FY19 MassachusettsPolicies for Effective

Adult Educationin

Community Adult Learning Centersand

Correctional Institutions

Adult and Community Learning Services (ACLS)75 Pleasant Street

Malden, MA 02148-4906http:// www.doe.mass.edu/acls

September 2017 (v. 2)

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Table of Contents

Introduction......................................................................................................................................1

Overview..........................................................................................................................................2Mission..................................................................................................................................................2The Adult Education System................................................................................................................2The Workforce Innovation and Opportunity Act (WIOA)...................................................................2Innovation and Opportunity..................................................................................................................2Combined State Plan.............................................................................................................................3Regional Funding Allocation Formula for Community Adult Learning Centers.................................3

Indicator 1: Program Design...........................................................................................................4Eligibility...............................................................................................................................................4Subpopulations......................................................................................................................................4Enrollment.............................................................................................................................................4Program Funding Formula....................................................................................................................4Continuum of Instructional Services.....................................................................................................4No Charges to Students.........................................................................................................................4Intensity and Duration...........................................................................................................................5Adult Education and Family Literacy Services....................................................................................5Program Delivery Options....................................................................................................................8Volunteer Services................................................................................................................................8Enrollment and Retention.....................................................................................................................8Direct Service and Administrative Costs..............................................................................................9

Indicator 2: Access and Equity.....................................................................................................10Eligibility.............................................................................................................................................10Prioritization........................................................................................................................................10Intake and Orientation.........................................................................................................................11The Americans with Disabilities Act (ADA)......................................................................................11

Indicator 3: Career Pathways Collaboration.................................................................................13Local Workforce Development Boards (WDBs) and Memoranda of Understanding (MOU)...........13Local Workforce Development Plan Packages...................................................................................13Outstationing.......................................................................................................................................13Shared Customers................................................................................................................................13

Indicator 4: Curriculum and Instruction.......................................................................................14Standards-aligned Curriculum............................................................................................................14Curriculum Requirements for ABE (GLE 0-12).................................................................................14Curriculum Requirements for ESOL (SPL 0-7)..................................................................................15Curriculum Requirements for All Programs......................................................................................15Instruction...........................................................................................................................................15

Indicator 5: Student Progress........................................................................................................17Summative Assessment.......................................................................................................................17Required Assessments.........................................................................................................................17Measurable Skills Gain (MSG) and Performance Accountability......................................................19

Indicator 6: Advising and Student Support Services....................................................................21Advising..............................................................................................................................................21

Indicator 7: Organizational Support.............................................................................................22Program Governance...........................................................................................................................22Facilities..............................................................................................................................................22Salaries and Benefits...........................................................................................................................22Director Qualifications........................................................................................................................22Staff Qualifications.............................................................................................................................22

Indicator 8: Educational Leadership.............................................................................................23New Staff............................................................................................................................................23Staff Supervision and Evaluation........................................................................................................23Educator Growth and Professional Development (PD)......................................................................23

Indicator 9: Professional Culture..................................................................................................24

Indicator 10: Fiscal and Data Accountability...............................................................................25Code of Federal Regulations...............................................................................................................25Statement of Assurances (SOA)..........................................................................................................25Risk Management................................................................................................................................25Financial Audit Requirement..............................................................................................................25Fiscal Responsibilities.........................................................................................................................25Match and Maintenance of Effort.......................................................................................................26Indirect Costs......................................................................................................................................26Direct Service and Administrative Costs............................................................................................27Materials and Supplies including Computing Devices.......................................................................27Equipment...........................................................................................................................................27Control of Computing Devices and Equipment..................................................................................27Disposal of Computing Devices and Equipment................................................................................27Time and Effort Reporting..................................................................................................................28General Administration.......................................................................................................................28Data Quality and Integrity...................................................................................................................29Record Keeping...................................................................................................................................31

Appendix A: The 13 WIOA Considerations................................................................................32Appendix B: Guidelines for Memoranda of Agreement (MOA).................................................34Appendix C: Massachusetts Career Pathways Systems Development for Adult Education........36Appendix D: Recommended Practices for Educational Leaders..................................................44Appendix E: ACLS Contact Information.....................................................................................45Appendix F: Errata and Changes..................................................................................................46

