to WIOA Combined Plan programs, through the State Workforce Investment Board (SWIB).

2. To strengthen interagency partnerships, MCCB will:a. Provide a cross-trained adult education (Title II) representative in four Comprehensive One-

Stop Centers.b. Monitor and act upon referrals from One-Stop Centers or Youth Providers to the Smart Start

Pathway.c. Refer Smart Start Pathway completers back to the referring One-Stop Center or Youth

Provider for further workforce assessment and pathway or exit strategy direction.d. Share system infrastructure costs.e. Include engagement with activities of the Mississippi Works Smart Start Career Pathway

Model as an aspect of any Combined Plan program’s participation compliance requirements, where applicable.

3. To develop defined, articulated pathways across educational sectors (K-16+) to create a pipeline for workforce, MCCB will:

a. Align Smart Start curriculum with employer/labor market needs.b. Partner with K-12 providers to enroll eligible dropouts in high school equivalency classes.

4. To develop cross-program performance metrics, MCCB will:a. Partner with the Mississippi State Longitudinal Data System Governing Board to provide

data necessary for workforce analysis.

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b. Interface with the Mississippi Works Common Intake and Reporting Module to transmit all assessment outcome scores and service enrollments, thus enabling the calculation of skill gains and cross-program participation periods.

5. To continue to invest in integrated technology to meet the unified technology requirements of the WIOA and other federal initiatives, MCCB will invest so that the adult education system can easily exchange data with the Mississippi Works Common Intake and Reporting Module to share service enrollments, assessment outcomes, modifications to participants’ common profiles, and modifications to participants’ Student Success Plans in compliance with WIOA requirements.

6. To engage partners to establish the plan to remain abreast of changing industry needs and the metrics to measure outcomes to realize the potential of the state’s workforce programs and delivery systems, MCCB will continue to leverage the Mississippi LifeTracks system to determine priorities for training and align the Smart Start Pathway with labor market needs.

7. To draft and communicate a unified vision/message, MCCB will participate in system-wide efforts to increase awareness of the Mississippi workforce system among employers and job seekers.

Combined Plan PartnersMississippi’s Combined Plan includes the six required state programs—the Adult Program, the Dislocated Worker Program, the Youth Program, the Adult Education and Family Literacy Act Program, the Wagner-Peyser Act Program, and the Vocational Rehabilitation Program—along with Temporary Assistance for Needy Families (TANF), Unemployment Insurance (UI), Trade Adjustment Assistance (TAA), Jobs for Veterans State Grants Program (JVSG), and Senior Community Service Employment Program (SCSEP).

Additional information can be found about the MS WIOA State Plan, and the roles and responsibilities of Title II AEFLA grantees can be found at the Mississippi Works website http://www.mississippiworks.org/

Mississippi Local Workforce Investment BoardsProgram must demonstrate alignment between activities and services and the strategy and goals of the local plan under Section 108 of the Act, as well as the activities and services of the one-stop partners. Local plans for each workforce region can be found at:

CenCtral Mississippi Planning and Development DistrictP. O. Box 4935, Jackson, MS 39296Phone: 601-981-1511, Contact: Mary PowersLocal WIOA Plan: http://www.cmpdd.org/workforce/

South Delta Planning and Development District P. O. Box 1776, Greenville, MS 38702Phone: 662-335-6889, Contact: Mitzi WoodsLocal WIOA Plan: http://southdeltapdd.com/workforce.html

Southern Mississippi Planning and Development DistrictTwin Districts Workforce Area700 Hardy Street, Hattiesburg, MS 39401Phone: 601-545-2137, Contact: Patricia MorrisonLocal WIOA Plan: http://www.smpdd.com/departments/workforce-development/twin-districts-workforce-area/

Three Rivers Planning and Development District P. O. Box 690, Pontotoc, MS 38863 Phone: 662-489-2415, Contact: Bill RenickLocal WIOA Plan: http://trpdd.com/workforce/downloads/

http://trpdd.com/workforce/downloads/

http://www.trpdd.com/

http://www.trpdd.com/

http://www.smpdd.com/departments/workforce-development/twin-districts-workforce-area/

http://www.smpdd.com/?id=workforce

http://www.smpdd.com/?id=workforce

http://southdeltapdd.com/workforce.html

http://southdeltapdd.com/

http://southdeltapdd.com/

http://www.cmpdd.org/workforce/

http://www.cmpdd.org/

http://www.cmpdd.org/

http://www.mississippiworks.org/

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Mississippi Works Smart Start PathwayThe main focus of the Mississippi WIOA Combined State Plan is to improve the economic opportunities of all job seekers, especially those with low skills. Mississippi has developed a career pathway model that provides different on- and off-ramps for job seekers with different needs. Adult education services play the key role in establishing and conducting the Mississippi Works Smart Start Pathway Model. This pathway consists of intensive career development, necessary skills assessment, and basic skills development. Career enrichment activities will be oriented toward in-demand, middle-skill occupations. The OAE in collaboration with the SWIB established the Smart Start Pathway curriculum and pathway exit criteria that include certain assessment score levels.

Individuals who are basic skills deficient, lack a high school diploma or need to become work-ready will participate in this pathway. The goal of the Smart Start Pathway is to further identify participant barriers to self-sufficiency. Participation in the Smart Start Pathway will require individuals to commit to an assessment process that models a typical work environment and includes an opportunity to develop good workplace habits.

Through an established referral system with Core Partners of the MS WIOA Combined Plan, all individuals who lack a high school diploma or its equivalent will be referred to an adult education program. Individuals enrolled in adult education will be strongly encouraged to complete the Smart Start Pathway. Students enrolled in Smart Start classes have the opportunity to earn a Mississippi Smart Start Credential issued by the MCCB by completing the following:

BRONZE National Career Readiness Certificate (NCRC), Necessary Skills, and Career Awareness.

Please see the MCCB Website for more information about the Smart Start Pathway, credential and Career Ready 101 software. www.mccb.edu

Mississippi Works Smart Start Career Pathway Model


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TITLE II ADULT EDUCATION AND FAMILY LITERACY ACT

PurposeIn accordance with the Workforce Innovation and Opportunity Act (WIOA) of 2014, Title II Adult Education and Family Literacy Act (AEFLA), the purpose of this program is to assist eligible applicants in developing instructional programs and partnerships to provide services that focus on the following:

1) assist adults to become literate and obtain the knowledge and skills necessary for employment and economic self-sufficiency;

2) assist adults who are parents or family members to obtain the education and skills that—a. are necessary to becoming full partners in the educational development of their children; andb. lead to sustainable improvements in the economic opportunities for their family;

3) assist adults in attaining a secondary school diploma and in the transition to postsecondary education and training, including through career pathways; and

4) assist immigrants and other individuals who are English language learners in—a. improving their—

i. reading, writing, speaking, and comprehension skills in English; andii. mathematics skills; and

b. acquiring an understanding of the American system of Government, individual freedom, and the responsibilities of citizenship.

For individual definitions of adult education and literacy activities, see Appendix A: Definitions.

In accordance with WIOA Title II (Sec. 203), “adult education” is defined as services or instruction below the postsecondary level for individuals who:

1) have attained 16 years of age, 2) are not enrolled or required to be enrolled in secondary school under state law, 3) lack sufficient mastery of basic educational skills to enable the individuals to function in society,4) do not have a secondary school diploma or its recognized equivalent, and5) are English language learners (ELL).

Program Services and Activities Each eligible provider receiving a grant must use the awarded funding to establish or operate programs to provide adult education and literacy activities, including programs that provide such activities concurrently. The term “adult education and literacy activities” includes academic standards-based programs, activities, and services outlined in WIOA, Title II Section 203(2); 34 CFR 463.30:

1) Adult education and literacy activities,2) English language acquisition activities, 3) Family literacy activities,4) Workforce preparation activities,5) Workplace adult education and literacy activities, 6) Integrated English literacy and civics education, or7) Integrated education and training

a. Provides adult education and literacy activities, concurrently and contextually with both workforce preparation activities and workforce training for a specific occupational cluster, and

b. Serves the purpose for both educational and career advancement.

In accordance with federal regulation, eligible providers may receive adult education funding for the delivery of any of the following adult education and literacy activities for all public and correctional facilities:

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Adult Basic Education (ABE) refers to instruction at the 0–8.9 grade levels in reading, communication skills (writing, speaking, listening), mathematics, social and physical sciences, health, critical thinking, financial literacy, health literacy, basic computer literacy, and employability skills needed to function effectively in society. The curricula of beginning and intermediate ABE courses shall assist adult learners in the development of the skills necessary to process both written and oral information, and to derive meaning from the information applied to specific tasks.

Students with a high school credential may be served in core services if they score 8.9 or below on the Tests of Adult Basic Education (TABE). It is strongly recommended the population without a high school diploma or its equivalent take precedence. In other words, serving the population with a high school diploma or its equivalent, as capacity permits, should not be in lieu of the population without a high school diploma or its equivalent.

Adult Secondary Education (ASE) refers to instruction at the 9.0–12.9 grade levels designed to assist learners in pursuit of a high school equivalency diploma. Adult secondary education/HSE test preparation provides instruction designed for adults who have some literacy skills and can function in everyday life but who are not proficient in reading, writing, speaking, problem solving, or computation or do not have a high school credential.

English Language Acquisition services will be provided in all four local workforce regions of the state. This program of instruction is designed to help eligible individuals, who are English language learners, achieve competence in reading, writing, speaking, and comprehension of the English language. Instruction can lead to attainment of a secondary school diploma or its recognized equivalent and transition to postsecondary education and training or employment.

Family Literacy includes services of sufficient intensity and quality to make sustainable changes in a family and integrate

Interactive literacy activities between parents and their children; Training for parents regarding how to be the primary teacher for their children and full

partners in the education of their children; Parent literacy training that leads to economic self-sufficiency; An age-appropriate education to prepare children for success in school and life experiences;

Programs may provide family literacy components and activities, such as parenting skills courses.

Special Rule for Family LiteracyThe OAE will not use any funds made available under this title for adult education and literacy activities for the purpose of supporting or providing programs, services, or activities for individuals who are under the age of 16 and are enrolled or required to be enrolled in secondary school under State law, except that the agency may use such funds for such purpose if such programs, services, or activities are related to family literacy activities. In providing family literacy activities under this title, the OAE will attempt to coordinate with programs and services that are not assisted under this title prior to using funds for adult education and literacy activities under this title for activities other than activities for eligible individuals.

Integrated Education and Training (IET) is a program designed to provide adult education and literacy; workforce preparation; and workforce training each of sufficient intensity and quality, and based on the most rigorous research available, especially with respect to improving reading, writing, mathematics, and English proficiency of eligible individuals that occurs concurrently, uses occupationally relevant (contextual) instructional materials, and are organized to function cooperatively with a single set of learning outcomes for the purpose of educational and career advancement.

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Currently, integrated education and training is provided through the local community college system. These programs provide adult education and literacy activities concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement. Building off of the dropout recovery strategies of adult education programs, the Mississippi Integrated Basic Education and Skills Training (MI-BEST) initiative led by the Mississippi Community College Board has incorporated a career pathway model within the delivery of adult education. MI-BEST primarily targets high school dropouts, low-income individuals, and other students, accelerating their transition from basic skills education to postsecondary programs of study. MI-BEST incorporates contextualized learning by concurrently delivering adult education and career and technical education (CTE) classes using a team-teaching approach. In addition, MI-BEST provides low-skill, undereducated, and low-wage workers opportunities to enter career pathways with the appropriate level of instruction, leading to postsecondary degrees and/or credentials and, ultimately, self-sufficiency.

Integrated English Literacy and Civics Education refers to instruction to English language learners, including professionals with degrees and credentials in their native countries. Instruction should enable such adults to achieve competency in the English language and acquire the basic and more advanced skills needed to function effectively as parents, workers, and citizens in the United States. Such services shall include instruction in literacy and English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation, and may include workforce training.

Workplace Adult Education and Literacy Activities refers to adult education and literacy activities offered by an eligible provider in collaboration with an employer or employee organization at a workplace or an off-site location designed to improve the productivity of the workforce through the improvement of literacy skills.

Workforce Preparation Activities (Necessary Skills) are programs or services designed to help an individual acquire a combination of basic academic skills, critical thinking skills, digital literacy skills, and self-management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for successful transition into and completion of postsecondary education or training, or employment. As part of the Smart Start pathway, students will participate in workforce preparation activities (necessary skills) to include but not limited to: Problem-solving, Teamwork, Communication Skills, Goal Setting/Time Management, Professional Image, Role of Employer and Employee, Financial Awareness, and Life Skills.

ADDITIONAL PROGRAM SERVICESCorrections Education, Section 225 Adult Education services are also provided in correctional facilities. A separate, competitive grant is used in the application process; however, all Title II rules and regulations apply to both grants, including the same grant announcement and application process detailed in 34 CFR 463.The term “criminal offender” is defined as any individual who is charged with or convicted of any criminal offense. Services must be provided to individuals who are likely to leave the correctional institution within 5 years of participation in the program. In accordance with Section 225 of Title II, grant funds must be used for the cost of educational programs in correctional institutions and other institutionalized individuals, including academic programs for

1) adult education and literacy activities, 2) integrated education and training, 3) career pathways, 4) concurrent enrollment, 5) peer tutoring, and 6) transition to re-entry initiatives and other post-release services with the goal of reducing

recidivism.

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In Mississippi, grantees will focus on adult education and literacy activities, English language acquisition activities, and peer tutoring where feasible. In addition to adult education and literacy activities, programs will provide opportunities for integrated education and training and career pathways. The goal of career pathway exploration, in a limited number of facilities, is to increase the number of institutionalized individuals transitioning to postsecondary education. The term “correctional institution” is defined as any

1) prison, 2) jail, 3) reformatory, 4) work farm, 5) detention center, or 6) halfway house, community-based rehabilitation center, or any other similar institution designed

for the confinement or rehabilitation of criminal offenders.

Local institutionalized classes must have the support of the warden and other administrative officers, and have the following available:

At least six hours of classroom instruction must be made available per week, allowing for sufficient instructional time for meeting the post-assessment policy.

During instructional time, the correctional facility must dedicate an adequate space conducive to learning. The space should have a low-noise level, adequate lighting, a comfortable temperature, and appropriate furnishings.

Inmates (students) should have access to instructional material for additional study outside of the classroom setting.

In addition to meeting performance indicators, grantees will annually prepare and submit a report on the relative rate of recidivism for the criminal offenders served.

Integrated English Literacy and Civics Education, Section 243 The Integrated English Literacy and Civics Education (IELCE) is a separate, competitive grant funding under Title II; however, all rules and regulations apply, including the same grant announcement and application process detailed in 34 CFR 463. The purpose of Section 243 is to provide services and activities that—

1) Prepare adults who are English language learners for, and place such adults in, unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency; and

2) Integrate with the local workforce development system and its functions to carry out the activities of the program.

Integrated English Literacy and Civics Education includes instruction on the rights and responsibilities of citizenship and civic participation, and may include workforce training (Section 231 funds). These funds can be used in combination with Integrated Education and Training (Section 243 funds) as defined in WIOA Section 203(11). (See definitions for Integrated Education and Training and Integrated English Language and Civics.)A grantee may meet the requirement to use funds for integrated English literacy and civics education in combination WITH integrated education and training activities by:

1) Co-enrolling participants in integrated education and training as described in 34 CFR Subpart that is provided within the local or regional workforce development area from sources other than Title II Section 243; or

2) Using funds provided under Title II Section 243 to support integrated education and training activities as described in 34 CFR Subpart D.

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ASSESSMENT POLICY

IntroductionThis assessment policy and guidelines have been designed to comply with local, state, and federal accountability and reporting requirements. All local adult education programs funded by the Office of Adult Education (OAE) with federal and/or state dollars are required to adhere to the policies and guidelines to guarantee accurate and uniform assessment information. The assessment information provided will be invaluable when setting student goals, evaluating learner progress, providing instruction, appraising program performance, and informing public policy.

Adult learners should be assessed at specific times during the educational process to: help learners understand their basic skill functioning levels and to explore the available educational

options; determine the appropriate program and instructional level for placement; identify learners’ strengths and gaps to guide instruction; monitor student learning in class and target instruction based on learners’ needs; assess and monitor learners’ educational gains after a period of instruction; examine classroom performance for planning and quality improvement purposes; evaluate program performance; and acquire data that meets local, state, and federal accountability and reporting requirements.

To achieve these aims, the OAE mandates all programs use the following approved standardized assessments to determine learner outcomes for the National Reporting System (NRS): BEST Literacy, BEST Plus 2.0, TABE 9&10, and TABE CLAS-E.

The OAE utilizes the Literacy, Adult and Community Education System (LACES), which is a web-based management information system that is used for reporting federal requirements. All data related to the NRS is captured in LACES.

Need for Assessment PolicyAdult Education programs are required by law, the WIOA, and by regulation, the NRS, to ensure the initial and ongoing assessment of adult learners is valid, reliable, and comparable on national and state levels. More specifically the assessments must:

meet the standards of validity (the ability of a test to measure what it claims to measure, and appropriateness of the conclusions made based on the scores), reliability (the degree to which test scores are consistent), and comparability (providing scores from all programs that describe the same levels of performance and educational gain);

be aligned with Mississippi College and Career Readiness standards; and provide useful program information to instructors and adult learners.

It is critical that all programs adhere to the policies and procedures outlined in this policy to ensure uniform implementation and comparability across programs. Therefore, the OAE will provide targeted technical assistance and training activities to promote compliance with applicable testing policies and procedures, as well as federal and state accountability reporting.

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Purposes and Uses of AssessmentThe OAE approved assessments provide local program staff a structure for:

placing learners accurately into appropriate program and instructional levels, analyzing diagnostic information to identify and implement appropriate individual instructional

strategies, establishing realistic goals and monitoring tests to gauge progress toward goals, creating and implementing Student Success Plan, and certifying level and program completions.

Informal and Supplemental AssessmentIn addition to standardized assessments, programs are encouraged to use a variety of informal assessments to guide instruction. Teacher-made tests, unit tests, portfolios, applied performance assessments, and learner observations can be used to monitor learning and guide instruction. Programs may only use approved assessments to report measurable skills gains (MSG) for the NRS.

Summary and OverviewAll (100%) adult learners enrolled in an OAE funded program must be assessed using one of the state approved assessment instruments:

BEST Literacy BEST Plus 2.0 TABE 9&10 TABE CLAS-E

These assessments are to be administered within the first 12 hours of instruction to determine the educational functioning levels of students. Scale score ranges for approved assessment instruments are

correlated with each educational functioning level in basic reading and writing, numeracy skills, and functional and workplace skills.

Accommodations may be made for students who are unable to understand or respond to the assessment due to low literacy, lack of English proficiency, and/or a disability. For more information related to accommodations for students with a disability, please refer to the Accommodations for Assessment section.

The purpose of reassessment of adult learners is to measure performance and to ascertain completion of an educational functioning level. All students (100%) who are eligible to be post-tested, according to the post-testing

guidelines for each approved assessment, must be post-tested. For exceptions, please see Post-testing Guidelines. LACES provides pre- and post-testing reports to help local programs verify assessment data, identify problem areas, and confirm assessments are being administered in alignment with the assessment policy.

GENERAL ASSESSMENT REQUIREMENTSStudents to be AssessedAll (100%) adult learners, including distance education students, enrolled in an OAE funded adult education program must be assessed through face-to-face interaction with a trained test administrator using a state approved assessment instrument. Students in distance education programs must be pre- and post-tested in the same manner and at the same frequency of traditional adult education students.

Please note…All students who are eligible to be post-

tested, according to the post-testing guidelines

for each approved assessment, must be

post-tested.

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Hard copies of all assessment records must be maintained in the student permanent record and made available for review, when requested. Assessment records include the following:

BEST Literacy test book and scoring sheet BEST Plus 2.0 score book TABE 9&10 answer sheet and score report TABE CLAS-E answer book, writing folio, and score report

For adult students who have low literacy skills or a lack of English proficiency and are unable to be assessed using an approved assessment to measure their abilities, documentation must be kept showing an attempt was made to assess the student. A record of this attempt must be kept in the student permanent record for audit purposes.

Assessments PermittedThe OAE has approved the following list of assessments for student placement. Only scores from these tests will be accepted for LACES data entry and NRS reporting.

Assessment Instruments Adult Education Program AreasBEST Literacy,BEST Plus 2.0,TABE CLAS-E

English as a Second Language (ESL)

English Literacy/Civics (EL/Civics)

TABE 9&10 Adult Basic Education (ABE)

Adult Secondary Education (ASE)

Pre-testing GuidelinesThe OAE requires students to be assessed within the first 12 hours of instruction. Tests administered in subtest areas are compared and used to determine the placement of the student. The lowest test level achieved by the student determines the Educational Functioning Level (EFL) for placement in instruction and also in LACES. A returning student’s most recent test from the previous year may be brought forward into the new fiscal year and considered the pre-test if the rollover date is within 270 calendar days of the test administration date. The process of bringing forward assessments from the previous year is detailed in the LACES User Manual.

Assessment data must be entered into LACES within 15 days following the test administration. Pre-test scores from students who stop-out from the program are valid within the 270 calendar day period.

When selecting an assessment for a student, keep in mind the student’s purpose for enrolling in the adult education program. For example, the typical practice for assessing a student with the goal of obtaining a High School Equivalency (HSE) diploma is to assess in all subject areas in order to develop a solid diagnostic profile of the student’s skills needed for the HSE test. For TABE, this means administering Reading, Math, and Language. If a student has a goal to improve in one academic area only, an individual subject area test may be given.

Please note…All students must have

hard copies of assessment results in

their student permanent records that are

available for review, when requested.

Please note…All assessment data must be entered into LACES-NEXGEN. This

applies to all assessment results,

whether scores go up, down, or remain the

same.

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Post-testing GuidelinesInstructional Hours between Pre- and Post-testingAfter a minimum number of instructional hours have been completed, the student must be post-tested to determine educational gain and academic progress.

Assessment Minimum Hours before Post-testingBEST Literacy 60 hours of instructionBEST Plus 2.0 60 hours of instructionTABE for ABE students 40 hours of instructionTABE for ASE students 30 hours of instructionTABE CLAS-E 40 hours of instruction

Post-test PercentageAll students (100%) who meet the minimum post-testing guidelines for each assessment must be post-tested. Additional post-tests must follow established post-testing guidelines.

There are only two allowable exceptions from the state minimum hours of instruction requirement, (also known as “early post-testing”):

A. Documented mastery of appropriate objectives. In this case, documentation of mastery, to be included in the student folder, includes some type of informal assessment. Supporting evidence of readiness for post-testing may include classroom coursework, completed assignments, quizzes, and homework.

B. Student exiting the program.

If a student is post-testing prior to the minimum hours of instruction, the program must have completed the Post-Test Documentation Form stating the reason the post-test was administered, and this documentation must be retained. Early post-testing, even if documented, must not exceed 25% of those post-tested.

Expiration of AssessmentsAssessments have an effective date of 270 calendar days (defined as weekdays, weekends, and holidays) from the test administration date.

Assessments for Instructional PurposesPrograms are encouraged to utilize informal assessments, e.g. teacher-made tests, unit tests, portfolios, applied performance assessments, and learner observations, which can be used to monitor learning and guide instruction. Programs may only use approved assessments to report MSG for the NRS.

Federal ReportFor Federal reporting, educational gain is based upon the highest post-test score a student has achieved in his/her entry EFL based on the student’s pre-test.

Training for Administering AssessmentsThe OAE provides professional development and training on NRS and accountability policies as well as on certain approved assessment instruments. All instructors receive training on NRS and the assessment policy during their required attendance at the adult education New Teacher Academy. Training is also offered via online courses for instructors and staff to complete prior to administering assessments.

Local programs funded by the OAE must designate personnel to be trained in the NRS administration of assessments and placement of adult learners. Training of personnel administering assessment instruments is required to ensure test security and appropriate testing procedures occur, including accommodations for students with disabilities. The training opportunities are designed to address the following:

developing rapport with learners to minimize test anxiety and develop test-taking skills, administering and interpreting the assessment instrument,

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providing accommodations for students with documented disabilities, identifying the appropriate level for placement and completion, selecting instructional strategies based on assessment results, and understanding the NRS policy and implementing accountability procedures.

All local programs are required to meet the test publishers’ standards, the American Psychological Association, and the OAE testing policies and guidelines. New personnel must be trained prior to administering any assessments. It is the responsibility of the local program to ensure training and/or certification has been completed successfully and to maintain a record of the training in local records and LACES. Specific training guidelines for individual assessments are shown below.

Assessment Initial Training GuidelinesBEST LiteracyBEST Plus 2.0

CAL recommends studying the test administration manual and 3-4 practice administrations

TABE 9&10TABE CLAS-E

CTB recommends that test administrators be trained before administering the test

Experienced PersonnelExperienced personnel are required to participate in annual professional development to review the history, test materials, proper administration, scoring, and interpretation of test results.

Accommodating for Students with Disabilities/ Other Special NeedsStudents with documented disabilities who require accommodations are responsible for requesting assessment instruments in alternative formats and alterations in test administration procedures. Individuals must present formal documentation provided by a qualified professional (physician, educational counselor, psychologist, special education teacher, or a rehabilitation counselor) such as a doctor’s report, a diagnostic assessment, an Individual Education Plan (IEP), or other formal record of disability that includes:

A diagnosis of the disability, whether it be a medical, psychological, learning, developmental, and /or attention deficit disorder.

An evaluation of the educational implications of the diagnosis and the impact of the disability on areas of functioning.

Recommendations for the specific strategies and accommodations in education required by the disability, which are reasonable and necessary as provided by American Disabilities Act (ADA), Section 504.

The accommodations provided in the assessment must be the same accommodations used during instruction.

A testing accommodation is an approved change made to the test administration procedure to provide equal access for students with disabilities to demonstrate their knowledge and skills. If an accommodation is incorporated, it is important that the selected accommodation minimize any advantage or disadvantage of completing the test. Testing accommodations may include, but are not limited to:

Flexible scheduling: Several brief testing sessions during a day, frequent rest breaks, testing at a different time of day, additional time.

Flexible setting: Individually or in small groups with proctor, study carrel or separate room, special lighting, equipment, acoustics.

Please note…Local programs are

responsible for providing annual assessment training to all test

administrators for each assessment they give.

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Flexible responding: Oral response, signed response, response on word processor, or Braille response.

Flexible presentation: Mechanical aids, revised formats such as Braille, large print, or signed or oral presentations for directions and items other than reading items.

Assistive devices: Assistive devices typically used in classroom instruction such as visual magnification or auditory amplification devices, calculators (if authorized in test administration manual).

The accommodations must not alter the underlying content being measured by the assessment or negatively affect the assessment’s reliability and validity. These testing accommodations provided must ensure equal access to programs and activities and be in compliance with provisions in Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) and 34 CFR, part 104, as applicable for adults.

Program and test administrators may provide or allow accommodations in test administration procedures or in the testing environment for individuals with disabilities, provided that the accommodation does not compromise the purpose of the test as a measure of reading and writing in English. Permissible accommodations related to test administration procedures include the use of eyeglasses or magnifying glasses, earplugs, color overlays, or rulers. Testing environment accommodations might include, but are not limited to, frequent breaks or individual administration.

For specific information about accommodations related to an individual assessment, refer to the publisher’s guidelines for each individual assessment.

Guidelines for Each AssessmentThe OAE has established the state assessment policy to assist local programs with all state-approved assessment instruments. This section will address specific implementation guidelines for each approved assessment.

BEST LiteracyDescription and EligibilityBEST Literacy is a competency-based assessment that measures functional literacy skills of adult English language learners. It has three print-based parallel forms (B, C, or D) that measure survival-level skills and work-related language commonly used in the United States. It may be administered individually or to groups of learners and requires a maximum testing time of 1 hour. BEST Literacy measures adult English language learners’ ability to read and write in a variety of functional literacy tasks. The OAE has approved BEST Literacy for use by local programs to meet the requirements of the NRS. This assessment is administered for placement of ESL and EL Civics students who are enrolling or continuing in an adult education program. BEST Literacy measures reading and writing skills.

Pre-testing GuidelinesThe OAE requires students must be assessed within the first 12 hours of instruction. The lowest test level achieved by the student determines the EFL for placement in instruction and also in LACES. A returning student’s most recent test from the previous year may be brought forward into the new fiscal year and considered the pre-test if the rollover date is within 270 calendar days of the test administration date.

The table below provides scale scores and ranges that correspond to the BEST Literacy NRS Educational Functional Levels.

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NRS Levels New Scale Score RangesEffective July 1, 2008

ESL Level 1 0-20ESL Level 2 21-52ESL Level 3 53-63ESL Level 4 64-67ESL Level 5 68-75ESL Level 6 76-78*


Students who score at EFL Level 6 must be given another pre-test, as there is no exit criteria established by the NRS for BEST Literacy. If this occurs, do the following:

Administrative Action Pre-test Option #1 Pre-test Option #2

Do not enter into LACES.

Record pre-test attempt in student permanent record.

Use an oral screening tool to determine if student has low oral skills.

If so, administer TABE CLAS-E Listening/Speaking.

Administer TABE 9&10 Reading and/or Language.

TABE Math is not required unless student has a math improvement goal.

Post-testing GuidelinesBEST Literacy requires 60 hours of instruction prior to post-testing. A different form must be used for pre- and post-testing students.

Post-testing provides the opportunity to meet with the student about his/her progress and goals. The Student Success Plan should be reviewed and updated, as needed.

Use of Scale Scores for NRS ReportingAssessment scale scores will be recorded in the LACES system. LACES translates the scale scores into EFLs. BEST Literacy can be found at http://www.cal.org/aea/bl/

BEST PLUS 2.0Description and EligibilityThe OAE has approved BEST Plus 2.0 for use by local programs to meet the requirements of the NRS. This assessment is administered for placement of ESL and EL Civics students who are enrolling or continuing in an adult education program. BEST Plus 2.0 tests communication, fluency, pronunciation, and listening comprehension skills. It is administered individually and comes in two versions, computer-adaptive and print-based (forms A, B, and C).


http://www.cal.org/aea/bl/

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The table below provides the new score ranges corresponding to the NRS levels effective with the launch of BEST Plus 2.0 on July 1, 2016. These new ranges are based on the results of standard setting studies that took place at CAL in 2012 and 2013 using experts from the field, including state directors, program coordinators, and BEST Plus 2.0 trainers.

BEST Plus 2.0 Score Ranges for Each NRS LevelNRS ESL

Educational Functioning Level EFL Descriptors

BEST Plus 2.0 Score Range

Level 1 Beginning ESL Literacy 88 to 361Level 2 Low Beginning ESL 362 to 427Level 3 High Beginning ESL 428 to 452Level 4 Low Intermediate ESL 453 to 484Level 5 High Intermediate ESL 485 to 524Level 6 Advanced ESL 525 to 564Exit criteria from NRS 565 and higher

Students who score at EFL Level 6 with scores of 525 or higher must be given another pre-test, as there is no exit criteria established by the NRS for BEST Literacy. If this occurs, do the following:

Administrative Action Pre-test Option #1 Pre-test Option #2

Do not enter into LACES.

Record pre-test attempt in student permanent record.

Use an oral screening tool to determine if student has low oral skills.

If so, administer TABE CLAS-E Listening/Speaking.

Administer TABE 9&10 Reading and/or Language.

TABE Math is not required unless student has a math improvement goal.

Post-testing GuidelinesBEST Plus 2.0 requires 60 hours of instruction prior to post-testing. A different form must be used for pre- and post-testing students.


Use of Scale Scores for NRS ReportingAssessment scale scores will be recorded in the LACES system. LACES translates the scale scores into EFLs.

Accommodations for BEST Plus 2.0Accommodations in test administration procedures for BEST Plus 2.0 include using hearing aids, but do

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not include allowing students to read prompts from the computer screen. As BEST Plus 2.0 is not a timed test, no accommodation for testing time is needed. Furthermore, as an oral proficiency interview, students need to hear test prompts and respond orally as well as look at picture cue prompts; therefore, no accommodation can be made for students who cannot hear, speak or see (CAL 2008).

Accommodations for BEST Plus 2.0Accommodations in test administration procedures for BEST Plus 2.0 include using hearing aids, but do not include allowing students to read prompts from the computer screen. As BEST Plus 2.0 is not a timed test, no accommodation for testing time is needed. Furthermore, as an oral proficiency interview, students need to hear test prompts and respond orally as well as look at picture cue prompts; therefore, no accommodation can be made for students who cannot hear, speak or see (CAL 2008).

Tests of Adult Basic Education (TABE 9&10)Description and EligibilityThe OAE has approved TABE 9&10 for use by local programs to meet the requirements of the NRS. This assessment is administered for placement of adult basic education students enrolling or continuing in an adult education program. The TABE is a standardized test of silent reading comprehension, math computation, applied math, and language. The TABE can be administered either individually or in a group setting in accordance with approved testing guidelines. The TABE has two forms (9, 10) and five levels (L, E, M, D, A).



In order to obtain the most accurate test results for each student, programs must administer the TABE Locator test. The TABE Locator indicates the appropriate battery level of each subject area of the pre-test. Subject area test selection is determined by the student’s performance on the TABE 9&10 Locator and the student’s personal goals.

TABE Battery Guidelines

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The TABE Form 9/10 requires approximately three hours to administer. Complete Battery results are useful when making high stakes decisions regarding instructional intervention. The Complete Battery should be administered and is the approved TABE test for the state of Mississippi as opposed to the Survey.

Both forms and all levels of TABE are calibrated on the same scale; therefore, scale score results can be compared across forms and levels. Different TABE forms and levels can be given for pre- and post-testing based on Locator scores. For example, if the Locator assessment places a student at Level E for Reading and a Level M for Math, the different levels can be given for different subtests.

TABE In/Out-of-Range Test ScoresAs an integral part of identifying appropriate testing, Mississippi has instituted an “In-Range” and “Out-of-Range” scale for assessment for local programs. If a student’s assessment scores are out-of-range, the student will be re-tested using the appropriate form and level determined from the tables below. The following tables show the TABE Scale Score Ranges, TABE Level, and the NRS Level Correlations.

In/Out of RangeLevel Reading Math LanguageL 0-457 0-440E 0-516 0-505 0-523M 374-549 314-549 396-546D 463-595 442-594 492-581A 538+ 528+ 541+

NRS Educational Functioning Level Ranges

Educational Functioning

Level

Grade Equivalent

Range

ABEEFL Descriptor

TABE 9/10 Scale Score Ranges

Reading Total Math Language

Level 1 0-1.9 Beginning Literacy 0-367 0-313 0-389

Level 2 2.0-3.9 Beginning Basic 368-460 314-441 390-490

Level 3 4.0-5.9 Intermediate Low 461-517 442-505 491-523

Level 4 6.0-8.9 Intermediate High 518-566 506-565 524-559

Level 5 9.0-10.9 Adult Secondary Low 567-595 566-594 560-585

Level 6 11.0+ Adult Secondary High 596+ 595+ 586+

Post-testing GuidelinesAn Adult Basic Education (ABE) student must have a minimum of 40 hours of instruction prior to post-testing with TABE. An Adult Secondary Education (ASE) student must have a minimum of 30 hours of instruction prior to post-testing with TABE.

Students shall use a different form of the same test for the follow up assessment. For example, a TABE 9M pre-test should be followed with a post-test using TABE 10M, 9D, 10D, etc.


TABE Levels & Possible NRS LevelsLevel E 1 2 3Level M 2 3 4Level D 3 4 5Level A 4 5 6

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TABE testing guidelines state that random and frequent testing is discouraged, as it will not present valid gain scores and could create a practice effect, thus producing questionable or inaccurate scores. Instructional intervention between testing periods is strongly recommended to maximize gain.


Accommodations for TABE 9&10CTB/McGraw-Hill has developed a Test Administrator Manual that addresses general testing accommodations for standardized assessments.

TABE Complete Language Assessment System – English Description and EligibilityTABE Complete Language Assessment System – English (TABE CLAS-E) measures the language proficiency of adult English language learners in the areas of reading, listening, writing, and speaking. The items are aligned with the NRS English as a Second Language (ESL) Educational Functioning Levels. The system consists of a locator test for initial placement, test books, writing folios, answer booklets, and score reports. It is delivered face-to-face in a paper/pencil format. It can be hand scored or scanned. The test has two forms (A & B) and four levels (1, 2, 3, and 4).



When administering TABE CLAS-E, a minimum of two skill area tests must be given in a particular combination, either Listening/Speaking or Reading/Writing.

The locator test must be administered first and is used to determine the appropriate battery level of the pre-test(s). All four skill areas may be given, but only the lowest composite score set is used to place the student into an educational functioning level.

Post-testing GuidelinesAn English as a second language student must have a minimum of 30 hours of instruction prior to post-testing with TABE CLAS-E.

Students who were pre-tested with TABE CLAS-E must be post-tested with TABE CLAS-E. Post-testing necessitates that either a different form (A or B) or level (1, 2, 3, or 4) be used.

When administering the same level (1, 2, 3, 4), use of the alternate form is required. For example, if a student pre-tested using A1, then the post-test must be B1.


TABE CLAS-E testing guidelines state that random and frequent testing is discouraged, as it will not present valid gain scores and could create a practice effect, thus producing questionable or inaccurate scores. Instructional intervention between testing periods is strongly recommended to maximize gain.

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NRS Educational Functioning Level RangesIntegrated English Literacy and Civics Education

Educational Functioning Level

EFL Descriptors TABE CLAS-EReading & Writing

Listening & Speaking

ESL Level 1 Beginning ESL Literacy 225-394 230-407ESL Level 2 Low Beginning ESL 395-441 408-449ESL Level 3 High Beginning ESL 442-482 450-485ESL Level 4 Low Intermediate ESL 483-514 486-525ESL Level 5 High Intermediate ESL 515-556 526-558ESL Level 6 Advanced ESL 557-600 559-600

Accommodations for TABE CLAS-ECTB/McGraw-Hill has developed a test administration manual that addresses general testing accommodations for standardized assessments. Please note that these components of the TABE CLAS-E are available: Large Print edition Locator Test and Large Print edition Language Proficiency Tests, Forms A and B.

Distance LearningIn Mississippi, distance and classroom attendance hours are separately recorded. Attendance hours for students using approved online curricula in the classroom will be reported as class hours. All student work completed outside of the adult education classroom will be counted as distance learning/proxy hours and must follow the distance learning policy for determining contact and proxy hours.

Distance EducationDistance Education defines distance learners as students who receive formal learning activities where students and instructors are separated by geography, time, or both for the majority of the instructional period. The materials can be delivered through a variety of media including, but not limited to, print, audio recording, video-recording, broadcasts, computer software, internet based programs, and other online technology. Teachers support distance learners through communication via mail, telephone, e-mail, or online technologies and software. This definition is consistent with the definition in the NRS Guidelines.

Distance LearnersDistance learners are defined as students receiving more of their instruction from a distance than in the local adult education classroom. Local classroom hours and distance learning hours will be separately recorded. At separation, or the end of the fiscal year, the student’s status as an adult education classroom student or distance learner will be determined by where the majority of hours were accumulated. Student hours from both online instruction and in the adult education classroom will be reported according to the NRS Guidelines for Distance Education Learners.

Identifying and Reporting Contact HoursDirect contact hours will be based on the number of hours of instructional activities by each learner at the local adult education center.

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In addition to direct contact hours, proxy contact hours for distance learners will also be collected. Proxy Hours are defined as the time distance education students spend engaged in state approved distance education activities. Proxy hours will only be counted using the Clock Time Model.

Policy on the use of proxy contact hours as defined by the NRS guidelines: Clock Time Model—Assigns contact hours based on the elapsed time that a learner is connected

to, or engaged in either online or standalone software program. These hours are taken from the activity statistics provided in the software.

Approved Curricula for Distance LearningCurriculum Model Criteria for Awarding Hours EvidenceAztecBurlington EnglishCareerReady 101Challenger Reading SeriesEssential EducationKET FastForwardLearning Express LibraryPLATOReading HorizonsRosetta StoneSkills TutorUSA Skills

Clock System tracks time.

Auto logout after preset period of inactivity.

In-depth online courses.

Video: broadcast and online streaming.

Interactive eBook: video to help learners become familiar with test preparation, content, and question types.

Management system: for educators to see how learners are progressing and generate reports.

Recorded time in system.

Assessing Distance LearnersAll (100%) Distance Education students enrolled in an OAE funded adult education program must be assessed through face-to-face interaction with a trained test administrator using a state approved assessment instrument. Distance learners must be assessed under the same guidelines as all adult students in Mississippi using approved standardized assessment tools. All standardized assessment must occur in an adult education center where the student’s identity is verifiable. These assessments are to be administered within the first 12 hours of instruction to determine the educational functioning level of students. Scale score ranges for approved assessment instruments are correlated with each educational functioning level in basic reading and writing, numeracy skills, and functional and workplace skills.

Training RequirementsAll adult educators offering distance education must adhere to vendor guidelines and instructions. Distance educators are encouraged to enhance their knowledge through ongoing communication, workshops, and/or webinars.

Contact and Purchasing InformationBEST Literacy & BEST Plus 2.0 For more information on ordering, please refer to your test manual, call (202) 362-0700, or log on to http://www.cal.org/aea/.

TABE and TABE CLAS-EFor more information on ordering, please refer to your test manual, call 1-800-538-9547, or visit www.ctb.com.

Test Security

http://www.ctb.com/

http://www.cal.org/aea/

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The implementation of uniform policies is essential to standardize test security for all programs funded by the OAE. Therefore, all grantees must adhere to the test security policies in this manual as well as any test security policies stated by the test publishers.

Testing MaterialsTests or individual test questions must not be revealed, copied, or otherwise reproduced. Test materials (current or previous), such as test booklets, answer keys, and answer sheets, shall not be used as an instructional tool or for test preparation. Test materials, such as test booklets, answer keys, and answer sheets, must be inventoried and accounted for in accordance with program inventory procedures. These records should be available for review by authorized personnel.

Test materials must be kept in secure, locked storage prior to and after administration of any test. In the event that test materials are determined to be missing, the program director or other designated personnel must be notified. The program director or other designated personnel will determine the appropriate action as needed.

In cases where testing materials need to be destroyed (due to deterioration or damage), the program director or designated personnel will completely destroy the test (i.e. shredding) and update the inventory. Unopened testing materials may be processed as defined by the test publisher’s return policy and within established timelines.

Test ExamineesExaminees must not be assisted in answering test questions by any means. Examinees should not be allowed to leave the test site with answer sheets or test books.