IntroductionThe Massachusetts Policies for Effective Adult Education in Community Adult Learning Centers and Correctional Institutions (Policies) serve to help adult educators prepare for the exciting, yet challenging task of operating a Community Adult Learning Center (CALC) or Adult Education in Correctional Institutions (AECI) program. To that end, the Policies provide:

Basic information about the adult education system in Massachusetts including a glossary of common adult education terms and acronyms at http://www.doe.mass.edu/acls/otherrl.html

Explanations of policy requirements for organizations providing instructional services to adult education students: The success of a CALC or an AECI program rests on the effective implementation of policy requirements derived from multiple sources including Federal legislation, research and data, and practitioner wisdom and experience.Compared to its predecessors, this document signals significant policy shifts that reduce requirements and increase flexibility in exchange for an increased emphasis on outcomes. The failure of a program to demonstrate compliance with the policy requirements in this document and in subsequent policy updates throughout the year will have consequences, including but not limited to remedial action, withholding of funds, grant reduction, or grant termination.

Links to additional information to facilitate effective service delivery and/or further professional growth and development: The links to additional information will be useful to programs as they transition from proposal writing to program implementation (e.g., site visit and monitoring protocols).

FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 1

OverviewThe adult education system in Massachusetts consists of individual but related organizations working together to create a strong, unified, and aligned system for adult learners seeking greater opportunities for themselves, their families, and their communities. The system is guided by a mission adopted by the Board of Education in 1993.

MissionThe Massachusetts adult education system exists to provide each and every adult with opportunities to develop literacy skills needed to qualify for further education, job training, and better employment, and to reach his/her full potential as a family member, productive worker, and citizen.

The Adult Education SystemThe Massachusetts adult education system is effective because of the determined effort and commitment of a network of providers including: community adult learning centers (CALC); correctional institutions (AECI); transition to community college programs; workplace education programs; distance learning hubs; volunteer organizations; staff and students; the Department of Elementary and Secondary Education (ESE, the state agency authorized to administer Federal and state adult education funds); the System for Adult Basic Education Support (SABES, the professional development system); and representative groups including the Directors’ Council, local workforce development boards, community colleges, and others. The Massachusetts Legislature is another important component of the system, providing funding for the delivery and improvement of adult education services statewide. State funding, together with funding authorized by Congress, constitutes the annual adult education budget.

The Workforce Innovation and Opportunity Act (WIOA)On July 22, 2014, President Obama signed into law the Workforce Innovation and Opportunity Act (WIOA), which revised and reauthorized the Workforce Investment Act of 1998 (WIA). The new law supports innovative strategies to keep pace with changing economic conditions and seeks to improve coordination between four core Federal programs that support adult education, employment services, workforce development, and vocational rehabilitation activities. The core programs are:

Adult, Dislocated Worker, and Youth, administered by the Department of Labor (DOL) under Title I;

Adult Education and Family Literacy Act (AEFLA), administered by the Department of Education (USED) under Title II;

Wagner-Peyser Act employment services, administered by DOL under Title III; and Vocational Rehabilitation Act, administered by ED under Title IV.

There are 13 considerations that states are required to use in providing funding to local programs, considerations that drive criteria for evaluating proposals for adult education funding. For more information on the 13 WIOA considerations, see Appendix A.

Innovation and OpportunityIn an effort to promote innovation in programs, ACLS has distilled from its policies only those areas of compliance that are essential to running a program; moreover, these policies have been informed by the Massachusetts Combined State Plan under WIOA and ACLS’s revised Indicators of Program Quality (IPQ) with the goal of facilitating student success in career

FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 2

pathways, postsecondary education, training, and family-sustaining employment. To that end, it is our hope that adult education will:

improve students’ academic skills; support the educational and skill achievement of parents and family members to

participate in the educational development of their children; enhance students’ workforce readiness including digital literacy skills; assist low-income job seekers and their families, including individuals with disabilities,

veterans, and other populations facing persistent barriers to employment, to achieve economic self-sufficiency; and

prepare students to meet the demands of the state’s job market.

Combined State PlanThe Massachusetts Combined State Plan under WIOA, the product of a year-long, comprehensive planning process, seeks to provide the best public workforce system in America and reflects the goals adopted as guiding principles for the state.

First, to make our state workforce programs responsive to the demands of the job market. Second, to take up the challenge of better serving the needs of job seekers including adult

education students who need to enhance their skills before accessing workforce services. Third, to assist low-income job seekers and their families as well as individuals with

disabilities, veterans returning from service, and other populations facing persistent barriers to employment, achieve economic self-sufficiency.