Test AdministratorsTest administrators and instructors must not participate in, direct, assist in, or encourage any activity that could result in the inaccurate measurement or reporting of the examinees’ scores. Each person who has access to tests must be informed of the specifications for maintaining test security. Training for administering assessments is coordinated through the OAE and the local program.

Testing ViolationsIn situations where a person is suspected of a test violation or observed committing a test violation, the program director or other designated staff must be notified in order to determine the appropriate action as needed.

Post-Testing Time Frames for All Approved Assessments

Assessment Publisher Recommended State Minimum

TABE 9-10

50-60 hours(Levels 1-4) 40 hours

30-59 hours(Levels 5-6) 30 hours

TABE CLAS-E 50-60 hours 30 hours

BEST Literacy 80-100 hours 60 hours

BEST Plus 2.0 80-100 hours 60 hoursMississippi Community College Board

Office of Adult EducationPost-Test Documentation Form

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Adult educators must document reasons for all post-tests administered prior to the test publisher’s recommended timeframes as stipulated in Mississippi Community College Board, Office of Adult Education, Assessment Policy.

Instructions: Fill in student’s name and answer all questions. Check reason(s) for exception and sign. Submit to local Adult Education Program Director for approval prior to post-testing.

Student: _________________________Assessment Used: ____________ Contact Hours: _______

Class Code: ______________________________ Instructor: ______________________________

Hours of classroom instruction in local program/current fiscal year: ________________________ (must be a minimum of 30 hours)

Reasons for Post-Test Exception (Check all that apply):_____ Student indicated he/she is leaving the program.

______Student demonstrated mastery of appropriate objectives prior to minimum hours of instruction.

Please Note: Documentation Form must be approved prior to implementing the exception for post-testing. Students who are post-tested under this exception who do not progress at least one Educational

Functioning Level must not be given additional post-tests until 60 total contact hours are completed.

All post-test scores must be entered into the LACES. Student Success Plan must be maintained with this form in the student record.

I certify that the above student meets ALL of the conditions specified.

____________________________________ ____________________Adult Education Instructor Signature Date of Request

Documentation must be kept in student permanent record and with the local program director. These files are subject to review during technical assistance visits, monitoring visits, and program reviews/audits.

________ Approved _______ Disapproved

__________________________________ __________________ Program Director Date

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ADULT EDUCATION PROGRAM DESIGN

All adult education programs will be designed to support Mississippi’s Strategic Plan aligning with the needs of the workforce individuals who lack the necessary basic skills to be successfully employed. The OAE has provided an outline of quality indicators to be included in the planning process. See Appendix B.

Adult Education programs will: Provide free and direct instructional services to eligible adult students on a 12-month basis; Operate multiple sites in the service area based on student demand; Execute in the most efficient manner for maximizing resources, while demonstrating effectiveness; Administer services to the entire service area stipulated in the contract; Use contextualized curriculum that supports high school equivalency and college and career

readiness standards; Provide integrated education and training opportunities leading to career pathways in alignment with

local needs and labor market information; Provide bridge programs to ensure students are successful in postsecondary education and training; Provide stackable credentials to enhance students’ ability to achieve gainful employment; and Integrate essential 21st century skills, such as, but not limited to, critical thinking skills, problem

solving, technology usage, team concept, work ethic, financial literacy, and resume and job application requirements.

Managed EnrollmentThe Office of Adult Education (OAE) funded programs are expected to provide structured, scheduled, instructor-led learning opportunities resulting in successful student and program outcomes. All local programs are required to incorporate the following elements into their service delivery models:

Scheduled intake, orientation, and assessment Regularly scheduled classes based on student availability and commitment to participation Flexible schedules and alternative instructional options based on student demand and need

For more information on Managed Enrollment see Appendix C. Attendance PolicyLocal programs shall implement a clearly, defined attendance policy for participation in adult education services. The policy should outline learner’s responsibility to attend a minimum number of hours set by the local program.

If a student stops attending class without informing program staff, the program staff should contact the student to find out if they plan to return. If a student notifies you they have no plans to continue attending class, they may be exited. Any participant with no activity for 90 calendar days must be exited from the program and documented in the LACES system. All attendance records are required to be retained according to the Record Retention guidelines and documentation should be available to the OAE on request.

Programs must track student hours when in attendance. Students must sign in at the time of arrival and sign out when leaving class. The OAE suggests students “sign-in/out” using ink as opposed to pencil.

Daily, Weekly, Monthly Time for Records and Reporting Daily: students contact hours should be rounded to the nearest quarter hour on a daily basis. When

rounding nearest quarter hour, 7 minutes is rounded down; 8 minutes is rounded up. You may NOT round daily attendance to the nearest hour or half hour.

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Weekly/Monthly: When reporting weekly/monthly attendance you must round to the nearest half hour.

OrientationAdult education providers shall implement a uniform intake process which includes assessment and orientation. Assessment and orientation must occur during the first twelve (12) hours of enrollment as a participant.

Orientation is an intake process which collects pertinent information related to determining a student’s eligibility based on age requirements and academic functioning level; as well as goal-setting and other relevant activities which promote and enhance student persistence and retention in the adult education program. Programs have the flexibility to design their orientation in a manner that best meets the needs of their population. This may include centralized and/or individualized orientations scheduled on a daily or weekly basis.

Ensuring that students have a positive beginning by providing a welcoming, thoughtful, and thorough intake process increases the chance learners will continue attending classes. It is very important to use best practices as they relate to persistence and retention. Research indicates the first three weeks of a student’s participation in adult education are critical to the student’s continued motivation and persistence. A scheduled orientation allows adult educators to provide the level of attention this process requires. It also allows students to begin developing learning communities, which are important to persistence and success.

While there is flexibility for each local program to design its own orientation, the following are required elements:

1. Intake (to include the collection of necessary forms and documents),2. Assessment,3. Goal-setting to formulate the student’s path,4. Completion of Student Success Plan, and5. Any additional activities designed to enhance and promote student persistence and retention,

including both a learning styles inventory and a career exploration assessment.

Intake is the student’s introductory process to the adult education program. During intake, all required forms are completed, and necessary documents are collected and reviewed to ensure the student meets eligibility requirements.

Students will work closely with the adult education staff to create an initial individualized success plan. This plan outlines partner services, describes supportive services needed, and tentatively identifies the pathway participant is seeking. The success plan may contain referrals to other partners. A standardized Student Success Plan form will be provided to all local programs for use with all adult education students.

All programs will administer a learning styles inventory for each learner who enrolls in an adult education program. Teaching styles and techniques will accommodate a variety of learning styles.

Scheduled ClassesThe OAE requires all programs to establish scheduled classes based on student demand, determined through methods such as analyzing student attendance patterns and surveying current students, to ensure that classes are being offered at times when students are most likely to attend. Scheduled classes (managed enrollment) are a process for providing a structure and sequence for adult students to enroll in adult education classes. It is expected that all students in each adult education program will be enrolled in classes. The classes will meet the following requirements:

Must be taught by a qualified instructor and should use lesson plans aligned with College and Career Readiness Standards ;

Must provide at least six hours of instructional time per week; Should employ differentiated instruction as necessary to meet the needs of students at various levels;

http://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf


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Should incorporate technology in the classroom and utilize technology as distance learning opportunities and/or hybrid offerings;

Include various instructional styles, strategies, adaptations, and resources to meet the needs of all students, including those with learning challenges;

Integrate employability and digital literacy skills into academic subjects; and Must maintain a sign-in sheet with signature or electronic attendance tracking system with unique

identifier that accounts for time in class.

Structured Educational AlternativesThe OAE recognizes that classroom attendance may not be possible for some students, especially those who are employed. Also, students may need an education alternative:

while they are waiting for a new class to start, before they are academically prepared to join a class, or as supplemental instruction while enrolled in a class.

In acknowledgment of adult students’ potential barriers, OAE requires that, in addition to scheduled classes, programs may offer structured education alternatives to meet student needs. It is expected that a minority of students in each program will receive primary instruction in education alternatives.

Structured options may include, but are not limited to, the following: Scheduled labs —A structured lab can be designed for students who miss the start of a new class, do

not want to participate in a classroom setting, or need additional assistance. Instructor-led labs allow students unable to attend scheduled classes to have an alternative learning opportunity allowing them to accomplish their educational goals without creating another barrier to their success.

Computer labs —Computer labs for independent study may be open and available to students any time the adult education center is open.

Distance learning —Students may begin or supplement studies using a distance learning product.

Study time/study groups —Study time provides an opportunity for students to independently study and/or complete work while at the center and is especially important for students who do not have a home environment conducive to learning. Another option is providing opportunities for students to gather pre- or post-class in a facilitated or un-facilitated study group.

Workshops —Short-term academic workshops on targeted areas allow new students, who may be waiting for a scheduled class to start, to begin their academic work in targeted areas such as multiplication tables, calculator use, Intro to Career Ready 101, graphic information, or other topics.

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EDUCATION STANDARDSCollege and Career Readiness StandardsCollege and Career Readiness Standards were created to forge a stronger link among adult education, postsecondary education, and the world of work. Standards present a starting point for raising awareness and understanding of the critical skills and knowledge expected and required for success in colleges, technical training programs, and employment in the 21st century1.

College Readiness components include: Providing standards-based instruction using College and Career Readiness standards (higher level

thinking and depth of knowledge). Establishing and reviewing attainable goals with each student to include short-, mid-, and long-term

planning. Referring students to appropriate support services both inside the college and with local community

service providers. Creating useful and relevant learning experiences that encourage career exploration. Building community and integrating technology. Sorting and delivering learning into manageable pieces. Using students’ prior knowledge during instruction. Providing an environment where mistakes are teachable moments.

Career-readiness components include: Soft skills (Necessary) including critical thinking, computing, reading, writing, communication,

problem-solving, team-building, and use of technology. 21st Century skills: collaboration, communication, critical thinking, and creativity. Contextualizing—Providing standards-based instruction within the context of relevant employability

skills and/or career pathway exploration. Instruction leading to the National Career Readiness Certificate® (NCRC®). Integrating technology skills within standards-based instruction. Instruction leading to HSE credential attainment. Providing opportunities for Career Pathways.

Integrated Education and Training (IET)—Career Pathways and Bridge ProgramsThese programs are those which align adult education, job training, higher education, and basic support systems to create pathways to postsecondary educational credentials and employment. IET and workforce activities must also align with the Office of Career, Technical and Adult Education’s (OCTAE) Employability Skills Framework, as well as industry standards. The programs will:

Identify viable labor force occupational demands for family-sustaining wage jobs. Provide a seamless transition between adult education and career exploration and training and/or

postsecondary education. Contextualize standards-based academic instruction. Issue stackable credentials; e.g., earning an NCRC®, HSE credential, and technical certificate. Provide students with intensive, wraparound support services; e.g., acquaint students with

postsecondary education success coaches and/or navigators. Refer students to sources of financial aid for low-income adults; e.g., scholarships, foundations, etc. Administer OAE approved pre- and post- assessments required to determine eligibility, inform

instruction, and assess progress.

To participate in the above programs:

1 Pimental, S. (2013). College and Career Readiness Standards (CCR) for Adult Education. MPR Associates. http://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf


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Students must be eligible for adult education services. Students must be entered in the LACES accountability system with determined the NRS educational

levels.

Smart Start ClassesSmart Start Classes are provided for individuals who enter the Smart Start Pathway and require services for basic skills deficiencies, career awareness, and necessary skills. Any individual entered in the MS Works system may participate in the Smart Start Pathway. Individuals enrolled in adult education will be strongly encouraged to complete the Smart Start Pathway. Students enrolled in Smart Start classes have the opportunity to earn a Mississippi Smart Start Credential issued by the MCCB by completing the following:

BRONZE National Career Readiness Certificate® (NCRC®), Necessary Skills, and Career Awareness.

WorkKeys® and the National Career Readiness Certificate®

The NCRC® gives individuals documentation that they possess the skills employers deem essential to workplace success. This improves career outcomes for everyone from people just entering the workforce to longtime employees—and it enhances employers’ hiring, training, and promotion decisions. The NCRC® is based on an individual’s performance on three WorkKeys® skills assessments:

• Applied Mathematics, • Locating Information, and • Reading for Information.

Scores on these assessments determine the certificate level—Bronze, Silver, Gold, or Platinum—an individual can earn. The minimum certificate level for the Smart Start Credential is Bronze; however, the goal of the adult education program is Silver.

The administration of the WorkKeys® assessments to issue an NCRC® shall be administered free-of-charge to students enrolled in adult education programs. The WorkKeys® assessment shall only be administered to students whose NRS level (math and reading) is a 4, 5, or 6 as assessed on the TABE.

Professional DevelopmentThe purpose of professional development (PD) is to raise the level of expertise of Mississippi’s adult educators through continuing learning opportunities. Program directors shall ensure program’s compliance with the PD requirements set forth by the OAE. Each year Mississippi’s Adult Education program

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directors and instructors are required to complete annual in-service PD. Completing the annual requirements re-qualifies the directors and instructors to serve Mississippi’s adult population.

The professional development initiative builds a systemic approach incorporating all aspects of adult education. Professional development will focus on the following:

Instructor, program director, staff standards—define what teachers, directors, and support staff need to know and be able to do in order to provide quality programs;

Content standards—define the skills and knowledge that adult learners need to know and be able to do in their roles as workers, parents, and citizens;

Program standards—define the characteristics that exemplary local programs should demonstrate; Professional development standards—define the essential elements of meaningful professional

growth activities; Performance standards—define expectations for program outcomes; Data quality standards—ensure reliable and valid data are available to make informed decisions

and guide program management.

Mississippi’s Adult Education PD utilizes multiple media to provide PD to support the growth of local programs.

Annual Professional Development RequirementsDirectors Attendance required at all OAE Director meetings/workshops/PDNew Directors Must attend New Directors Training within 12 months of hireSupport Staff 15 hoursAcademic Assistants 15 hoursNew Instructors Must attend the New Teacher’s Academy within 12 months of hire

AND complete required hours of PDFull-TimeMentor/Lead Instructors 30 hoursInstructors 30 hoursTransition Specialist 20 hoursESL Instructors 20 hoursPart-TimeInstructors 20 hoursTransition Specialist 20 hours

Evaluating Professional DevelopmentIn order to promote continuous improvement of professional development activities and the impact on student learning outcomes, OAE will include ongoing and systematic needs assessment and evaluation processes to not only provide information about the impact of professional development, but to provide data for refining and adjusting professional development activities.

1. Participant evaluations/surveys will be collected for all professional development activities. These evaluations will reflect the response of participants to the objectives, material, presentation, and the trainer providers.

2. Evaluations/surveys will be aggregated and evaluated to determine quality of training, and adjustments will be made according to the results. These results will be analyzed for areas in need of improvement, and changes will be made accordingly.

To support local programs and instructors, a cadre of Program Mentors/Lead Instructors will provide ongoing classroom observation, feedback, and support to ensure that the objectives of professional development are being effectively implemented in the classroom.

Attendance shall be documented for all local and state-level training and maintained in a database for verification.

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Program Personnel GuidelinesThe following guidelines should be used in developing job descriptions to recruit, employee, and retain personnel. The minimum requirements for each position are mandatory. Local program fiscal agents must ensure all employees meet the minimum requirements for each position.

To ensure quality of programs and performance requirements, the OAE recommends the following minimum staff to support the adult education program:

Adult Education Director/Administrator (1) Transition Specialist (1) (based on student enrollment/need) Mentor/Lead Instructor (1) (based on student enrollment/need) Instructors: Full-time and/or part-time Instructors (10:1 student teacher ratio minimum) Academic Assistant (based on student enrollment/need) Data Specialist/Intake Specialist (1) (based on student enrollment/need)

Position Hourly Rate RangeDirector Administration costs are

limited to 5% of total grantTransition Specialist $ 18.00 – $ 22.00Lead Instructor/Mentor $ 23.00 Must have completed OAE

Mentor TrainingInstructors $ 18.00 – $ 22.00Academic Assistant (Aide) $ 11.00 - $ 15.00Data /Intake Specialist $ 11.00 - $ 13.00

****For examples of Job Descriptions, see Appendix D

Planning TimeReasonable planning time should be made available for instructors to research and prepare for differentiated instructional strategies implemented within the content of College and Career Readiness Standards. The purpose of planning time is to give instructors the opportunity to develop activities based on different learning styles, WEBB’s Depth of Knowledge and/or Bloom’s Taxonomy. A suggested guide for an instructor teaching one or two content areas:

*For instructors who teach in more than two content areas additional planning time may be necessary.

Instructional Time: instructional time is defined as time spent with students including in-take, orientation, testing, and instruction.

Non-Instructional Time: non-instructional time is defined as time spent without students such as LACES data entry, paperwork, preparation for orientation, and assessments.

Open labs, individualized instruction, tutoring or counseling does not qualify for planning time.

Classes should be scheduled on a year round basis to include summer. During times when students are not in attendance, instructors are expected to use this time to plan, recruit, provide student follow-up, prepare for orientation, assessment, etc. It is imperative that instructors use this time wisely.

Instructional Time Planning Time5 hours per week 1 hour per week10 hours per week 2 hours per week15 hours per week 3 hours per week20 hours per week 4 hours per week25 hours per week 5 hour per week

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QUALIFICATIONS FOR PERSONNELDirector The Adult Education Director needs to hold a Master’s Degree or a four-year degree from an accredited college/university combined with one year of experience in a related field. A copy of this transcript is required to be on file at the local director’s office. Applicants should have knowledge of and experience in adult education, program development, supervision, grants management, and fiscal program management. The director of the program provides leadership and direction, and plans, develops, implements, and evaluates all aspects of program and personnel. Program directors must be full-time, salaried employees spending at a minimum 75% of scheduled time in the operations and management of the adult education program.

Instructor (Adult Education, ESL, Smart Start)Bachelor’s degree (Education, Adult Education, or related field preferred). A copy of this transcript is required to be on file at the local director’s office. All instructors hired must complete a mentorship under a certified Mississippi Adult Education Mentor and pass the Mississippi Adult Education competency test. All new instructors must attend the New Instructor Academy to learn basic instructional competencies and prepare for the state competency test.

Transitions SpecialistBachelor’s degree (Education, Adult Education, or related field preferred). A copy of this transcript is required to be on file at the local director’s office. Each program is to employ at least one full- or part-time Transition Specialist with the exception of Community Based Organizations, which are to have access to a Transition Specialist and such services. Transition Specialist will provide guidance and assistance for students in Adult Education programs to facilitate the achievement of career and academic goals. The Transition Specialist will report to the Adult Education Program Director.

Academic Assistant The Academic Assistant must work under the daily supervision of a qualified instructor, assistant program director, or program director. The Academic Assistant may provide one-on-one instruction at the discretion of the instructor or program director. The Academic Assistant may not develop or determine curricula or provide classroom and/or group instruction.

As of July 1 of 2017, all academic assistants must meet the following requirements:1. High School diploma or equivalent, AND 2. Obtained an associate’s (or higher) degree at an institution of higher education; OR 3. ACT WorkKeys® assessment scores to measure this standard.

Minimum Reading for Information passing score = 4 Minimum Applied Mathematics passing score = 4 Minimum Locating Information passing score = 3

Support Staff (Data Specialist, Intake Specialist)Support staff must work onsite under the direct, daily supervision of the program director. This position will assist in the overall functioning of the program to ensure quality services for students. All support staff must have a minimum of a high school diploma or its equivalent.

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PERFORMANCE STANDARDS

FederalThe National Reporting System (NRS) for Adult Education is a mandatory, outcome-based reporting system for the State-administered, federally funded adult education program developed by the U.S. Department of Education's Office of Career, Technical and Adult Education (OCTAE). States are responsible for implementing the NRS measures, methods, requirements, and for ensuring that outcomes as outlined in the NRS Implementation Guidelines. http://www.nrsweb.org/foundations/implementation_guidelines.aspx

The components of the accountability system are detailed in the NRS Implementation Guidelines, which explain the:

NRS measures that allow assessment of the impact of adult education instruction, Methodologies for collecting the measures, Reporting forms and procedures, and Training and technical assistance requirements to assist States in collecting and reporting the

measures.

Each year OCTAE will assess the quality of NRS data for each state. States must comply with the Data Quality Standards (DQS) of the NRS. These standards clarify procedures for participant entry and assessment, data collection and verification, data analysis and reporting, and professional development related to data. States are required to complete and submit the NRS Data Quality Checklist with annual NRS data report, along with a signed certification as to the validity and quality of the State’s data. Mississippi is currently certified at the Exemplary Level, the highest level of data quality.

Program directors will be required to annually submit the Mississippi Data Quality Checklist along with a signed certification (See Appendix E) as to the validity and quality for the local program’s data to the state office. All programs are required to meet or exceed the Superior Quality standard or complete a Program Improvement Plan (PIP).

According to the NRS Guidelines, data collectors are local program staff, and states can improve quality in three ways:

1. Training local staff, 2. Improving local data collection, and 3. Local monitoring and data audits.

Evaluation is the key to continual program improvement. Indicators of performance are outcomes that reflect the impact of instruction on participant achievement. Numeric measures are the data used to determine the quantitative level of the impact of instruction on participant achievement. Performance standards define the acceptable program performance Annual Evaluation of Adult Education and Literacy Activities (Sec. 224(b)(3)). The NRS identifies the definition or role of individuals for reporting requirements. See the following table.

NRS Definition for Reporting Requirements

http://www.nrsweb.org/foundations/implementation_guidelines.aspx

http://www.ed.gov/

http://www.ed.gov/

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Participant Reportable IndividualA reportable individual who has received services other than the services described in Section 677.150(a)(3), after satisfying all applicable programmatic requirements for the provision of services, such as eligibility determination.

Reportable individual. An individual who has taken action that demonstrates an intent to use program services and who meets specific reporting criteria of the program, including:1. Individuals who provide identifying information,2. Individuals who only use the self-service system,

or3. Individuals who only receive information-only

services or activities.For Title II, when an individual in an AEFLA program has completed at least 12 contact hours, the individual is considered a participant.

An adult in an AEFLA program who has completed less than 12 contact hours.

Participants count towards accountability measures.

Reportable Individuals DO NOT count towards accountability measures.

Core Indicators of PerformanceIn accordance with WIOA Title II (Sec. 212), OAE must ensure continuous performance improvement. Performance measures are negotiated with OCTAE to establish minimum levels of performance for each fiscal year. Each local program must meet or exceed projected performance levels.

Measurable skill gains (MSG) are expressed as the percentage of participants who, during a program year, are in an education or training program that leads to a recognized postsecondary credential or employment and who are achieving measurable skill gains, which are defined as documented academic, technical, occupational, or other forms of progress toward such a credential or employment.

Measurable Skills Gains also measure participants’ individual Educational Functioning Level (EFL) gain which is the primary purpose of the adult education program. The NRS approach to measuring educational gain is to define a set of educational functioning levels at which participants are initially placed based on their abilities to perform literacy-related tasks in specific content areas. After a set time period or number of instructional hours set by the State, participants are again assessed to determine their skill levels. See Assessment Policy.

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Mississippi Adult Education Performance Accountability Measures

Mississippi Adult EducationPerformance Accountability Measures

National Reporting System Levels

Entering Educational Functioning Level

2016-2017Targets

2017-2018Targets

Level 1 ABE Beginning Literacy 55% 57%Level 2 ABE Beginning Basic Education 48% 51%Level 3 ABE Intermediate Low 45% 47%Level 4 ABE Intermediate High 40% 42%Level 5 ASE Low 37% 39%

Level 1 ESL Beginning Literacy 24% 26%Level 2 ESL Beginning Low 40% 42%Level 3 ESL Beginning High 35% 37%Level 4 ESL Intermediate Low 39% 41%Level 5 ESL Intermediate High 31% 33%Level 6 Advanced ESL 34% 36%

Program Type 2016-2017 2017-2018MSG Target % MSG Target # MSG Target % MSG Target #

Adult Basic Education (ABE + ASE) 44% 4451 46% 4675

English as a Second Language (ESL) 29% 67 31% 72

Overall MSG 44% 4518 46% 4746

Core Follow-Up Performance Measures 2016-2017 and 2017-2018 --TargetsEmployment (Quarter 2/4) BaselineMedian Earnings (Quarter 2) BaselineCredential Attainment Rate Baseline

Targets are averaged

together to get the overall

Measurable Skill Gain

(MSG)

Average of the Targets must be 46% by June 30, 2018

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Follow-Up Core Performance OutcomesThe NRS follow-up measures are outcomes individuals may achieve at some time following participation in adult education. These measures are:

Employment, Quarter 2. This employment measure is the percentage of participants who are in unsubsidized employment during the second quarter after exit from the program in question; the measure for youth also includes the percentage who were in education or training activities during the second quarter after exit.

Employment, Quarter 4. This employment measure is the percentage of participants who are in unsubsidized employment during the fourth quarter after exit from the program in question; the measure for youth also includes the percentage who were in education or training activities during the fourth quarter after exit.

Median Earnings, Quarter 2. This measure identifies the median earnings of participants who are in unsubsidized employment during the second quarter after exit from the program.

Credential Attainment Rate (except Wagner-Peyser). The credential attainment rate is expressed as the percentage of participants who obtained a recognized postsecondary credential or a secondary school diploma, or its recognized equivalent, during participation in or within one year of exit from the program.

o A participant who has obtained a secondary school diploma (HSE) or its recognized equivalent is only included in this measure if the participant is also employed or is enrolled in an education or training program leading to a recognized postsecondary credential within one year after program exit.

Data from Program Years 2016-2017 and 2017-2018 will be used to establish baseline performance requirements for core follow-up measures. Program Year 2018-2019 performance targets will be based on the previous two years of performance.

The NRS website provides free training, resources and explanations for all of the required performance measures and requirements for reporting. http://www.nrsweb.org/foundations/tables.aspx

ReportingOverview of the NRS Measures and Methods were developed to collect uniform valid and reliable data. The measures are divided into three categories:

1. Outcome measures include educational gain, entered employment, retained employment, receipt of secondary school diploma or HSE certificate, and placement in postsecondary education or training;

2. Descriptive measures include student demographics, reasons for attending, and student status; and 3. Participation measures include contact hours received and enrollment in instructional programs for

special populations or topics (such as family literacy or workplace literacy).

NRS Reporting Tables—See Appendix F for additional information on reporting tables Table 1. Participants by Entering Educational Functioning Level, Ethnicity, and Sex Table 2. Participants by Age, Ethnicity, and Sex Table 3. Participants by Program Type and Age

o Purpose: Provides participant numbers, broken down by age and instructional program type, including integrated education and training.

o Use: Provides information on participant age distribution across instructional program type and numbers of students in IET for each program;

o Table 3. New Categories Adult Basic Education

Integrated Education and Training Program Adult Secondary Education

Integrated Education and Training Program English Language Acquisition

http://www.nrsweb.org/foundations/tables.aspx

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Integrated Education and Training Program Integrated English Literacy and Civics Education (Sec.243)

Integrated Education and Training Program Table 4. Measurable Skill Gains by Entry Level—Assessment and Periods of Participation

o Participant must be placed in appropriate EFL every period of participation. o EFL may change from prior period, on the basis of the pretest.o Policy and procedures for assessing students should not change because of period of

participation.o Good assessment practices should always be followed.

Table 4b. EFL Level Gain and Attendance by Pre- and Post-tested Participantso Purpose: Provides number of participants who were both pre- and post-tested and their EFL

gains, by level.o Use: Provides information on pre- and post-testing rates that can be used to assess rates of

EFL gain based on testing. Table 4c. Measurable Skill Gains by Entry Level for Participants in Distance Education Table 5. Core Follow-up Outcome Achievement

o Purpose: Provides WIOA performance indicator rates by participants and periods of participation.

o Use: Shows a record of state performance on WIOA indicators used for performance targets. Performance rates are used to populate the joint Statewide Performance template.

Table 5a. Outcome Achievement for Participants in Distance Education Table 6. Participant Status and Program Enrollment

o Purpose: Reports participant employment, prior education, and number enrolled in instructional programs and institutional settings.

o Use: Provides statewide description of participant employment status and past education in the United States and abroad; provides data on enrollment in institutions.

Table 7. Adult Education Personnel by Function and Job Statuso Purpose: Reports types of state adult education program and local staff, including teachers,

full- and part-time personnel, and volunteers.o Use: Provides picture of adult education state and local staff and teachers.

Table 8. Core Follow-up Outcome Achievement—Family Literacy Programs Only (optional) o Purpose: Provides WIOA performance indicator rates by participants and periods of

participation o Use: Shows a record of state performance on WIOA indicators used for performance

Secondary Outcomeso Increased Involvement in Children’s Educationo Helped more frequently with school o Increased contact with children’s teachers o More involved in children’s school activities o Increased Involvement in Children’s Literacy Activities o Reading to children o Visiting library o Purchasing books or magazines

Table 9. Secondary Outcome Measures (Optional)o Purpose: Reports performance on non-WIOA-required outcomes important to adult education

—optional.o Use: Provides data to examine performance on optional measures.

Left Public Assistance Achieved Citizenship Skills

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Increased Involvement in Children’s Education* Increased Involvement in Children’s Literacy Activities* Voted or Registered to Vote Increased Involvement in Community Activities

Table 10. Outcome Achievement for Adults in Correctional Education Programso Purpose: Reports WIOA performance measures, including MSG for correctional education

participants.o Use: Allows examination and comparison of performance of correctional education

participants with others.

State Adult Education Accountability SystemThe state accountability system, Literacy, Adult and Community Education System (LACES) is Mississippi’s web-based online reporting tool for the NRS. Local providers are responsible for allocating sufficient resources to collect the NRS measures and enter data into LACES. Programs are required to meet all elements for data collection, data entry, data verification, and accountability. The LACES system is free of charge to providers.

Data should be entered in to LACES on a daily or weekly basis. All data for the previous month must be entered by the 15th of each month. Program directors are responsible for ensuring that data is accurate and that program guidelines for data collection and assessment are being implemented.

All grantees will be responsible for using LACES as the data management system at the local level. Training for administrators, instructors, and support staff is required. The policy guidelines identify key assessment policies aligned with the NRS levels for documenting achievement and support:

1. Selection and use of appropriate assessment instruments;2. Appropriate test administration, scoring, and reporting of test scores;3. Appropriate use of tests results to inform instruction and improve programs;4. Setting Performance Standards; and5. Reporting valid and reliable assessment results and related information for accountability and

potential performance-based funding to local, state, and federal funding sources and policymakers.

Additional information about the LACES System can be found online at www.mccb.edu .


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FINANCIAL MANAGEMENT (2 CFR 200)

All awarded funds will be allocated on a cost reimbursement basis. All grantees will be reimbursed for expenditures, as approved, by requesting reimbursement through the Mississippi Community College Board’s (MCCB) financial budgeting system. Requests for reimbursement should be submitted monthly, and all documentation must be available upon request.

Supplement not SupplantAccording to Title II Section 241(a), funds made available for adult education and literacy activities under Title II must supplement and not supplant other state or local public funds expended for adult education and literacy activities. “Supplement, not supplant” means the federal funds are intended to augment or increase, not replace, monies that would have been used if the federal funds had not been available.

Local Administrative Cost LimitsAdministrative costs are those non-instructional costs that are considered reasonable, necessary, and allowable costs associated with overall project management. Not less than 95% shall be expended for carrying out adult education and literacy activities. The remaining amount, not to exceed 5%, shall be used for planning, administration, personnel development, and interagency coordination (administrative costs).

In cases where the cost limits described are too restrictive to allow for adequate planning, administration, personnel development, and interagency coordination, the eligible provider shall negotiate with the Office of Adult Education (OAE) in order to determine an adequate level of funds to be used for non-instructional purposes. (Workforce Innovation and Opportunity Act [WIOA] Title II Section 233, 241(b); 34 CFR 463.25-.26).

Local Administrative Costs (34 CFR, 463.26)An eligible provider receiving a grant or contract under this part may consider costs incurred in connection with the following activities to be administrative costs (34 CFR, 463.26):

Planning, Administration, including carrying out performance accountability requirement, Professional development, Providing adult education and literacy services in alignment with local workforce plans, including

promoting co-enrollment in programs and activities under title I, as appropriate, and Carrying out the one-stop partner responsibilities described in §678.420, including contributing to

the infrastructure costs of the one-stop delivery system.

Allowable and Unallowable ExpensesExpenses must be reasonable, allowable, and allocable to the benefit received and not shifted from another program or project. All expenditures submitted for reimbursement under this grant must be for proper and efficient administration of the program. Allowable costs are determined by 2 CFR 200.400-475. Adults enrolled in adult education programs, including programs for adults with limited English proficiency will not be charged tuition, fees, or any other charges or be required to purchase any books or any other materials needed for participation in the program.

Basic Guidelines of Allowable expenses:To be considered allowable under a federal award, costs must meet the following general criteria:

1. Be necessary and reasonable for proper and efficient performance and administration of federal awards and be allocable thereto under these principles.

2. Be authorized or not prohibited under state or local laws or regulations.3. Conform to any limitations or exclusions set forth in these principles, federal laws, or other

governing limitations as to types or amounts of cost items.

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4. Be consistent with policies, regulations, and procedures that apply uniformly to both federally assisted and other activities of the governmental unit.

5. Be accorded consistent treatment.

Consequently, a cost may not be assigned to:1. Federal award as a direct cost if any other cost incurred for the same purpose in like circumstances

has been allocated to a federal award as an indirect cost.2. Be determined in accordance with generally accepted accounting principles appropriate to the

circumstances.3. Not be included as a cost or used to meet cost sharing or matching requirements of any other

federally-supported activity in either the current or a prior period.4. Be adequately documented.

Indirect Costs and Indirect Cost RateIndirect costs represent the expenses of doing business not readily identified with a particular grant, contract, project function or activity, but are necessary for the general operation of the organization and the conduct of activities it performs (2 CFR 200). In theory, costs like heat, light, accounting, and personnel might be charged directly if little meters could record minutes in a cross-cutting manner. Practical difficulties preclude such an approach. Therefore indirect cost rates are used to distribute those costs to benefiting revenue sources. An indirect cost rate is simply a mechanism for determining fairly and conveniently within the boundaries of sound administrative principle, what proportions of organization administration costs each programs should bear.

Matching RequirementGrantees must provide a non-federal contribution in an amount equal to 25% of the total amount of funds expended for adult education and literacy activities supportable by Title II. Non-federal contributions may be provided in cash or in kind, fairly evaluated, and must include only non-federal funds that are used for adult education and literacy activities in a manner that is consistent with the purpose of Title II (WIOA Title II Section 222(b)).

Maintenance of EffortMississippi must demonstrate to the federal government that the total statewide expenditure for adult basic skills programming is the same each year as in prior years (WIOA Title II Section 241(b)). In other words, maintenance of effort shows how well a state is doing in maintaining its commitment to provide resources for adult education from year to year, rather than relying exclusively on federal funds. If MCCB, OAE were not able to demonstrate the state of Mississippi was maintaining the same fiscal effort as before, the state would lose part of its federal Adult Education and Family Literacy Act (AEFLA) allocation. If this were to happen, the reduction in federal funds would be covered by reducing the grant awards to local grantees which had reported reduced expenditures. Each grantee receiving a grant is required to meet an annual maintenance of effort.

GRANT MANAGEMENTApproved BudgetsAt the beginning of each fiscal year grantees are required to enter their approved budgets in the online budgeting system provided by MCCB.

Grant ReimbursementFunds for the Title II grant must be claimed on a reimbursement basis. Reimbursement requests must be submitted monthly using the online budgeting system provided by MCCB. No payments in advance of or in anticipation of goods or services provided under this grant can be requested or paid. All charges must be reported for the current period. Grant reimbursements are contingent upon satisfactory completion and submittal of all program deliverables.

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Grantees shall ensure auditable and adequate records are maintained which support the expenditure of all funds received through a contract with the MCCB, OAE. Programs will submit to periodic fiscal audits, adhere to assurances, and will submit to periodic program review, monitoring, and/or technical assistance on-site visits. Programs will respond in a timely manner to any request for information from the OAE.

Budget ModificationExpenditures shall not exceed the line item allocations or budget total as specified in the contract. Requests for budget modification to the current fiscal year must be pre-approved by the OAE. Budget modifications must be submitted through the online budgeting system.

Yearly Project CloseoutThe OAE will provide the deadline date for the final reimbursement request at the end of the fiscal year. During this reimbursement request, it is essential all funding categories have enough funds to allow for proper reimbursement of all incurred costs for the final reporting period.

Equipment (Purchase, Inventory, and Disposal)Programs will have written policies and procedures for purchasing and expenditures to support allowable activities. All equipment purchases must be consistent with the requests in the approved budget. Inventory is subject to periodic program review and monitoring. Programs will respond in a timely manner to any request for information from the OAE.

All equipment purchased with adult education funds shall remain the property of the State of Mississippi and is subject to the rules and regulations of the DFA, through the life and disposition of said property. If equipment purchased with federal funds becomes unusable or no longer needed, the local entity must notify the OAE office. If the equipment is unusable, the equipment may be disposed in accord with local policies/procedures. If the equipment is no longer needed, the OAE office will locate another adult education program facility that can use the equipment. It will be the responsibility of the two local programs to complete the transfer.

An inventory list of all equipment purchased with adult education funds must be maintained. Equipment records must include:

Description of the property Serial number or other identification number Funding source of property Who holds the title, if applicable Acquisition date Cost of the equipment Percentage of federal participation Location Use and condition of the property and Any ultimate disposition data including the date of disposal and sale price of the property.

Each program has a general obligation to safeguard and make appropriate use of inventory/property purchased with adult education funds. This obligation includes but is not limited to:

Notifying the program director of any movement of inventory/property Exercising reasonable care in use to prevent damage and maintain the good condition of the assigned

property Exercising reasonable security measures to prevent theft or misuse of the assigned property Reporting lost, stolen, damaged, or otherwise impaired property to the program director.

When property acquired with adult education funds is lost, damaged, or stolen, the program must conduct and fully document an investigation. When appropriate, law enforcement authorities should be notified, a

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police report should be filed and maintained for records, and if the item meets the state’s capitalization threshold, insurance provider should be notified.

Any non-consumable items purchased with adult education funds shall revert to OAE at the end of the project or at program closure. The OAE reserves the right to relocate the property or direct its disposition in accordance with State regulations.

Leased Equipment Equipment may be leased for educational purposes and must be designated as such. Leased equipment is a contractual expense. This equipment must be in a facility owned or operated by the local program.

Capitalized Equipment Purchases Reimbursement for equipment purchases will be considered on an individual project basis and must be approved in advance. Any equipment purchased with federal funds for the purposes of adult education must be maintained and located in adult education facilities.

Non-Capitalized Equipment Items less than $1,000 which are not on the State Auditor’s Exception List and have a useful life of more than one year are considered non-capitalized equipment. These items must be listed under educational materials.

Facilities State and federal funds are to be used for program services. OAE prefers adult education programs to pay minimal or no rent for space, especially those located in publically owned buildings. Lease expenditures if necessary, shall meet the definition of reasonable as defined in federal circulars (2 CFR 200) as applicable.

To maximize the amount of funds available for direct instructional services, the OAE also prefers having adult education centers located in age-appropriate locations to be appealing to adults and conducive to adult learning. Programs shall ensure:

All instructional facilities and services are in compliance with the Americans with Disabilities Act of 1990. https://www.ada.gov/2010_regs.htm

Facilities have appropriate exterior and interior signage clearly identifying the adult education programs.

The learning environment is in good condition and properly maintained with adequate space and equipment.

Student assessment and counseling purposes has a dedicated space separate from instruction. The building and surroundings are safe, clean, and non-hazardous. The location is easily accessible with adequate parking.

Personnel CostsTime and attendance records must be maintained for all employees every payroll period. Payroll records must be signed by both employee and supervisor. All employee earning records must be maintained and contain cumulative amounts by pay period for the gross salary, payroll deductions, and net pay. Documentation must support fringe benefits in the form of payroll records, payroll tax reports, insurance policies and payment schedules, vendor’s invoices, etc.

Fringe Benefits are an allowable cost that can include the following: Individual’s FICA taxes paid by the employer, Medical and Life insurance coverage, Unemployment insurance, and Worker’s compensation.

https://www.ada.gov/2010_regs.htm

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Time and Effort ReportingFederal regulations under 2 CFR 200.430 require employees whose salaries are charged to a federal grant to keep time and/or effort reports to substantiate the charges. Time and effort documentation demonstrates that charges for salaries and wages reflect the actual work effort expended, not proposed or budgeted efforts. See Appendix G.

Financial Practices and Annual AuditFunds received under the AEFLA grant must be maintained in a separate account. The grantee must maintain all documents and other evidence pertaining to the costs and expenses of implementing this application to the extent and in such detail to accurately reflect all gross costs direct and indirect, equipment, supplies, services, and other costs and expenses. The grantee must use generally accepted accounting principles. These records and financial statements are subject to inspection, review, reproduction, and/or audit by OAE.

Record RetentionThe federal retention period is three years for all financial and programmatic records. The starting date of retention begins on the first day of the next fiscal year. The retention period for equipment records starts on the date of disposition or replacement or transfer. If any litigation, claim, negotiations, audit, or other action involving the records started before the end of the three year period, the records must be retained until completion of the action and resolution of all issues or until the end of the three year period, whichever is later.

To help clarify which programmatic information must be retained the following guideline is provided: Programs are not required to keep documents such as:

o Progress plan, o Homework, and o Informal testing papers/results.

These documents can be given to the student, destroyed, etc. Programs must retain documents such as:

o MS Adult Education Participant Data Form o Signed non-disclosure statemento Student Individual Education Plan (IEP) from a school districto Diagnostic results, i.e. (TABE, Best Literacy, Best Plus…etc.) o Attendance records

AUDIT REQUIREMENTS CFR 200.501Audit required. A non-Federal entity that expends $750,000 or more during the non-federal entity's fiscal year in federal awards must have a single or program-specific audit conducted for that year in accordance with the provisions of this part.

Single audit. A non-federal entity that expends $750,000 or more during the non-federal entity's fiscal year in federal awards must have a single audit conducted in accordance with § 200.514 Scope of audit except when it elects to have a program-specific audit conducted in accordance with paragraph (c) of this section.

Exemption when federal awards expended are less than $750,000. A non-federal entity that expends less than $750,000 during the non-federal entity's fiscal year in federal awards is exempt from federal audit requirements for that year, except as noted in § 200.503.

Allowable In-State Travel Costs Each grantee should have written procedures for travel approval and reimbursement. All travel costs or reimbursements must adhere to the MS Department of Finance Administration (DFA) Guidelines and Regulations. Any local restrictions on travel costs also apply.