Finally, to use the Federal WIOA measures to track progress and identify areas for improvement going forward.

On March 30, 2016, Governor Baker signed and submitted the Combined State Plan for the Commonwealth of Massachusetts as required by WIOA. For more information on the Combined State Plan and WIOA, see http://www.mass.gov/massworkforce/state-plan/wioa-2020/ma-wioa-state-plan-final-4-7-16.pdf, http://www.doleta.gov/WIOA, http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/wioa-reauthorization.html, and http://www.doe.mass.edu/acls/wioa.html respectively.

Regional Funding Allocation Formula for Community Adult Learning CentersACLS allocates funding to each of the 16 local workforce development areas for CALC, Integrated Education and Training (IET), and Integrated English Language and Civics Education (IELCE) programming. When determining regional allocations, ACLS considers:

40% adult education need as determined by the 2015 American Community Survey (ACS) Five-Year Estimates of educational need (i.e., the percent of a region's adult population that has less than a high school credential or is not proficient in English);

10% adult education demand as determined by the percent of each region's average monthly (i.e., September to June) enrollment and waitlist; and

50% historical funding as the percent of adult education allocation to each region, which is designed to mitigate extreme shifts to funding levels in a particular region (i.e., a partial "hold harmless" provision).

In order to mitigate extreme shifts in funding levels within a local workforce area, ACLS will apply an additional “hold-harmless” provision and will endeavor to prevent any local workforce area from losing more than 15% of its funding, assuming level funding across the system for the FY19-FY22 funding cycle. Increases in that cycle would be distributed based primarily on adult education need, as will the allocation methodology for the cycle beginning in FY23.

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Indicator 1: Program DesignACLS supports outcome-driven program design and delivery that is inspired by new ideas and beliefs about teaching and learning and guided by research and evidence-based practice with the goal of advancing significant achievement and growth among students.

EligibilityACLS requires that adult education students be at least 16 years of age, not enrolled or required to be enrolled in secondary school under state law, and in need of services. For more information on eligibility, see the Access and Equity chapter.

SubpopulationsWIOA identifies subpopulations (e.g., out-of-school youth, homeless, parents and family members) in need of services in order to make a smooth transition to education, training, and self-sustaining employment. Programs are required to ensure that their program design facilitates access to career pathways for these subpopulations. For more information on prioritizing services to serve subpopulations, see the Access and Equity chapter.

EnrollmentWith the exception of providers whose primary mission is to serve homeless, CALC and AECI program design must demonstrate a commitment to serving a minimum of 50 students on an ongoing basis.

Program Funding FormulaACLS supports a range of $2,300 to $3,300 funding per active and unique student seat. A program can have seats that cost more than the threshold as long as the average is within the range. Programs may propose a budget above or below this range. For designs that require an average per seat cost over $3,300, programs must provide a compelling rationale to be considered. This may include costs related to a wide geographic service area or other factors (e.g., 20 hour intensive classes). Services must be available during the academic year (i.e., September to June). Programs with designs that do not align with the academic calendar must provide a rationale for the structure. Additional programming (e.g., summer) is encouraged and can serve as the basis for a rationale for higher funding levels. The minimum seat requirement of 50 does not apply to summer programming. (Note: IET and IELCE models will not be held to this funding structure, and IET/IELCE proposals will be considered separately in a sub-competition.)

Continuum of Instructional ServicesACLS requires that a full continuum of instructional services be available to students.A program that chooses to offer services that move students through the continuum internally is required to offer services that span Grade Level Equivalent (GLE) 0-12 and/or Student Performance Level (SPL) 0-7. (Note: Programs can use both ACLS and non-ACLS funds to fulfill this requirement.)A program that chooses to offer services that move students through the continuum in partnership with one or more other providers is required to enter into a Memorandum of Agreement (MOA) with those providers. For more information on MOA, see Appendix B.

No Charges to StudentsAdult education programs must ensure that enrolled students are not charged tuition, fees, or any other charges or required to purchase books or materials needed for participation.

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Intensity and DurationACLS requires that program design provide services of sufficient intensity and duration for students to progress1 along the continuum of instructional services. Programs have the option of increasing intensity using program design features including but not limited to enrollment in multiple classes, blended learning, volunteers, and co-enrollment.