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InstructorsInstructors report to work at first site of the day. Mileage may be charged for travel to second or additional site.

Amounts authorized for maximum recovery for travel and subsistence costs against any state or federal funding source are restricted to those amounts which are approved by the State Auditor in effect for the particular funding period. Any amount over this limit must come from local funding sources.

Allowable Out-of-State Travel Costs All out of state travel utilizing adult education funds must be pre-approved by the OAE.

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PROGRAM MONITORING AND REVIEW

Federal Uniform Guidance [2 CFR 200.331] mandates the Office of Adult Education (OAE) conduct program monitoring of grantees. The purpose of monitoring is to ensure grantees are using federal awards for authorized purposes in compliance with the laws, regulations, and provisions of the grant agreement and performance goals are achieved. Programs are expected to be responsive to OAE’s technical assistance efforts, which may include meetings, workshops, and trainings. As recommendations arise from technical assistance, grantees are expected to implement and follow through on them in a timely manner.

Selection and Notification of Programs to Be MonitoredProgram directors will be notified of monitoring visits at least six weeks in advance. Each program will be monitored on a 3-year schedule determined by the results of the Pre-Award Risk Assessment Tool (See Appendix H) administered by the state office prior to the award of grant funding. Monitoring will be prioritized based on the results of the assessment as follows:

High Risk Monitored Year 1Medium Risk Monitored Year 2Low Risk Monitored Year 3

Monitoring TeamProgram monitoring will be conducted by a team of at least six individuals consisting of the following positions:

An experienced program administrator/director from a local adult education program, An experienced ABE/ASE instructor and/or ESL instructor, An experienced integrated education and training specialist, Office of Adult Education staff, and MCCB staff.

The OAE will select experienced team members for the monitoring team. The criteria for selecting individuals to be potential members of the review team are relevant administrative or instructional experience, knowledge of the type of program being reviewed (size, location, and focus), and the absence of any apparent conflict of interest. Program directors/administrators and instructors are not expected to serve on a monitoring team more than once a year.

Scheduling the ReviewThe OAE works with the monitoring team and the local program to identify dates for the program reviews.

Scheduling Selected Activities in AdvanceThe review team has considerable latitude in how to use time on site, and the program director under review is expected to assist in obtaining access to personnel, files, classrooms, and buildings deemed necessary. However, in order to ensure the team is able to rate all fourteen categories in the allotted time, the OAE staff will work with the program director to schedule certain data collection events in anticipation of the visit. Pre-scheduled events may include:

1. An initial scheduling conversation, a formal interview, and an exit meeting with the program director of the adult education program under review;

2. An interview with the College President or School Superintendent (or other designated administrator);

3. One or more group interviews with instructors, students, and representatives from collaborating community organizations; and

4. Interviews with administrative staff.

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In addition, the OAE staff asks the program director under review to select one or more classrooms of each type (i.e. ABE, ASE, ESL, EL/Civics) to be visited by the monitoring team. The decision and selection to visit other classrooms or review other files will be made by the team upon arrival. If the review team plans to visit sites that have restricted access (e.g., a correctional facility), the OAE team will notify the program director under review in advance.

Advance Program Information for the Monitoring TeamThe OAE staff collects and provides the monitoring team information to be reviewed prior to the monitoring visit. This information is drawn from the program’s most recent National Reporting System (NRS) reports and additional information supplied by the program at the request of OAE. Before meeting at the site, the monitoring team will review the materials, make initial plans for the visit, and exchange contact information during the training workshop conducted prior to the on-site visit.

Findings and ReportingAfter the review team collects data from the review, the OAE will prepare and submit a formal report to the program under review. The report is designed to assist program directors in improving program quality. If a program fails to meet performance goals or other programmatic requirements, The OAE will take action as needed to improve the quality of the adult education and literacy activities:

1. Corrective Action Plan (CAP)—A CAP will be implemented with programs that are out of compliance with state and/or federal policies. OAE will provide technical assistance throughout the corrective process, and by the end of a designated timeframe, programs should be able to correct the identified issues and end their respective CAP. (See Appendix I.)

2. Performance Improvement Plan (PIP)—A PIP will be required for programs which are identified as low-performing when compared to the state performance on federal or state benchmarks. The PIP will include specific action steps, such as student retention, post-testing and assessment, data analysis, training, and professional development which will be designed to improve program performance. (See Appendix J.)

3. Suggestions for Continuous Improvement—This type of feedback consists of ideas for continuous improvement offered by team members for the Program Administrator to consider. No action or response is required.

The OAE will provide ongoing technical assistance, professional development, and other support until the required steps of the plans are completed. The type of technical assistance, professional development, and other support will be based upon the specific area(s) of deficiency or need at an individual program.

Follow-Up Visits to Program SitesCorrective Action Plans and Program Improvement Plans require the program director to respond in writing within 45 days from the date of the final report. The OAE staff will review responses and request any additional necessary information. OAE will conduct a site visit(s) if necessary to ensure everything is satisfactorily resolved.

AppealsThe Program Administrator has the right to appeal any of the findings in the report. Appeals must be in writing to the state director within 30 days describing the nature of the concern. The state director will then decide whether the appeal can be resolved by a simple review of the transcripts or whether an additional site visit is necessary. The final decision will be determined by the OAE.

Non-ComplianceGrantees who fail to comply with Federal statutes, regulations, or the terms and conditions of a Federal award, the state may impose additional conditions as described in 2 CFR 200.207 Specific Conditions (Uniform Guidance, Cost Principles, and Audit Requirements for Federal Awards). If it is determined noncompliance

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cannot be remedied by imposing additional conditions, OAE may take one or more of the following actions, as appropriate in the circumstances:

1. Temporarily withhold cash payments pending correction of the deficiency by the grantee or more severe enforcement action.

2. Disallow (deny both use of funds and any applicable matching credit for) all or part of the cost of the activity or action not in compliance.

3. Wholly or partly suspend or terminate the Federal award.4. Initiate suspension or debarment proceedings as authorized under 2 CFR 180 and Federal

awarding agency regulations (or in the case of a pass-through entity, recommend such a proceeding be initiated by a Federal awarding agency).

5. Withhold further Federal awards for the project or program.6. Take other resolutions legally available.

MCCB, OAE reserves the right, at all reasonable times, to conduct site visits during and after the grant period to review and evaluate grantee records, accomplishments, organizational procedures, financial control systems, and performance of the program; to conduct interviews; and to provide technical assistance. Precautions will be taken to minimize disruptions in the event of a site visit. A final report will be provided to the program director.

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APPENDIX ADefinitions

Academic Performance—the percent of enrolled students eligible for completing an NRS educational functioning level(s) (EFL).

Achievement of NCRC® (National Career Readiness Certificate®) Certificates—based on the number of students who successfully complete the ACT WorkKeys®.

Adult Basic Education—instruction in adult basic education is designed for adults who lack competence in reading, writing, speaking, problem solving, or computation at a level necessary to function in society, in the workplace, or in the family.

Adult Education (defined according to WIOA)—academic instruction and education services below the postsecondary level that increase an individual’s ability to: (A) read, write, and speak in English and perform mathematics or other activities necessary for the attainment of a secondary school diploma or its recognized equivalent; (B) transition to postsecondary education and training; and (C) obtain employment.

Adult Education and Literacy Activities (defined according to WIOA)—programs, activities, and services that include adult literacy and education, English language acquisition, family literacy, integrated (full implementation of “integrated” is expected in fiscal year 2016-17) English literacy and civics education, workforce preparation, integrated education and training, and workplace education. (Workforce preparation and integrated education, including career pathways, will be a requirement of WIOA implementation.)

Annual Funding Allocations (and associated goals)—based on a county’s population without a high school credential, ages 18 and over, according to the U.S. Census Bureau’s 2009-13 American Community Survey (ACS).

Adult Literacy—a program of instruction designed for adults who have minimal or no skills in reading, writing, speaking, problem solving, or computation.

Basic Skills Deficient—refers to an individual who a. has English, reading, writing, or computing skills at or below the 8th grade level on a generally

accepted standardized test, or b. is unable to compute or solve problems, or read, write, or speak English, at a level necessary to

function on the job, in the individual’s family, or in society.

Career Pathway—the combination of rigorous and high-quality education, training, and other services that—

a. align with the skill needs of industries in the economy of the state or regional economy involved; b. prepare an individual to be successful in any of a full-range of secondary or postsecondary

options, including apprenticeships; c. include counseling to support an individual in achieving the individual’s education and career

goals; d. include as appropriate, education offered concurrently with and in the same context as workforce

preparation activities and training for a specific occupational cluster; e. organize education, training, and other services to meet the particular needs of an individual in a

manner that accelerates the educational and career advancement of the individual to the extent practicable;

f. enable an individual to attain a secondary diploma or its recognized equivalent, and at least one recognized postsecondary credential; and

g. help an individual enter or advance within a specific occupation or occupational cluster.

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Concurrent Enrollment—enrollment in adult education and credit-bearing academic postsecondary education.

Correctional Institution—prison, jail, reformatory, work farm, detention center, halfway house/community-based rehabilitative center, or other similar institution for the confinement or rehabilitation of criminal offenders.

Criminal offender—individual who is charged with or convicted of any criminal offense.

Digital Literacy—the skills associated with using technology to enable users to find, evaluate, organize, create, and communicate information.

English Language Acquisition (formerly ESL—defined according to WIOA)—program of instruction (a) designed to help eligible students who are English language learners achieve competence in reading, writing, speaking, and comprehension of the English language; and (b) that leads to attainment of a high school diploma or its equivalent, transition to postsecondary education, or employment.

English Language Learner (defined according to WIOA)—an eligible student who has limited ability in reading, writing, speaking, or comprehending the English language, and whose native language is a language other than English or who lives in a family or community environment where a language other than English is the dominant language.

Enrollment—defined as a student assessed and enrolled 12 hours or more in adult literacy, adult basic education, adult secondary education, or English language acquisition. Instruction may take place in correctional institutions, within family literacy services, and other venues funded through the core services grant.

Entered Postsecondary or Training—learner enrolling after exit in a postsecondary educational institution or occupational skills program building on prior services or training received.

Essential Components of Reading Instruction—Section 1208 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6368).

Evaluation—the analysis of the effectiveness of an activity that prompts a judgment regarding the estimated value of the program being evaluated. It involves the process of finding the facts and is conducted during the first quarter following the end of the fiscal year.

Family Literacy—activities that are of sufficient intensity and quality to make sustainable improvements in the economic prospects for a family, that better enable parents or family members to support their children’s learning needs, and that integrate all of the following activities:

a. Parent or family adult education and literacy activities that lead to readiness for postsecondary education or training, career advancement, and economic self- sufficiency;

b. Interactive literacy activities between parents or family members and their children; training for parents or family members regarding how to be the primary teacher for their children and full partners in the education of their children; and

c. Age-appropriate education to prepare children for success in school and life experiences.

Gained Employment—defined as learners who obtain a job by the end of the first quarter after their exit quarter.

GED®- the High School Equivalency Test by Pearson. Mississippi has adopted this exam as an approved high school equivalent exam.

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HiSET®—the High School Equivalency Test by ETS. Mississippi has adopted this exam as an approved high school equivalent exam.

Home Schools—Nothing in Title II of the WIOA, AEFLA, shall be construed to affect home schools, whether a home school is treated as a home school or a private school under state law, or to compel a parent or family member engaged in home schooling to participate in adult education and literacy activities.

Integrated Education and Training—service approach that provides adult education and literacy activities concurrently and contextually with workforce preparation (see “Workforce Preparation” below) and workforce training for a specific occupation or occupational cluster for the purposes of educational and career advancement. IET must include three components:

a) adult education and literacy activities,b) workforce preparation activities, and c) workforce training for a specific occupation or occupational cluster.

Integrated English Literacy and Civics Education (IELCE)—education services provided to English language learners (see “English Language Learners” above) who are adults, including professionals with degrees and credentials in their native countries, that enable them to achieve competency in the English language and acquire the basic and more advanced skills needed to function effectively as parents, workers, and citizens in the U.S. Such services shall include instruction in literacy and English language acquisition (formerly English as a second language) and the rights and responsibilities of citizenship and civic participation, and may include workforce training.

Literacy Adult and Community Education System (LACES)—Mississippi’s Adult Education’s electronic system for data collection and reporting.

Literacy—a student’s ability to read, write, and speak in English, compute, and solve problems at levels of proficiency necessary to function on the job, in a family, and in society.

Monitoring—the annual, systematic tracking of adult education program implementation. It consists of examining the progress made in the project against the agreed upon goals set forth in the application for funds. The purpose of monitoring also provides the opportunity to make constructive suggestions or recommendations. It employs systematic collection of data and on-site observations by providing stakeholders the extent of progress and achievement of objectives, proper and lawful use of funds, and compliance with policies, guidelines, Adult Education and Family Literacy Act (P.L. 105-220), Mississippi’s Adult Education and Family Literacy Plan, and the federal Uniform Grant Guidance document. The ACCS is responsible for developing monitoring instruments. A copy of the evaluation instrument will be provided to local programs annually and prior to a monitoring visit, so programs can complete self-evaluations.

The various methods of evaluation and monitoring can be performed independently and/or a combination thereof, to include:

● Desk-top Monitoring: Through continuous, routine data collection and reports including the mid- and end-of-year reports from providers, desk-top monitoring informs management how the grantee is performing against expected results. The two primary methods of conducting desk-top monitoring are the Mid-year and End-of-Year Reports.

● On-Site Monitoring: Program Management; Recruitment, Orientation and Intake; Retention, Assessment, Curriculum and Instruction; Transition and Support Services; Professional Development; and Program Performance shall be assessed using an OAE- approved monitoring instrument.

Obtained HSE or Secondary School Diploma—learner who obtained a secondary school diploma or the recognized high school equivalent after exit.

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Office of Career, Technical, and Adult Education’s National Reporting System (NRS) Performance Targets—Mississippi Adult Education negotiates performance targets annually. Local programs are accountable for meeting these goals through the National Reporting System (NRS).

Participant (as defined by WIOA)—an individual participating in an Adult Education program who has achieved 12 contact hours after program entry, is reported on NRS and Statewide Performance Report tables, and is counted toward performance measures.

Postsecondary Educational Institution (defined according to WIOA)—an institution of higher education that provides not less than a two-year program of instruction that is acceptable for credit toward a bachelor’s degree, a tribally-controlled college or university, or a nonprofit educational institution offering certificate or apprenticeship programs at the postsecondary education level.

Reportable Individual (as defined by WIOA)—an individual who registers with an Adult Education Program or provides identifying information, takes action that demonstrates an intent to use program services, but has less than 12 contact hours.

Retained Employment—defined as learners who obtain a job and remain employed in the third quarter after program exit.

TASC®—Test Assessing Secondary Completion is an approved high school equivalency exam the OAE has approved for students to take in obtaining a high school equivalency.

Workforce Preparation—activities, programs, or services designed to help an individual acquire a combination of academic, critical thinking, digital literacy, and self- management skills, including competencies in utilizing resources and information, working with others, understanding systems, and obtaining skills necessary for successful transition into (and completion of) postsecondary education and training or employment.

Workplace Education—adult education and literacy activities offered by an eligible provider in collaboration with an employer or employee organization at a workplace or an off-site location that is designed to improve the productivity of the workforce.

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APPENDIX BQuality Indicators of an Effective Adult Education Program

1. Program Planning Quality Indicator A quality program has a planning process that is ongoing and participatory. It is student-centered and guided by evaluation. It is based on a written plan that considers community demographics, needs, resources, and economic and technological trends. It is implemented to its fullest extent.

Goal 1.1: A quality program has an advisory committee/board. • The advisory committee or board meets at least two times per year. • The advisory committee or board has at least 10-15 members. • The membership of the advisory committee is representative of the community and is diverse. • Minutes are taken and meeting records are kept on file.

Goal 1.2: A quality program has a planning process. Examples of appropriate measures are as follows: • Program has a planning committee that is involved in the development of a three-year strategic

plan with specific goals and how they will be implemented. • The ongoing three-year plan includes specific goals, measurable objectives, and how and when

they will be implemented. • Program plan includes a needs assessment that considers community demographics, needs,

resources, and economic and technological trends to identify community needs. • Program planning includes input from various internal partners (e.g., students, staff). • Program planning includes input from external partners (e.g., other entities such as

community/service agencies, local employers) to identify community needs and employment trends.

• Program identifies targeted population(s). • Program identifies required education and/or support services to be delivered through cooperative

arrangements.

Goal 1.3: A program plan has been implemented. Examples of appropriate measures are as follows: • Number and percent of the targeted population who are enrolled are identified. • Program conducts education and/or support services through cooperative arrangements, as

specified in the program plan.

Goal 1.4: The program revises the plan periodically based on various factors, including, but not limited to, changing needs, evaluation results, and staff and student/client input. Examples of appropriate measures are as follows:

• The adult education program uses the Quality Indicators as part of its annual self-study. • Program conducts periodic review and evaluation of changing local and/or state demographics. • Program revises plan annually based on review, evaluation, program data obtained from LACES,

and community data.

Goal 1.5: The program’s planning process identifies areas requiring coordination with other entities and includes mechanisms for coordinating with them. Examples of appropriate measures are as follows:

• The existing level of coordination is congruent with the level of coordination set forth in the program plan. The level of coordination specified in the program plan may include, but is not limited to, the following:

• Area plan and application listing agencies and focus or areas of agreement. • Independent agencies working together to serve common population. • Integrated delivery of services (e.g., shared client programming, funding, facilities) • Joint staff development

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• Plan or process to identify new coordination opportunities and to assess the limitations of service coordination with other entities.

Goal 1.6: The Local Education Agency (LEA) provides support for the program. Examples of appropriate measures are as follows:

• The goals and missions of the program and its governing body are reflective of each other. • The adult education program is included in the organization chart of the LEA. • The LEA provides direct and/or indirect support for the adult education program (e.g., staff,

space, resources, etc.).

2. Administration Quality Indicator Program has a management system that ensures accurate accounting of personnel, budgets, inventory, and student records. Program meets state and federal deadlines.

Goal 2.1: Ongoing participatory assessment of management practices is made to make the program as effective and efficient as possible.

• The program administrator is evaluated annually by the committee, board, individual, or supervisor responsible.

• The program staff utilizes a written annual evaluation process to voice their opinions on management practices of the program administrator.

Goal 2.2: Personnel possess required certification and/or training according to job duties assigned. Paid staff will be evaluated annually.

• Documentation is provided that shows each staff person paid with adult education funds has attained the appropriate education level and is certified as appropriate for his or her position.

• Documentation is provided that paid part-time and full-time staff are evaluated annually.

Goal 2.3: Separate, accurate, and complete accounting records are kept for adult education funds which are audited following local and/or state-mandated procedures.

• An annual audit or financial review of the organization based on local and/or state mandated procedures is provided.

Goal 2.4: Financial Reports are completed as required. • Monthly expenditure reports are submitted to the state office. • Payroll expenditures are reconciled quarterly.

Goal 2.5: An inventory is completed annually and is submitted for review by state staff. • An accurate and complete inventory is provided. • All inventory is tagged with an adult education prefix and numbers, according to state guidelines.

Goal 2.6: Student records are maintained in the Adult Education Reporting Information System (LACES).

• Student data entry must adhere to state deadlines.

Goal 2.7: Clear lines of authority and job descriptions have been established for each adult education position.

• An organization chart and job description for each position is provided showing titles and positions of all personnel involved in providing adult education services.

Goal 2.8: Program staff, materials, equipment, and class locations are efficiently utilized to meet student needs.

• A summary is provided which explains efforts taken to ensure efficient use of staff, materials,

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equipment, and class locations to meet student needs.

3. Curriculum and Instruction Quality Indicator The program has appropriate curricula and a variety of methods to meet diverse student learning needs.

Goal 3.1: The program has a participatory process to develop a curriculum and instructional plan in accordance with Common Core Standards and Mississippi Adult Education approved curriculum. Examples of appropriate measures are as follows:

• Students/instructors/tutors collaborate in setting appropriate instructional goals and objectives based on students’ goals and instructional needs.

• Students/instructors/tutors collaborate in selecting curriculum components and instructional materials based on students’ goals and instructional needs.

• Staff collaborate in developing and updating the curriculum and instructional plan.

Goal 3.2: The program implements the curriculum and instruction contained in the curriculum and instruction plan. Examples of appropriate measures are as follows:

• Traditional and alternative assessments (e.g., diagnostic, curriculum-based, skills-based, and proficiency-based assessments) are conducted periodically and are used to guide the instructional process.

• Program has a core curriculum that is broad in scope and sequence and provides flexibility to meet student needs and skill levels.

• Curriculum and instructional materials used in the program meet the needs, interests, learning styles, and abilities of the students.

• Program curriculum is reviewed on a regular basis by all constituents and is revised, as appropriate, to meet changing student needs.

• Instructional materials are current, adult-oriented, and culturally sensitive, and are based on students’ levels of preparedness.

• Instructors should use instructional practices such as phonemic awareness, systematic phonics, fluency, and reading comprehension that research has proven to be effective in teaching individuals to read.

• Program uses a wide variety of delivery modes and innovative instructional approaches (e.g., technology, collaborative groups, individualized instruction, teacher-made materials, field trips, real-life situations, community involvement activities) to meet student needs and learning styles.

• Instruction is offered at various times, settings, and locations to meet student needs.

Goal 3.3: Student intake and orientation procedures have been established and implemented. • A copy of the orientation procedures and student orientation materials are provided. • A student intake form is completed for each student. • A student handbook is given to each student during intake/orientation with signature verifying

receipt.

Goal 3.4: Student assessment information is used to determine the educational functioning level of students and educational gains.

• Assessment complies with the Arkansas National Reporting System for Adult Education Assessment Policy and Distance Education Guidelines.

Goal 3.5: Student learning plans are developed which incorporate student goals and assessment results.

• Enrolled students are involved in the development of a learning plan that includes results of initial assessment, goal setting, choice of instructional activities, adult-oriented materials and strategies, and student progress results.

• Student learning plans should be reviewed and updated periodically.

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Goal 3.6: Curriculum, instruction, and facilities are evaluated by students. • Dated, completed student evaluations are provided concerning how curriculum, instruction, and

facilities meet the students’ needs.

Goal 3.7: The adult education facilities meet the intent of the American with Disabilities Act (ADA).

Goal 3.8: The adult education facilities provide a safe and optimum learning environment. • Facilities include appropriate:

o Classroom/study space for students o Work space for staff o Work space for administrators o Private space for student consultations o Storage space for materials and equipment o Furniture designed for adults o Equipment and furnishings to meet all program objectives and minimum standards o Restroom(s) for both men and women o Safe parking area o Functional equipment o Indoor and outdoor lighting

Goal 3.9: The program uses instructional software, audio/visual materials, and technology as part of classroom instruction.

• The program has an adequate number and quality of computers, software, and other equipment to facilitate student learning.

4. Educational Gains Quality Indicator Students advance in the instructional program or complete program educational requirements that allow them to meet their goals, continue their education or training, or become employed.

Goal 4.1: Classroom instruction is of sufficient duration and intensity for the student to achieve substantial educational gains. Duration refers to how long a learner participates in instruction; whereas intensity refers to how often a learner participates in instruction . Examples of appropriate measurements are as follows:

• The state employee calendar, not the LEA calendar, will be followed and will include 245 days of instruction per fiscal year.

• Classes must provide sufficient intensity for students to meet their goals for enrollment in the program.

• The class schedule should offer flexible scheduling to include distance education, day, evening, and weekend class unless there is a viable reason why this is not feasible.

Goal 4.2: The program measures educational gains or progress toward student goals and monitors for program improvement. Examples of appropriate measures are as follows:

• Use of a state-approved standardized pre-test and post-test and/or use of additional/ alternative methods to measure educational gains or progress towards student goals (e.g., observations, self-assessments, peer evaluations, anecdotal records, competency checklists, portfolios).

• Students have an opportunity to articulate their own goals and evaluate their progress in attaining their articulated goals.

• The program monitors the number and percent of students who are both pre-tested and post-tested on state-determined standardized tests.

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• Students completing an educational function level(s) within one year are monitored.

Goal 4.3: Students demonstrate educational progress in such areas as goal attainment, educational gains, and acquisition of skills and competencies consistent with negotiated benchmarks. Examples of appropriate measures are as follows:

• Number and percent of students who demonstrate progress in attainment of individual goals. • Number and percent of students who demonstrate educational gains on state approved

standardized tests. • Number and percent of students who complete the educational level in which they enroll and/or

advance to a higher educational functioning level. • Number and percent of students who attain secondary completion. • Number and percent of students who advance to higher education. • Number and percent of students who get a job or improve employment. • Number and percent of WAGE certificate holders that get a job or improve employment.

Goal 4.4: The program has a process to help students transition into more advanced education, training, and employment. Examples of appropriate measures are as follows:

• Number and percent of students who meet with a staff member to discuss education and career plans.

• Number and percent of students who are referred within the organization or to outside organizations for advanced education, training, or employment.

5. Staffing and Staff Development Quality Indicator The program has an ongoing process to select, develop, and retain staff members who consider the specific needs of their students, offer training in the skills necessary to provide quality instruction, and include opportunities for practice and systematic follow-up.

Goal 5.1: The program has an ongoing process to select, develop, and retain staff members who consider the specific needs of their students. Examples of appropriate measures are as follows:

• Job descriptions reflect the needs of students. • Staff reflects student demographics (e.g., language, ethnicity, program type). • Evaluation of staff performance is conducted and used for program improvement and

professional development. • Orientation training is conducted for newly appointed, part-time and full-time teachers, support

staff, and volunteers. Goal 5.2: The program has a process to offer training to staff in the skills necessary to provide a quality program that includes opportunities for practice and systematic follow-up. Examples of appropriate measures are as follows:

• Program conducts a needs assessment of paid and unpaid staff that is ongoing and consistent with the mission of the institution and the program.

• Program develops a strategic plan based on the needs assessment. Goal 5.3: The program implements its staff development plan. Examples of appropriate measures are as follows:

• Each employee must have an annual staff development plan. • Program provides staff with a variety of opportunities for professional development (e.g.,

distance learning; action research; cross training among teachers, staff, and other agencies; peer coaching; learning circles).

• Staff participates in staff development activities. Staff includes paid and unpaid, full-time and part-time instructional, support, and administrative staff.

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• Staff development activities result in the incorporation of improved practices in the program. • Program conducts systematic follow up and ongoing evaluations of staff development to

determine whether it is effective and whether the contents are applied and incorporated into the program.

• Number and percent of instructional, support, and administrative staff who participate in staff development activities.

Goal 5.4: Staff are encouraged to belong to and participate in professional educational organizations. • Dated documentation via membership cards or official roster(s) of a state or national professional

educational organization is provided on full-time paid staff 6. Student Support Services Quality Indicator The program identifies students’ needs for support services, and makes services available to students directly or through referral to other educational and service agencies.

Goal 6.1: The program has a process that utilizes students to help the program identify their need for services. Examples of appropriate measures are as follows:

• Program staff conducts either a formal or informal assessment of students' service needs at program entry (e.g., interviews, focus groups, etc.).

• Program has a process to identify emerging needs on an ongoing basis. Goal 6.2: The program makes identified support services available to students either directly or through referral to other education and service agencies. Examples of appropriate measures are as follows:

• Program informs staff and students of support services available in the community, current resources, and referral procedures designed to meet student needs.

• The program utilizes an up-to-date directory of services available in the community to meet student needs such as childcare facilities, transportation, workforce services, etc.

• Program refers students to or provides students with needed support services consistent with its mission, structure, size, and other factors.

7. Recruitment Quality Indicator The program successfully recruits the population in the community identified in the Adult Education and Family Literacy Act (AEFLA) as needing services.

Goal 7.1: Program has a written plan to recruit different target populations. Examples of appropriate measures are as follows:

• An annual calendar of recruitment activities should be maintained. • Program employs diverse recruitment strategies such as audio, print, and personal contact

appropriate to different target population(s), as identified through the program planning process. • Recruitment efforts provide information to enable participants to make informed choices about

programs. • Program evaluates the effectiveness of recruitment efforts in enrolling the targeted population(s)

and modifies the efforts based on the evaluation. • Program coordinates recruitment within its own agency and with other agencies, where

appropriate. • Program recruitment should involve all staff members.

Goal 7.2: Program’s recruitment process effectively recruits the targeted population(s). Examples of appropriate measures are as follows:

• Number and type of recruitment strategies utilized. • Number and percent of targeted population recruited by program. • Number and percent of targeted population who are served by the program.

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• Number and percent of targeted population who enroll in the program.

8. Retention Quality Indicator Students remain in the program long enough to meet their educational and follow up-goals.

Goal 8.1: Program has a process to retain students. Examples of appropriate measures are as follows: • A copy of the written retention policy is provided. • A written retention policy to contact absentees is available with evidence that follow-up activities

were implemented. • All program staff are involved in the retention process. • Program employs diverse retention strategies appropriate to different student populations (e.g.,

staff and student follow-up, use of volunteers, tutoring, and incentives). • Program evaluates the effectiveness of retention strategies and modifies strategies based on the

evaluation. Goal 8.2: Program effectively retains the student population. Examples of appropriate measures are as follows: (Local programs need to define requirements in attendance policy.)

• Number and percent of students who attend classes for X hours • Number and percent of students who attend X percent of scheduled classes

Goal 8.3: Efforts are made to utilize other agencies’ support services to meet student needs other than instruction.

• Dated documentation is provided that efforts are made to utilize other agencies’ support services to meet student needs other than instruction. (Examples may include: list of support agencies in the community, referral, activity logs, referral forms, etc.).

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APPENDIX CManaged Enrollment

Managing Intensity and Duration: Attendance StructuresAEFLA requires classes to be of sufficient intensity and duration to achieve substantial intensity and duration to achieve substantial learning gains. Program directors should ensure services offered provide sufficient hours of instruction each week, and sufficient weeks of instruction per year, to make sustainable changes in the skill level of adults.

Adult Education Models for Class Structure

Open Lab (or Open Entry, Open Exit)An open learning lab structure is generally an open entry, open exit model. The class location is open during stated hours for students to attend for the purpose of individual study and instruction. Students may arrive and leave at their convenience at any time during open lab hours. There may or may not be an attendance policy in place in this structure.

This model, while frequently used in adult education programming in the past, has been shown to be less effective in producing literacy gains for participants than a more managed program structures. While this model may serve useful purposes in combination with other classroom structures in a local program, the exclusive use of open entry, open exit structures in a local program is strongly discouraged.

As orientation is a program operation requirement, students would still be required to participate in orientation and take a pre-test prior to attending a program’s learning lab classroom. This model may serve a temporary need for students who are on waiting lists for other classes in the program or for students that have failed to meet attendance requirements and have been dropped from a more structured class in the program.

Attendance ContractThis structure is most frequently utilized in Mississippi Adult Education programs. As part of the orientation, attendance expectations are discussed and the student makes a commitment to a particular schedule of attendance. After the orientation sessions have concluded, the student begins attending the instructional class or classes according to the agreed-to schedule. The student continues to attend the instructional class until goals are met. In this structure, the program may impose consequences, such as dropping the student, for failing to meet the commitment of the attendance contract.

Managed EnrollmentA local program may choose to implement one or more classes under a managed enrollment structure. Under a managed enrollment structure, after participating in the intake process, a group of students start a class on the first day of the class session and attends that class for the duration of a defined class term. The program may stipulate that a student may miss no more than a prescribed number of class sessions within a term.

When implementing a managed enrollment structure, it is recommended that programs analyze the needs of the student population and previous attendance patterns. The organization of these classes is structured and refined based upon the ongoing analysis of these factors.

Blended: Local Program + On-LineIn addition to their participation in the local adult education program’s classes, students should be encouraged to participate in self-paced, online instruction assigned by the instructor. Through this blended model, students are able to access additional instruction and assistance, and local programs benefit from their students’ increased engagement in learning activities.

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APPENDIX DExamples Job Descriptions

Program DirectorProvides program leadership and direction; plans, develops, implements, and evaluates all aspects of program and personnel. Supervises instructors, academic and administrative assistants. The program director classification is limited to one staff member per funded agency (i.e., Board of Education, community college, etc.).

Examples of Duties: Administrative LeadershipThe following examples are intended only as illustrations of the various tasks performed by the incumbent in this position. These examples are not meant to be exhaustive; they are representative of the general functions of this position.

Oversees the day-to-day operation of program. Establishes and maintains effective teaching and learning practices program -wide. Initiates and facilitates change for continuous program improvement. Understands, interprets, and assures compliance with applicable federal and state laws and regulations. Initiates program planning, develops goals, and plans for meeting objectives. Promotes safe work environment. Establishes procedures for collecting, documenting, and reporting data, and ensures accountability. Communicates regularly with staff and involves them in planning through a variety of formal and informal

means. Oversees recordkeeping, fiscal management, and programming. Analyzes program data regularly in order to develop partnerships, create strategic plans, and make data-

informed decisions.

Instructional Leadership Monitors and manages student learning and performance through data. Specifically, ensures assessment of

learners’ prior knowledge, learning needs, and college -and career-readiness goals; setting of learning goals and course of study; monitoring of learning through summative and formative assessment; and adaptation of instruction based on formative and summative student assessment data.

Ensures high-quality, evidence-based instruction by overseeing the following: design of learner-centered instruction and classroom environments; design of standards - based instructional units and lesson plans; use of instructional techniques that are effective with adult learners; design of instruction to build learners’ technology and digital media literacy skills; and design of instruction to build learners’ higher-order thinking, communication, and problem -solving skills.

Assures effective communication intended to motivate and engage learners through conveying high expectations, motivating learners to persist to meet their goals, and engaging students in active listening, dialogue, and questioning to facilitate and support learning.

Pursues professionalism and continually builds knowledge and skills.

Personnel Assures effective and efficient program staffing. Supervises, observes, and evaluates staff. Coordinates activities of instructional staff to ensure effective and efficient program operation. Supervises staff in developing professional development plans targeting student success and ensures staff will

complete professional development requirements. Promotes professional development opportunities and adheres to the professional development guideline

requirements.

Fiscal Manages fiscal resources and reports financial information. Actively seeks resources through foundations, grants, etc., to leverage additional resources for the program. Prepares and monitors all aspects of budget. Monitors contract compliance and cooperative agreements. Monitors and approves purchasing to meet program needs and the OAE requirements.

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Community Advocates and promotes adult education program within community. Builds partnerships to enhance the availability, quality, and delivery of services. Participates in local organizations and initiatives (Local Workforce Innovation Boards, Career Centers, local

chambers, etc.).

Organizational Leadership Models professional behavior and requires other staff members to act in a professional manner. Promotes the philosophy, goals, and objectives of adult education at local, state, and national levels. Promotes an environment in which cultural and philosophical diversity is valued and appreciated. Cultivates an atmosphere of respect for all staff and students. Provides instructional and administrative leadership. Recruits and retains students to meet local and state performance goals.

Professional Development Participates in required professional development activities. Adheres to the expectations for program directors in professional development guidelines’ requirements. Ensures the use of technology resources by all instructors to engage in ongoing professional development and

lifelong learning. Assesses personal strengths and weaknesses of staff as a basis for developing a professional development

plan. Pursues professionalism and continually builds knowledge and skills by: processing content area knowledge

and teaching skills required for subjects and populations taught; participating in professional development networks and learning communities; refining instructional practices through reflection on experience, evidence, and data; and participating in and contributing to program improvement efforts.

Minimum Requirements The Adult Education Director needs to hold a Master’s Degree or a four-year degree from an accredited college/university combined with one year of experience in a related field. Applicants should have knowledge of and experience in adult education, program development, supervision, grants management, and fiscal program management. The director of the program provides leadership and direction; plans, develops, implements, and evaluates all aspects of program and personnel.

Processing content area knowledge and teaching skills required for subjects and populations taught; participating in professional development networks and learning communities; refining instructional practices through reflection on experience, evidence, and data; and participating in and contributing to program improvement efforts.

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Lead Teacher/MentorAs part of the Adult Basic Education department, the position is charged with innovating and maintaining a system of support for new/employed instructors in adult education. The position will assist with supporting all adult education instructors – effectively and efficiently – and in turn all students; to work closely with instructors in incorporating College and Career Readiness Standards into the design of the lessons; work in expanding the interactivity of all teaching methodologies, and will assist in providing guidance for instructors that zero in on delivering effective, efficient, direct instruction with an emphasis on teaching higher order thinking skills. Responsibilities also include planning, directing, and providing professional development and mentoring/training new instructors in a manner that assures quality results. This is a professional, full-time position that will work closely with the program director and Office of Adult Education.

Ex a mple s of Wor k: The following examples are intended only as illustrations of the various tasks performed by the incumbent in this position. These examples are not meant to be exhaustive; they are representative of the general functions of this position.

Designs, creates, and maintains lessons adapted for differentiated instruction incorporating College and Career Readiness Standards.

Manages, troubleshoots, and provides support for adult education instructors in the development of strategies to improve instruction, including classroom management techniques, and serve as a resource person.

Assist in the evaluation, selection, distribution and inventory of textbooks, materials, supplies and equipment. They should be available to assist teachers in the interpretation of administrative directives.

Works collaboratively with the program director and the OAE in efforts to provide sufficient support for instructional training and professional development.

Maintains a broad understanding of current and emerging instructional Andragogy in adult education. Organizes and implements local staff development. Works collaboratively with mentees to develop partnerships in sharing knowledge on new and existing

projects. Works with the program director in the orientation of new teachers. Develops user manuals for local program. Provides training and documentation for instructors on the importance of supporting the development of

higher-order thinking skills, organizational skills, and skills to support students in their future endeavors such as postsecondary education, career pathways and employment.

Serves on the Lead Teacher/Mentor Team. Represents the agency through oral and written communications and reports. Performs other duties as assigned.

M i n i m u m R e q u i r e m e n t s: • Bachelor’s degree (Education, Adult Education or related field preferred)• Minimum of three years’ experience in adult education instruction• Completion of all 3 Mentor/Leadership Mentoring Training Institutes provided by the OAE• Extensive working knowledge of instructional strategies• Excellent written and verbal communication skills• Excellent organizational and inter-personal skills

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Instructor (Adult Education, ESL, Smart Start)Provides instruction to adult education students. Plans, implements, documents, and evaluates instructional practices, procedures, and materials. Provides direct, on-site, daily supervision of academic assistants.

Examples of DutiesThe following examples are intended only as illustrations of the various tasks performed by the incumbent in this position. These examples are not meant to be exhaustive; they are representative of the general functions of this position.

• Provides instruction in literacy; adult education; HSE test preparation; English language acquisition; family literacy; (Integrated) English literacy and civics education; workforce preparation; integrated education and training, including career pathways; and workplace education, including National Career Readiness Certificate and Smart Start Pathway instruction.

• Applies research-based instructional practices that incorporate the use of computers and other technologies.• Is knowledgeable of reading, writing, and/or math instructional strategies.• Uses instructional strategies, learning practices, and tools appropriate to the needs of the student.• Uses lesson plans that integrate instruction across content areas.• Provides continuous feedback and adjusts instruction to maximize student learning.• Collaborates with colleagues to develop and evaluate curriculum and materials aligned with CCRS.• Integrates work, family, and community related activities into instruction.• Administers and interprets appropriate placement and diagnostic tests.• Facilitates the transfer of learned skills from the classroom to the job.• Plans learning experiences that are interactive and relevant to the specific workplace environment.• Customizes and develops workplace education curriculum and lesson plans that facilitate transition from the

classroom to the job based on the workforce goals and expected training outcomes.

Assessment and Monitors Learning• Uses formal and informal assessment data to monitor and document student progress.• Collects and manages accurate data for program improvement and accountability.• Participates in the retention and follow-up of students.

Classroom Management• Maintains knowledge of program guidelines, regulations, policies, and procedures.• Maintains student records.• Supervises and monitors academic assistants.

Community• Makes referrals to community agencies or postsecondary institutions as appropriate.• Advocates adult education at the local and state level and explains the impact of under-education on

employment and society.• Assesses adult education needs and promotes program in community.• Promotes use of community resources and participates in activities of other community agencies.• Recruits students and matches them with instructional staff.

Professional Development• Participates in required professional development activities.• Participates in additional professional growth opportunities to support student achievement.• Uses technology resources to engage in ongoing professional development and lifelong learning.• Assesses personal strengths and weaknesses as a basis for developing a professional development plan.

Minimum RequirementsBachelor’s degree (Education, Adult Education or related field preferred)A copy of this degree is required on file at the local director’s office. All instructors hired must complete a mentorship under a certified Mississippi Adult Education Mentor and pass the Mississippi Adult Education competency test. All new instructors must attend the New Instructor Academy to learn basic instructional competencies and prepare for the state competency test.

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Transition SpecialistTransition Specialist will provide guidance and assistance for students in Adult Education program to facilitate the achievement of career and academic goals. The Transition Specialist will report to the adult education program director.


Assessment and Monitors Learning• Organize student assessment and orientation sessions.• Work collaboratively with instructors and support staff to identify appropriate differentiated instruction to

provide students personalized instruction and contexts aligned to their career and academic goals.• Uses formal and informal assessment data to monitor and document student progress.• Collects and manages accurate data for program improvement and accountability.

Student Support• Assist all students to set career and academic goals and develop an educational plan identifying assets,

barriers, and support services needed to address challenges.• Maintains knowledge of program guidelines, regulations, policies, and procedures.• Maintains student records.• Participates in the retention and follow-up of students.

Community• Collaborate with community colleges, adult schools, the regional workforce development systems, local

businesses, library, and other community organizations to facilitate the students’ transitions to college or work.

• Build collaborative relationships with community-based and other public agencies in order to provide support services, referring students for supports the school cannot provide.

• Advocates adult education at the local and state level and explains the impact of under-education on employment and society.

• Makes referrals to community agencies or postsecondary institutions as appropriate.• Develop systems for students to have internship and employment opportunities.

Professional Development• Participates in required professional development activities.• Participates in additional professional growth opportunities to support student achievement.• Uses technology resources to engage in ongoing professional development and lifelong learning.• Assesses personal strengths and weaknesses as a basis for developing a professional development plan.

Other• Keep all necessary records and submit required paperwork in a timely manner.• Perform other duties, as assigned, by the program director

Qualifications• Bachelor’s degree (Education, Adult Education or related field preferred)• Minimum of 3 years’ experience teaching adult students in adult school and/or community college

environments.• Must have experience teaching bridge/transition classes or advising students about transition.• Must be patient, flexible, culturally proficient, and able to work with individuals from diverse ethnic and

linguistic backgrounds.• Work collaboratively with colleagues, staff, and school administrators.• Be able to work strategically to prioritize tasks and meet deadlines.• Display professional behavior and appearance.• Knowledge and experience teaching ABE, ASE, ESL, HSE, and/or CTE.