Adult Education and Family Literacy Services2

ACLS funds a range of services in community adult learning centers (CALCs) and correctional institutions (AECIs) with the goal of facilitating student success in postsecondary education, training, and family-sustaining employment. The following chart summarizes these services.

Services offered by CALCs Services offered by AECIs Adult Basic Education (ABE)3

- Class levels by grade level equivalent (GLE)4

Basic skills (GLE 0-3) Pre-Adult Secondary Education

(GLE 4-8) Adult Secondary Education/High

School Equivalency/Adult Diploma Program (GLE 9-12)

Adult Basic Education (ABE)3

- Class levels by grade level equivalent (GLE)4

Basic skills (GLE 0-3) Pre-Adult Secondary Education

(GLE 4-8) Adult Secondary Education/High

School Equivalency/Adult Diploma Program (GLE 9-12)

Spanish High School Equivalency5

English for Speakers of Other Languages (ESOL)3

- Class levels by student performance level (SPL)4

Beginner (SPL 0-3) Intermediate (SPL 4-5) Advanced (SPL 6-7)

IET (Pre-Adult Secondary Education/Adult Secondary Education)

IET (Pre-Adult Secondary Education/Adult Secondary Education)

IELCE (English for Speakers of Other Languages)

1 Persistence: Helping Adult Education Students Reach Their Goals notes that “Program participation of 100 hours or even 150 hours … is probably inadequate for most adult education students to reach their learning goals.” Comings. (2007)2 Family literacy services support the educational and skill achievement of parents and family members to participate in the educational development of their children and improve economic opportunities for families. Family literacy services include but are not limited to interactive literacy activities, parenting education, and workshops and events for parents, family members, and their children.3 The class level breakdowns in this chart are not required. Programs can structure flexible breakdowns to serve students with similar instructional needs (e.g., GLE 0-3; 4-5; 6-8; and 9-12).4 While GLE and SPL are useful for classroom groupings, outcome measures are based on educational functioning level (EFL) completions. For more information on EFL completions, see the Student Progress chapter.5 ACLS requires that programs providing preparation for the Spanish HSE ensure that students receive instruction in English language acquisition. This will help students both acquire the basic and more advanced skills needed to be prepared for further education and training and improve their English language skills so they make gains on Massachusetts-approved ESOL assessments.FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 5

Basic Skills and Pre-Adult Secondary Education (Pre-ASE) The goal of basic skills (GLE 0-3) and pre-ASE (GLE 4-8) services is to improve students’ skills in preparation for higher levels of instruction. Curricula include reading, writing, speaking and listening, science, history/social studies, and mathematics skills aligned to the College and Career Readiness Standards for Adult Education (i.e., reflective of the shifts and mathematical practices described in the Curriculum and Instruction chapter) and necessary for functioning at levels comparable to students in the first through eighth grade. ACLS requires the integration of workforce preparation and digital literacy in these services.

Adult Secondary Education (ASE) and High School Equivalency (HSE) Preparation The goal of ASE services (GLE 9-12) is to enable students to earn the Massachusetts HSE credential in order to successfully transition into and succeed in postsecondary education, training, and employment. Curricula should be contextualized to the academic demands of HSE assessments and include reading, writing, speaking and listening, science, history/social studies, and mathematics skills aligned to the College and Career Readiness Standards for Adult Education (i.e., reflective of the shifts and mathematical practices described in the Curriculum and Instruction chapter) and necessary for functioning at levels comparable to students in the ninth through twelfth grade. ACLS requires the integration of workforce preparation and digital literacy in these services and that classroom practices be designed to foster a growth mindset.6 (Note: Programs have the option of embedding science and history/social studies vocabulary and concepts in ELA and mathematics curricula or offering separate classes for science and history/social studies.)Programs that provide preparation for the HSE assessment (i.e., HiSET, GED) are required to be familiar with:

Massachusetts HSE assessment policies at http://www.doe.mass.edu/hse, and the academic requirements of the Massachusetts HSE assessments and the websites

where students register for the HSE assessments at https://ged.com/ and http://hiset.ets.org/.

(Note: HSE assessment fees must not be charged to adult education grants. Questions about what expenses are allowable should be directed to the program’s ACLS program specialist.)