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Academic Assistant The Academic Assistant must work under the daily supervision of a qualified instructor, or program director. The Academic Assistant may provide one-on-one instruction at the discretion of the instructor or program director. The Academic Assistant may not develop or determine curricula or provide classroom and/or group instruction.


• Follows the directions of the instructor or program director and works as an effective member of the instructional team to ensure the success of all students.

• Carries out the preparation of instructional materials under the direction of the instructor.• Monitors and observes student behaviors and shares observations with the instructor.• Assists instructor in providing individual support for students and in checking for understanding of

instructional materials.• Organizes, uses, and maintains supplies, materials, and equipment.• Assists in providing non-instructional support for students.• Understands community resources and discusses possible referrals with the instructor.• Assists with intake, orientation and assessment of students.

Recordkeeping• Assists instructor in implementing, recording, and monitoring Student Success Plan.• Assists instructor in administering, scoring, and evaluating diagnostic tests.• Assists instructor in preparing student folders and maintaining records of student progress.• Assists instructor in collecting data for reports.• Understands and uses the LACES data system.

Minimum Requirements As of July 1 of 2017, all academic assistants must meet the following requirements:

4. High School diploma or equivalent, AND 5. Obtained an associate’s (or higher) degree at an institution of higher education; OR 6. ACT WorkKeys® assessment scores to measure this standard.

• Reading for Information Passing score = 4 • Applied Mathematics Passing score = 4 • Locating Information score = 3

Support Staff (Intake Specialist, Data Specialist, etc.) Support staff must work onsite under the direct, daily supervision of the program director. Assists in the overall functioning of the program to ensure quality services for students.

Examples of Duties The following examples are intended only as illustrations of the various tasks performed by the incumbent in this position. These examples are not meant to be exhaustive; they are representative of the general functions of this position.

Collects, enters data, understands, and uses the LACES data system. Maintains documents and reports. Audits reports for accuracy. Performs clerical duties. Supports intake and orientation, Assists in the security and maintenance of test materials. Performs basic bookkeeping duties such as counting receipts, bank deposits, and payment

vouchers. Assists in preparing student folders and maintaining records of student progress. Assists in proctoring and scoring diagnostic tests. Works as an effective member of the team to ensure the success of all students. Performs other duties as assigned.

Minimum RequirementsAll Support Staff must have a minimum of a high school diploma or its e

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APPENDIX EMississippi Data Quality Checklist

Overview & Purpose:The purpose of this document is to help programs gather, analyze, and report data that:

meets the outcome reporting requirements of the National Reporting System (NRS) and the Mississippi Office of Adult Education (OAE) and

provides information for programs to improve, revise, and/or redesign their data collection processes.

The document includes a checklist that should be shared with all relevant program staff in order to: give them a complete understanding of data requirements identify quality data vs. poor data identify strengths and weaknesses in a program’s processes design and implement data collection improvement processes identify components for analysis leading to program improvement document the processes and procedures employed in the program for training and review.

Having high quality data requires understanding the concepts of reliability (or consistency in procedures over time); and validity (ensuring that the data truly represents what is defined and intended). Components of data quality include:

Objectivity—data that is clear, unbiased, accurate, complete, and well-documented Integrity—data that is not corrupted or falsified Transparency—data that is clearly understandable because of clarity in methods, sources,

assumptions, outcomes and related information Reproducibility—others are able to use the documented methods, assumptions and

sources to achieve comparable findings Security/Confidentiality is maintained—Relevant access is limited to appropriate staff Utility—data that is useful and available to its intended audiences.

The NRS has defined levels of quality. Mississippi’s goal is to earn the Exemplary Quality level. This means that, in addition to meeting or exceeding the indicators of data quality, Mississippi Adult Education programs also have systems in place (and documented) to verify data accuracy, to monitor data collection and analyses, to correct errors, to improve data on an ongoing basis, and to focus on continuous improvement of the quality and accuracy of data.

Requirements identified by the NRS are described in the NRS Implementation Guidelines and the Guide for Improving NRS Data Quality, both available at http://www.nrsweb.org.

In order for a program to fulfill its obligations regarding data quality and accountability, the OAE requires that programs develop written documentation of its processes, personnel, and policies. Program personnel must also have access to the documentation for training, reference

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or refresher purposes. The OAE understands that programs are at varying levels of data quality processes and documentation, and encourages programs to:

1. Complete the Data Quality Processes and Checklist honestly for the year just passed, and 2. Strive to improve the data quality system each year.

Directions:Using the following scale, rate the level at which your program is currently operating in regard to data. Beginning (B): at this level the program is in the process of identifying the needed

information and is beginning the documentation process. Approaching (A): at this level the program meets the beginning level requirements; all

program personnel understand and can satisfactorily perform the required data functions, and documentation is between 50% and 75% complete.

Meets (M): at this level all program personnel understand and can satisfactorily perform the required data functions, all documentation is 100% complete, and the program has a process to identify areas of improvement.

Exceeds (E): at this level, the program meets all preceding requirements, is implementing continuous improvement processes, and its data has an accuracy rating of 90% or better.

The Program: 1. Identifies staff responsible for data collection, and clearly documents and defines roles

and responsibilities. Programs should ensure that data personnel have the temperament, training, and time to perform the duties associated with data collection and reporting. Programs have identified the individual ultimately responsible for data decisions within the program.

2. Identifies and defines the data fields that are required and the relationships among data fields. Personnel who deal with data should clearly understand, and be able to define the required data fields.

3. Identifies and documents a process for error-checking relationships and missed information.

4. Identifies and documents the process and individuals responsible for correcting errors. 5. Uses the state provided data information collection form (Intake Form) that clearly

identifies the data that MUST be collected for state/NRS purposes; supplemental program data may also be collected. There are data that must be collected in order to comply with reporting requirements of the NRS and/or the Mississippi Office of Adult Education. In addition, there is often data that although not required, is relevant to learner safety and success and may be collected on a separate program form. Such information may include medical conditions, medications, emergency contact information; family obligations; relationship to local schools or agencies, etc.

6. Implements at least a monthly schedule for collection, review, input, additional review, and analysis of data and identifies the individuals responsible for collection, review, input and further review, and analysis. The OAE has provided a web-based data collection service which provides 24-7 access for individuals with accounts.

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7. Provides pre-service and in-service training on data fields, relationships and rationale for data to staff involved in data collection and input. The program must ensure that data personnel understand the importance of timely input and review of data. Data personnel must be able to interact with and contact staff that collect information. Data personnel must also have the ability to contact learners directly.

8. Provides appropriate access to and training on data review and analysis for all staff as well as appropriate training in the meaning and use of the data. All staff must be made aware of the importance of accurate data and the role it plays in program operations, outcomes, and evaluation.

9. The program provides a written process for adherence to Mississippi State law ARS 15-232(b), and evidence of compliance is available at all times.

Intake and Goal Setting: 1. The program has designated locations, times, and assigned personnel for learner intake.

The program maintains, in writing, a schedule for learner intake with the locations, dates, and times noted.

2. The program ensures that all materials required for intake are available at each of the intake locations at the time of intake.

3. The program has a written process that includes an intake script and/or checklist. This ensures the program and the state that learners are aware of all required information and that there is consistency in the process.

4. The program has a written process to document and track NRS Cohorts and informs instructional staff of individual learner goals.

5. The program has a written process to assist learners in identifying long and short term goals and links them to the learner’s instructional levels.

6. The program has a written process to review the learners’ goal(s) that includes personnel responsible for the review, the timeline for the review, and the process for reporting outcomes. Goal setting is a major component of participation in Adult Education programming. The importance of the process of learners identifying reasonable, achievable goals and reviewing them periodically with their instructor(s) must be clear to staff.

Assessment: 1. All personnel read and understand the state policies regarding initial and progress

assessments. While the program may have designated assessment personnel, all individuals involved in the assessment process, from administering and scoring assessments to reporting results and recommending progress assessment, have read and understand the state policies regarding assessments.

2. All assessment personnel have completed the state-approved training for standardized test administration. The program must provide a list upon request of all personnel who administer the state required assessments. Only those individuals who have received

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training from the OAE may administer the state required assessments and take the required bi-annual Refresher Trainings as outlined in the OAE Assessment Policy.

3. All personnel are trained to identify inappropriate assessment data, such as failure to use alternate test forms, failure to have a complete initial/progress test record in the appropriate subjects or levels, failure to have a progress-test exception form on file if needed. All personnel involved with data understand the importance of following the assessment policies and can recognize when the data is incorrect or incomplete. They also are able to articulate the timelines for initial and progress testing, the necessity of using alternate forms of the assessments, the needed intervals between assessments.

4. All personnel understand the NRS-placement levels and how a learner achieves an

educational gain and a state advancement. All personnel involved with data can explain how the placement level of a learner is determined, how a state advancement is achieved, and what constitutes a “gain” for reporting purposes. Personnel are able to explain the importance of advancements and the relationship of an advancement to program evaluation.

5. All personnel understand the importance of progress testing and how it affects program

performance and evaluation. Program personnel understand and can explain the columns designated in NRS Table 4, and can explain the difference between Table 4 and 4b. Additionally, all personnel understand the importance of the alignment between table 4 and 4b and that the closer the data, the greater the positive results.

Follow-up: 1. The program has a written process for follow-up on learners regarding their cohorts.

2. The program has a written process to conduct surveys for the appropriate learners with enter/retain employment or enter postsecondary education or training cohorts.

3. The program has identified and trained personnel who conduct follow up, including the appropriate timelines associated with outcomes and recording the outcomes.

4. The program provides for dedicated time, personnel, and trainings to conduct the required surveys. Instructors, staff, and data personnel must all be aware of the timelines associated with Core Goals. While HSE information is electronically linked to the adult education records, employment related and post-secondary or training goals need to be followed up according to the prescribed timelines as outlined in the NRS Implementation Guidelines. Programs need to provide for personnel time and costs associated with contacting learners at the appropriate times. The program must document the process it follows when contacting learners regarding their cohorts after they have left the program.

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Attendance: 1. The program provides an auditable record of daily learner attendance in each class that

includes a sign-in and out time per student and class.

2. The program has a written process to record attendance by class into the data system.

3. The program has identified the individuals responsible for recording attendance in the data system.

4. The program provides ongoing training on policies and procedures relative to recording learner class attendance. Programs need to have uniform processes for collecting and recording learner attendance in accordance with the OAE policy. An “auditable” record consists of a learner’s signature on a class attendance sheet that clearly identifies the class, date, and hours of class with start and end times. Additional space to note variance in attendance start or departure time must be included. The program develops written guidelines for staff to follow and provides a copy of these guidelines to ADE on request.

Training/Staff Development: 1. The program has a process to ensure that data personnel, and all personnel interacting

with data have completed the appropriate state trainings and online NRS trainings. The National Reporting System website, www.nrsweb.org, provides online training courses that should be taken by all staff interacting with data. Each online session can be documented by printing a completion record. The program should be able to produce a master record of participants and the coursework completed. The program can then identify strengths and weaknesses and develop a plan for improvement and/or replication.

2. The program maintains a record of all personnel who have participated in data training.

3. The program conducts periodic audits of its data processes.* Indicate frequency that audits are conducted.

4. The program provides paid time for data personnel to participate in training.

5. The program provides times and opportunities for data personnel to interact with one another, and with other personnel who use data both internally and externally.

Security of Information: 1. The program provides training in appropriate use of data and privacy protection

Programs must ensure that all staff realize their responsibility in regard to learners’ personal information, and should develop guidelines that must be followed in regard to storing, transporting, or sharing of learners’ personal information.

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2

APPENDIX FNational Reporting System Tables

Table 1Participants by Entering Educational Functioning Level, Ethnicity, and Sex

Enter the number of participants* by educational functioning level, ethnicity/race**, and sex.

Entering Educational Functioning Level (EFL)

(A)

American Indian or

Alaska Native Asian

Black or African

AmericanHispanic/

Latino

Native Hawaiian or Other Pacific

Islander WhiteMore than One

Race TotalMale(B)

Female(C)

Male(D)

Female(E)

Male(F)

Female(G)

Male(H)

Female(I)

Male(J)

Female(K)

Male(L)

Female(M)

Male(N)

Female(O) (P)

ABE*** Level 1

ABE Level 2

ABE Level 3

ABE Level 4

ABE Level 5

ABE Level 6

ESL*** Level 1

ESL Level 2

ESL Level 3

ESL Level 4

ESL Level 5

ESL Level 6

Total

*A participant is an individual in an AEFLA program who has completed at least 12 contact hours.** See definitions for ethnicity/race categories.*** ABE = Adult Basic Education; ESL = English as a Second Language

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Ethnic i ty/Rac e :

Hispanic / Latino: The participant indicates that he/she is a person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture in origin, regardless of race.American Indian / Alaska Native: The participant indicates that he/she is a member of an Indian tribe, band, nation, or other organized group or community, including any Alaska Native village or regional or village corporation as defined in or established pursuant to the Alaska Native Claims Settlement Act (85 Stat. 688) [43 U.S.C. 1601 et seq.], which is recognized as eligible for the special programs andservices provided by the United States to Indians because of their status as Indians.Asian: The participant indicates that he/she is a person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent (e.g., India, Pakistan, Bangladesh, Sri Lanka, Nepal, Sikkim, and Bhutan). This area includes, for example, Cambodia, China, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.Black / African American: The participant indicates that he/she is a person having origins in any of the black racial groups of Africa.Native Hawaiian / Other Pacific Islander: The participant indicates that he/she is a person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.White: the participant indicates that he/she is a person having origins in any of the original peoples of Europe, the Middle East, or North Africa.More Than One Race: Participants having origins in more than one racial category at program entry.

Sex:Male: The participant indicates that he is male.Female: The participant indicates that she is female.

OMB Number 1830-0027, Expires 08/31/2017.

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Table 2Participants by Age, Ethnicity, and Sex

Enter the number of participants* by age**, ethnicity/race***, and sex.

Age Group(A)

American Indian or Alaska Native Asian

Black or AfricanAmerican

Hispanic/Latino

Native Hawaiian or Other Pacific

Islander WhiteMore than One

Race Total

Male(B)

Female(C)

Male(D)

Female(E)

Male(F)

Female(G)

Male(H)

Female(I)

Male(J)

Female(K)

Male(L)

Female(M)

Male Female(P)(N) (O)

16-18

19-24

25-44

45-54

55-59

60+

Total

*A participant is an individual in an AEFLA program who has completed at least 12 contact hours.**Participants should be classified based on their age at program entry. Participants entering the program prior to the current program year should be classified based on their age at the beginning of the current program year.*** See definitions of ethnicity/race categories.The totals in columns B–O should equal the totals in columns B–O of Table 1. Row totals in column P should equal corresponding column row totals in Table 3.

Ethnic i ty/Rac e : See Table 1Sex:See Table 1


5

Table 3Participants* by Program Type and Age

Enter the number of participants by program type and age, non-duplicated.

Program Type

(A)

16-18

(B)

19-24

(C)

25-44

(D)

45-54

(E)

55-59

(F)

60+

(G)

Total

(H)

Adult Basic Education**

Integrated Education and Training Program

Adult Secondary Education***


English Language Acquisition****


Integrated English Literacy and Civics Education (Sec. 243)*****


Total

*A participant is an individual in an AEFLA program who has completed at least 12 contact hours. The total in column H should equal the total in column P of Table 1.**Number of participants enrolled in ABE levels 1-4. This number includes those enrolled in Integrated Education and Training (IET) Programs (Sec. 203(11) of WIOA).***Number of participants enrolled in ABE levels 5 and 6. This number includes those enrolled in IET Programs (Sec. 203(11) of WIOA).****Number of participants enrolled in English Language Acquisition programs but not enrolled in Integrated English Literacy and Civics Education (IELCE) programs (Sec. 243 of WIOA). This number includes those enrolled in IET Programs (Sec. 203(11) of WIOA).*****Number of participants enrolled in IELCE programs (Sec. 243 of WIOA). This number includes those enrolled in IET Programs. It does not include those enrolled in ELA programs.


6

Table 4Measurable Skill Gains by Entry Level

Enter the number of participants for each category listed, total attendance hours, number achieving at least one educational functioning level gain, number who attain a secondary school diploma or its equivalent, and periods of participation outcomes.

Entering Educational Functioning

Level

(A)

Total Number Enrolled

(B)

Total Attendance Hours for all participants

(C)

Number who achieved at least one

educational functioning level gain

(D)

Number who attained a

secondary school diploma or its

equivalent

(E)

Number Separated

Before Achieving

Measurable Skill Gains

(F)

Number Remaining in

Program without


(G)

Percentage Achieving


(H)

Total number of Periods of Participation

(I)


with Measurable Skill Gains

(J)

Percentage of Periods of

Participation with


(K)

ABE Level 1ABE Level 2ABE Level 3ABE Level 4ABE Level 5ABE Level 6ABE TotalESL Level 1ESL Level 2ESL Level 3ESL Level 4ESL Level 5ESL Level 6ESL TotalGrand Total

• Use participant’s pretest score for initial placement in this table.• For the purposes of reporting measurable skill gain on Tables 4, 4C, 8, and 10, each program entry per participant during the reporting period is considered a period of participation.• Count each participant only once in columns D through G. Total number of participants in column B should equal corresponding total number of participants in other NRS tables. Report the most recent measurable skill gain for a participant who achieved more than one measurable skill gain during a period of participation.

7

• The number in column D is the number of participants who completed one or more Educational Functioning Level gains as measured in one of three ways: 1) by comparing a participant’s initial EFL as measured by a pre-test with the participant’s EFL as measured by a participant’s post-test; or 2) for States that offer high school programs that lead to a secondary school diploma or its recognized equivalent, an EFL gain may be measured through the awarding of credits or Carnegie units: or 3) States may report an EFL gain for participants who exit the program and enroll in postsecondary education or training during the program year.• Column E is the number of participants who attained a secondary school diploma or its equivalent.• Enter only the most recent achievement, if attained, per participant in column D or column E.• Column F is the number of participants who achieved no measurable skill gain and exited the program. The last day of service cannot be determined until at least 90 days have elapsed since the participant last received services (services do not include self-service, information-only services, activities, or follow-up services), and there are no plans to provide the participant with future services.• Column G is number of participants who remain enrolled and achieved no measurable skill gain.• Column D + E + F + G should equal the total in column B.

• Column H is calculated using the following formula: (Column H) = (Column D + Column E )(Column B)

• Column I is the total number of periods of participation for each participant. A participant may have more than one period of participation.• Column J is the number of periods of participation in which a Measurable Skill Gain is achieved. Multiple outcomes are permissible for individual participants with more than one period of participation. Participants may achieve more than one gain per period of participation. However, a maximum of one gain per period of participation is reported in column J.

• Column K is calculated using the following formula: (Column K) = (Column J)(Column I)


8

Table 4BEducational Functioning Level Gain and Attendance for Pre- and Post-tested Participants

Enter the number of pre- and post-tested participants for each category listed, number of post-tested participants achieving at least one educational functioning level gain, and total attendance hours for post-tested participants.

Entering Educational Functioning Level

(A)


(B)

Total Attendance Hours

(C)

Number with EFL Gain(D)

Number Separated Before Achieving

EFL Gain(E)

Number Remaining

Within Level(F)

Percentage Achieving EFL

Gain(G)

ABE Level 1ABE Level 2ABE Level 3ABE Level 4ABE Level 5ABE TotalESL Level 1ESL Level 2ESL Level 3ESL Level 4ESL Level 5ESL Level 6ESL Total

TotalInclude in this table only participants who are both pre- and post-tested.• Column D is the total number of participants (both exited and continuing) who achieved at least one EFL gain by completing at least one level through pre- and post-testing.• Column E is the number of participants who achieved no EFL gain and exited the program. The last day of service cannot be determined until at least 90 days have elapsed since the participant last received services (services do not include self-service, information-only services, activities, or follow-up services), and there are no plans to provide the participant with future services.• Column F represents the number of participants still enrolled who are at the same EFL level as when they entered.• Column D + E + F should equal the total in Column B.

• Each row total in Column G is calculated using the following formula: G = (Column D)(Column B)


9

Table 4CMeasurable Skill Gains by Entry Level for Participants in Distance Education

Enter the number of distance education participants for each category listed, total attendance hours, number achieving at least one educational functioning level gain, number who attain a secondary school diploma or its equivalent, and periods of participation outcomes.

Entering Educational Functioning

Level

(A)


(B)

Total Attendance Hours for all participants

(C)

Number who achieved at

least one educational functioning level gain

(D)

Number who attained a

secondary school diploma or its

equivalent

(E)

Number Separated

Before Achieving


(F)

Number Remaining in

Program without


(G)

Percentage Achieving


(H)


(I)


with Measurable Skill Gains

(J)

Percentage of Periods of

Participation with


(K)

ABE Level 1ABE Level 2ABE Level 3ABE Level 4ABE Level 5ABE Level 6ABE TotalESL Level 1ESL Level 2ESL Level 3ESL Level 4ESL Level 5ESL Level 6ESL TotalGrand Total

Include in this table only participants who are counted as distance education participants . This table is a subset of the participants reported in Table 4.• Use participant’s pretest score for initial placement in this table.• For the purposes of reporting measurable skill gain on Tables 4, 4C, 8, and 10, each program entry per participant during the reporting period is considered a period of participation.

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• Count each participant only once in columns D through G.• The number in column D is the number of participants who completed one or more Educational Functioning Levels gain as measured in one of three ways: 1) by comparing a participant’s initial EFL as measured by a pre-test with the participant’s EFL as measured by a participant’s post-test; or 2) for States that offer high school programs that lead to a secondary school diploma or its recognized equivalent, an EFL gain may be measured through the awarding of credits or Carnegie units: or 3) States may report an EFL gain for participants who exit the program and enroll in postsecondary education or training during the program year.• Column E is the number of participants who attained a secondary school diploma or its equivalent.• Enter only the most recent achievement, if attained, per participant in column D or column E.• Column F is the number of participants who achieved no measurable skill gain and exited the program. The last day of service cannot be determined until at least 90 days have elapsed since the participant last received services (services do not include self-service, information-only services, activities, or follow-up services), and there are no plans to provide the participant with future services.• Column G is number of participants who remain enrolled and achieved no measurable skill gain.• Column D + E + F + G should equal the total in Column B.

• Column H is calculated using the following formula: (Column H) = (Column D + Column E)(Column B)

• Column I is the total number of periods of participation for each participant. A participant may have more than one period of participation.• Column J is the number of periods of participation in which a Measurable Skill Gain is achieved. Multiple outcomes are permissible for individual participants with more than one period of participation. Participants may achieve more than one gain per period of participation. However, a maximum of one gain per period of participation is reported in column J.

• Column K is calculated using the following formula: (Column K) = (Column J)(Column I)


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Table 5Core Follow-up Outcome Achievement

Core Follow-upOutcome Measures

Number of Participants who Exited

Number of Participants who Exited Achieving

Outcome or Median

Earnings Value

Percent Achieving Outcome

Periods of Participation

Total Periods of

Participation

Number ofPeriods of

Participation Achieving

Outcome or Median

Earnings Value

Percent of Periods of

Participation Achieving Outcome

(A) (B) (C) (D) (E) (F) (G)

Employment SecondQuarter after exit *

Employment FourthQuarter after exit *

Median EarningsSecond Quarter after exit **

N/A N/A

Attained aSecondary School Diploma/Recognized Equivalent and Enrolled in Postsecondary Education or Training within one year of exit***

Attained aSecondary SchoolDiploma/Recognized Equivalent and Employed within one year of exit ***Attained aPostsecondary Credential while enrolled or within one year of exit ****

11

12

Instructions for Completing Table 5

Note: All shaded columns will be calculated automatically by OCTAE’s data system.

For the purposes of reporting on Employment 2nd Quarter, Employment 4th Quarter, Median Earnings, and the Credential indicators on Tables 5, 5A, 8, and 10, each program entry and exit per participant during the reporting period is considered a period of participation.

Do not exclude participants because of missing Social Security numbers or other missing data.* Report in Column B (second and fourth quarter employment) the total number of participants who exited during the program year, excluding incarcerated individuals under section 225 of WIOA who exited the AEFLA program but are still incarcerated.

** Report in Column B (Median Earnings) the total number of participants who exited during the program year and who were employed in the second quarter after program exit, excluding incarcerated individuals under section 225 who exited the AEFLA program but are still incarcerated.

*** Report in Column B (secondary school credential attainment) the total number of participants who exited during the program year who were at the ninth grade equivalent educational functioning level or higher upon entry, as measured by pretest with approved NRS test, excluding incarcerated individuals under section 225 who exited the AEFLA program but are still incarcerated.

**** Report in Column B (postsecondary credential attainment) the total number of participants who exited during the program year who were enrolled in IET programs , excluding incarcerated individuals under section 225 who exited the AEFLA program but are still incarcerated.

Column C (except for Median Earnings) is the number of participants that achieved each outcome. For Median Earnings reporting, Column C is the median earnings value which is the midpoint between lowest and highest quarterly wage, inU.S. dollars, for the total number of participants who exited during the program year and who were employed in the second quarter after program exit, excluding incarcerated individuals under section 225 who exited the AEFLA program but are stillincarcerated.

Column D (except for Median Earnings) is the number in Column C divided by the number in Column B. Column D should never be greater than 100 percent.

Column E is the total number of Periods of Participation for each participant reported in column B. This number will be greater than or equal to the number of participants in Column B.

Column F (except for Median Earnings) is the number of periods of participation for which the outcome was received. For Median Earnings reporting, Column F is the median earnings value which is the midpoint between lowest and highest quarterly wage, in U.S. dollars, for the total number of periods of participation, excluding incarcerated individuals under section 225 who exited the AEFLA program but are still incarcerated.

Column G (except for Median Earnings) is the number in Column F divided by the number in Column E. Column G should never be greater than 100 percent.

Columns D and G are not applicable to Median Earnings.


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Table 5aOutcome Achievement for Participants in Distance Education




Outcome or Median

Earnings Value



Total Periods of

Participation

Number ofPeriods of


Outcome or Median

Earnings Value



(A) (B) (C) (D) (E) (F) (G)

Employment SecondQuarter after exit

Employment FourthQuarter after exit

Median Earnings Second Quarter after exit

N/A N/A

Attained a SecondarySchool Diploma/Recognized Equivalent and Enrolled in Postsecondary Education or Training within one year of exitAttained a SecondarySchool Diploma/Recognized Equivalent and Employed within one year of exitAttained aPostsecondaryCredential while enrolled or within one year of exit

Instructions for Completing Table 5A: Include only participants who are counted as distance education participants. Distance education participants are included in Table 5.Follow instructions for completing Table 5.

14

Table 6Participant Status and Program Enrollment

Enter the number of participants for each of the categories listed.Participant Status at Program Entry

(A)Number

(B)Employed

Employed, but Received Notice of Termination ofEmployment or Military Separation is pending

Unemployed

Not in the Labor Force

TOTAL

Highest Degree or Level of School Completed * US-BasedSchooling

Non-US-BasedSchooling

No schooling

Grades 1-5

Grades 6-8

Grades 9-12 (no diploma)

Secondary School Diploma or alternate credential

Secondary School Equivalent

Some Postsecondary education, no degree

Postsecondary or professional degree

Unknown

TOTAL (both US Based and Non-US Based)Program Type **

In Family Literacy Program

In Workplace Adult Education and Literacy Activities***

Institutional Programs (section 225)

In Correctional Facility

In Community Correctional Program

In Other Institutional Setting

TOTAL Institutional

15

* Enter the highest level of schooling or degree attained for each participant in US or non-US-based schooling. Provide only one entry per participant. The total number of participants reported here must be the same as the number reported in the Total row of Column P, Table 1.** Participants counted here must be in a program specifically designed for that purpose.*** The term “workplace adult education and literacy activities” means adult education and literacy activities offered by an eligible provider in collaboration with an employer or employee organization at a workplace or an off-site location that is designed to improve the productivity of the workforce.

Emplo y me n t S t atus def i nit i on s :

Employed: The participant, at program entry, (a) is currently performing any work at all as a paid employee, (b) is currently performing any work at all in his or her own business, profession, or farm, (c) is currently performing any work as an unpaid workerin an enterprise operated by a member of the family, or (d) is one who is not working, but currently has a job or business from which he or she is temporarily absent because of illness, bad weather, vacation, labor-management dispute, or personal reasons, whether or not paid by the employer for time-off, and whether or not seeking another job.

Employed, but Received Notice of Termination of Employment or Military Separation is pending: The participant, at program entry, is a person who, although employed, either (a) has received a notice of termination of employment or the employer has issued a Worker Adjustment and Retraining Notification (WARN) or other notice that the facility or enterprise will close, or (b) is a transitioning service member (i.e., within 12 months of separation or 24 months of retirement).

Not in the labor force: The participant, at program entry, is not in the labor force (i.e., those who are not employed and are not actively looking for work, including those who are incarcerated).

Unemployed: The participant, at program entry, is not employed but is seeking employment, makes specific effort to find a job, and is available for work.


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16

Table 7Adult Education Personnel by Function and Job Status

(A) Adult Education Personnel

Total Number ofPart-time Personnel

(B)

Total Number ofFull-time Personnel

(C)

Unpaid Volunteers

(D)

FunctionState-level Administrative/ Supervisory/Ancillary Services *Local-level Administrative/ Supervisory/Ancillary Services *Local Counselors *Local Paraprofessionals *Local Teachers **Teachers’ Years of ExperienceIn Adult EducationLess than one yearOne to three yearsMore than three yearsTeacher CertificationNo certificationAdult Education CertificationK-12 CertificationSpecial Education CertificationTESOL Certification

* For reporting State-level Administrative/Supervisory/Ancillary Services and Local-level Administrative/Supervisory/Ancillary Services, Counselors, and Paraprofessionals:• Enter an unduplicated count of personnel by function and job status. Count the number of positions, not the number of staff who filled them.• In Column B, count one time only each part-time position of the program administered under AEFLA who is being paid out ofFederal, State, and/or local education funds.• In Column C, count one time only each full-time position of the program administered under AEFLA who is being paid out ofFederal, State, and/or local education funds.• In Column D, report the number of volunteer positions (personnel who are not paid) who served in the program administered under AEFLA.** For reporting Local Teachers:• Count and report the number of teachers, not the number of positions. For example, if one local part-time teaching position was filled with 3 teachers throughout program year, count and report 3 local part-time teachers.• Report adult education experience and certification for paid teachers only, not volunteers. The total number of teachers for which experience is reported must equal the total number of teachers reported in Columns B and C.• For certification, report all certifications a teacher has. Multiple responses are allowed. Report teachers who lack certification in the “No Certification” category.


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17

Table 8Outcomes for Adults in Family Literacy Programs (Optional)

Enter the number of participants in family literacy programs for each of the categories listed.




Outcome or Median

Earnings Value



Total Periods of

Participation

Number of Periods of


Outcome or Median

Earnings Value



(A) (B) (C) (D) (E) (F) (G)

Measurable SkillGain




N/A N/A

Attained a Secondary School Diploma/RecognizedEquivalent and Enrolled in PostsecondaryEducation or Training within one year ofexitAttained aSecondary School Diploma/Recognized Equivalent and Employed within one year of exit

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18




Outcome or Median

Earnings Value



Total Periods of

Participation



Outcome or Median

Earnings Value



(A) (B) (C) (D) (E) (F) (G)

Attained a Postsecondary Credential while enrolled or within one year of exit

Family Literacy Follow-up Outcome Measures Number of Participants who

Exited


OutcomePercent Achieving

Outcome

(A) (B) (C) (D)Increased Involvement in Children’s Education

Helped more frequently with school

Increased contact with children’s teachers

More involved in children’s school activities

Increased Involvement in Children’s LiteracyActivities

Reading to children

Visiting library

Purchasing books or magazines

20

Instructions for Completing Table 8 (Include only family literacy program participants in Table 8)


For reporting measurable skill gains:

Enter in column B the total number of Family Literacy program participants enrolled during the reporting period. Enter in column C the number of participants who achieved one or more educational functioning level gains or attained a secondary school diploma. Enter only one of these achievements, if attained, per participant in column C.

For reporting core follow-up outcome measures:Follow instructions for completing Table 5 to report these outcomes.

For reporting family literacy outcome measures:

Report in Column B the total number of participants who exited during the program year. Do not exclude participants because of missing Social Security numbers or other missing data.

Achievement of one or more of the increased involvement in children’s education or children’s literacy activities measures should be counted only once per participant. However, the specific outcome should be recorded in the subcategory and more than one outcome may be reported, so that the total for the three subcategories may be greater than the total reported for the overall category. For example, a participant who helped more frequently with schoolwork and increased contact with child’s teachers would be recorded in both categories but would be counted only once in the overall category of “increased involvement in children’s education.”


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21

Table 9Secondary Outcome Measures (Optional)

Civics Education Follow-up Outcome Measures(Optional)


Number of Participants who Exited Achieving Outcome


(A) (B) (C) (D)

Left PublicAssistance

Achieved CitizenshipSkills

IncreasedInvolvement inChildren’sEducation*IncreasedInvolvement inChildren’s LiteracyActivities*

Voted or Registered to Vote

Increased Involvement in Community Activities

Instructions for Completing Table 9


Each row total In Column D is calculated using the following formula: D=Column C / Column B

* Enter the total number of participants who achieved this outcome regardless of whether the participant was in a family literacy program. Use Table 8 to enter achievements of family literacy participants. The number reported here may be higher than reported in Table 8 because it includes all participants who achieved this goal.


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22

Table 10Outcome Achievement for Adults in Correctional Education Programs

Enter the number of participants in correctional education programs (section 225) for each of the categories listed.

Core Follow-up OutcomeMeasures



Outcome or Median

Earnings Value



Total Periods of

Participation



Outcome or Median

Earnings Value



(A) (B) (C) (D) (E) (F) (G)

Measurable Skill Gain




N/A N/A

Attained a SecondarySchoolDiploma/Recognized Equivalent and Enrolled in Postsecondary Education or Training within one year of exit

Attained a SecondarySchool Diploma/Recognized Equivalent and Employed within one year of exit

Attained a Postsecondary Credential whileenrolled or within one year of exit

23

Instructions for Completing Table 10 (include only correctional education participants under Sec. 225 of WIOA) Note: All shaded columns will be calculated automatically by OCTAE’s data system.

For measurable skill gain: Enter in column B the total number of correctional education program participants enrolled during the reporting period. Enter in column C the number of participants who achieved one or more educational functioning level gains or attained a secondary school diploma. Enter only one of these achievements, if attained, per participant in column C.

For reporting core follow-up outcomes measures:Follow instructions for completing Table 5 to report these outcomes


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24

Table 14Local Grantees by Funding Source

Enter the number of each type of grantee (see attached definitions) directly funded by the State and the amount of Federal and State funding they receive.

Provider Agency * (A)

Total Number ofProviders

(B)

Total Number of

IELCEProviders

(C)

Total Number of

Sub- Recipients

(D)

WIOA Funding State Funding

Total(E)

% of Total(F)

Total(G)

% of Total(H)

Local Educational Agencies

Public or Private NonprofitAgency

Community-basedOrganizations

Faith-based Organizations

Libraries

Institutions of HigherEducation

Community, Junior orTechnical Colleges

Four-year Colleges orUniversities

Other Institutions of HigherEducation

Other Agencies

Correctional Institutions

Other Institutions (non- correctional)

All Other Agencies

Other

Fillable field

Total


• In Column (B), report the number of all providers receiving a grant award or contract for instructional services from the eligible agency.

• In Column (C), report the total number of Integrated English Literacy and Civics Education (IELCE) providers receiving a grant award or contract for instructional services.

• In Column (D), report the total number of each entity receiving funds as a sub-recipient. (Entities receiving funds from a grantee as part of a consortium are to be reported in column (D).

• In Column (F), the percentage is calculated using the following formula: Cell value in Column (E) / Total ofColumn (E)

• In Column (G), report the total amount of State funds contributed. This amount need not necessarily equal the non-Federal expenditure report on the Federal Financial Report.

• In Column (H), the percentage is calculated using the following formula: Cell value in Column (G) / Total ofColumn (G)

* Provi d e r A g en c y D e s c rip t ions for T a ble 1 4

Local Educational Agencies are public boards of education or other public authorities legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State.

Community-based Organizations (CBOs) are private nonprofit organizations of demonstrated effectiveness that are representative of a community or significant segment of a community.

Faith-based Organizations (FBO) are non-profit organizations associated with a faith community or multiple faith ministries.

Libraries are public state and community funded institutions that offer education and community services in addition to providing access to print, audio-visual and technology resources.

Community, Junior or Technical Colleges are public institutions of higher education that offer associate’s degree and certificate programs but, with few exceptions, award no baccalaureate degrees.

Four Year Colleges or Universities are public or private non-profit institutions of higher education that primarily offer baccalaureate degree programs.

Other Institution of Higher Education is a public or private non-profit institution that is not a community, junior, or technical college or a four-year college or university.

Correctional Institutions are prisons, jails, reformatories, work farms, detention centers, or halfway houses, community-based rehabilitation centers, or any other similar institutions designed for the confinement or rehabilitation of criminal offenders.

Other Institutions (Non-Correctional) are any medical or special institutions not designed for criminal offenders.

All Other Agencies include other public (Federal, State, local) agencies not listed in the categories above (e.g. Public Housing Authority).

Other categories of grantees (e.g. nonprofit institution not described above, partnership between an employer and any entity above, etc.).


2

APPENDIX G

INSTITUTION NAMETIME AND EFFORT REPORT

EMPLOYEE NAME: FISCAL YEAR: TITLE: REPORT PERIOD:

BUDGETED PAYROLL DISTRIBUTION FOR REPORT PERIOD

ACTUAL EFFORT DISTRIBUTION FOR REPORT PERIOD

GRANT/FUNDING SOURCE PERCENTAGES GRANT/FUNDING SOURCE PERCENTAGES

100% 100%TO BE COMPLETED BY EMPLOYEE, SUPERVISOR, OR RESPONSIBLE OFFICAL

EXPLANATION AS NECESSARY

If the percentages of actual effort distribution for any grant or funding source differ from the budgeted payroll distribution, please make the corrections before certifying below.

CONFIRMATION BYEmployee Supervisor Responsible Official

I certify that this report represents a reasonable estimate of the actual effort expended on each grant or funding source as listed above for the period covered by this report.

Signature Title Date Signature Title Date

3

APPENDIX H

Pre-Award Risk Assessment Tool

This Risk Assessment will be completed by the OAE for each eligible application submitted.

Pre-Award Risk Asse ss ment T ool

P ur p ose To assist state staff in effectively monitoring potential risk factors associated with grants funded by federal pass- through funds to grantees. The focus is to ensure that grant programs meet the following requirements:

1. adhere to the grantor’s guidelines and agreements,2. remain within budget,3. are able to carry out the scope of service, and4. ensure that proper internal controls are in place.

P roce d ure Based on an evaluation of the grantee’s award application, internal controls, and prior history with grant awards, State staff shall rate each category below. Scores will then be summed to determine if the level of risk is high, medium, or low.

R i sk A sse ss m ent The risk score determines the order in which State staff will evaluate the grant program and/or perform a site visit.

• High Risk - A score of 40 – 60 requires intensive follow-up and improvement based on a thorough evaluation of the grant project and execution of the approved action plan.

• Medium Risk - A score of 21 – 39 requires evaluation of areas that need improvement and improving those areas based on the approved action plan.

• Low Risk - A score of 20 or less generally identifies that the program is at lower risk for potential waste, mismanagement, non-compliance or fraud.

Applicant/Organization Name:Risk Assessment Completed by:Date Risk Assessment Completed:Project Year:Total Score:

4

Scoring: The following questions will be awarded a score ranging from 1 to 5. 5 - High Risk/1-Low Risk

# Pre-Award Certification SCORE1. Is the Applicant on the Federal or State Debarment List? (If yes, no need to go further)

Yes No

2. Has the agency or principals thereof ever been suspended or debarred from receiving state or federal grants or contracts?

Yes (5)No (1)

3. Has the agency ever had a government contract, project, or agreement terminated?

Yes (5)No (1)

4. Does the agency employ a finance director with at least three years of experience in accounting?

Yes (5)No (1)

5. How many years has the organization been in existence?

Less than two years (5)2-5 years (4)6-10 years (3)11-14 years (2)15 years or more (1)

6. Other than WIOA Title II, does the Agency have experience managing other federal, state, local or private funds?

No prior experience (5)Less than 2 years of experience (4)2 to 5 years (3)6 to 10 years of experience (2)More than 10 years of experience (1)

7. Does the Agency have experience administering WIOA Title II funds or other grants that provide funds for services to a comparable target population?

Less than 1 year of experience (5)1-2 years of experience (4)3-5 years of experience (3)6-9 years of experience (2)10 years+ (1)

8. Number of Years that the Program Administrator has been in the position as of the application date?Less than 1 year of experience (5)1-2 years of experience (4)3-5 years of experience (3)6-9 years of experience (2)10 years+ (1)

9. Percentage of Full-time Personnel in their positions for 3 or more years:

Less than 20% (5)20% but less than 40% (4)40% but less than 60% (3)60% but less than 80% (2)80%-100% (1)

10. How many years has it been since the applicant had a formal on-site program review for WIOA Never (5)0-2 years (1)3-4 years (2)5-6 years (3)7 years or more (4)

11. What percentage of the overall requested budget does the applicant have on hand based upon the most recent audit report submitted?

Less than 20% (5)20% but less than 40% (4)At least 40% but less than 60% (3) At least 60% but less than 80% (2) At least 80%-100% (1)

12. Amount of grant award requested for this project:$800,000 + (5)$600,000 - $799,999 (4)$400,000 - $599,999 (3)$150,000 - $399,999 (2)$0 - $149,999 (1)

13. Single Audit Status:No single audit performed (5)Single audit with both material weakness and significant deficiency findings (4) Single audit with material weakness finding(s) (3)Single audit with significant deficiency finding(s) (2) Single audit with no findings (1)

APPENDIX ICorrective Action Plan

Coming Soon

APPENDIX JPerformance Improvement Plan

Coming Soon

Documents

Federal Governing Authority - State Board for Community ... Web viewTo work together to develop policies that will coordinate service delivery with WIOA Combined Plan ... signed response,