Adult Diploma Program (ADP)An ADP is a sequence of classes and/or academic tasks, the goal of which is for students to earn an accredited, verifiable high school credential issued by a high school or local school district in order to successfully transition into and succeed in postsecondary education, training, and employment. The school district approves the ADP curricula, determines the process for earning the credential, and may impose additional eligibility requirements beyond those established by ACLS.Programs have the option of supporting an ADP to provide an alternative to the HiSET or GED as a path to a high school diploma. ADPs are required to partner with their local school districts for approval of curricula and credentialing options. For more information on the ADP, see http://www.doe.mass.edu/hse/adp/.

6 Classroom practices and sequences of lessons designed to foster the growth mindset are required in any curriculum aligned to the College and Career Readiness Standards for Adult Education. However, the qualities and habits of mind of the growth mindset are vital for success in the workplace and in the college classroom.FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 6

Spanish HSE PreparationACLS requires that programs providing preparation for the Spanish HSE ensure that students receive instruction in English language acquisition. This will help students both acquire the basic and more advanced skills needed to be prepared for further education and training and improve their English language skills so they make gains on Massachusetts-approved ESOL assessments. For more information on ESOL assessments, see the Student Progress chapter.Program design for students preparing for the Spanish HSE takes into consideration factors including but not limited to: research-based strategies for concurrent instruction in students’ first language and English; curriculum and instruction relevant to students’ needs (e.g., instruction in math for students who need it, HSE-level content); and student availability for ESOL instruction in addition to first language instruction.

English for Speakers of Other Languages (ESOL) ServicesThe goal of ESOL services is to prepare adult English language learners to speak, read, and write English. Curricula include reading, writing, speaking, and listening contextualized with academic content and aligned to the College and Career Readiness Standards for Adult Education (i.e., reflective of the shifts and, as needed, mathematical practices described in the Curriculum and Instruction chapter), and supported by the standards and benchmarks of the Massachusetts ABE Curriculum Framework for English for Speakers of Other Languages (ESOL). Students are placed in classes based on general English language proficiency levels for adult non-native speakers of English known as student performance levels (SPLs). There are ten (10) SPLs for listening and speaking and eight (8) SPLs for reading and writing. Exit criteria for ESOL students are SPL 6 for reading and writing or SPL 7 for listening and speaking. ACLS requires the integration of civics education, workforce preparation, and digital literacy in ESOL services at all levels.

Integrated Education and Training (IET)The IET model combines pre-ASE and ASE instruction, occupational skills training, and workforce preparation activities7 concurrently and contextually to increase students’ educational and career advancement. In an IET service delivery model, a variety of team teaching strategies are used to deliver the curriculum. Upon completion, it is intended that students will have obtained an industry recognized credential and will be employable or go on to more advanced training in their chosen career pathway.

Integrated English Language and Civics Education (IELCE)The IELCE model combines ESOL instruction, civics education, occupational skills training, and workforce preparation activities7 concurrently and contextually to increase ESOL students’ educational and career advancement. In an IELCE service delivery model, a variety of team teaching strategies are used to deliver the curriculum. Upon completion, it is intended that students will have obtained an industry recognized credential and will be employable or go on to more advanced training in their chosen career pathway.For more information on IET and IELCE, see Appendix C and http://www.doe.mass.edu/acls/integrated/.

7 Workforce preparation activities are activities, 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.FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 7

Program Delivery OptionsClassroom-based LearningClassroom-based learning refers to face to face instruction delivered in a classroom setting. Classroom-based learning for parents and family members includes but is not limited to interactive literacy activities, parenting education, and workshops and events for parents, family members, and their children.

Distance Learning (DL)There are two ways that CALCs can engage students in DL:

Hub supported DL: Instruction is provided to enrolled students by the centralized entity called the Hub. Programs choosing this option should complete a Memorandum of Agreement (MOA) with the designated Hub to ensure distance learning services between the Hub and the program.

Program supported DL: Instruction is provided by the adult education program for students enrolled in the program or on a waitlist. Programs can offer two models:- blended learning where classroom and DL instruction are coordinated and integrated,

and/or- independent DL where DL and classroom instruction are not integrated.

For more information on DL, see http://www.doe.mass.edu/acls/dl/.

Co-enrollmentCo-enrollment in more than one ACLS-funded program (e.g., a CALC and a Transition to Community College program) is an option for students as long as a student can maintain an ongoing commitment to an increased amount of instruction and the programs’ class schedules do not conflict.

Co-enrollment in Partner ProgramsCo-enrollment in partner programs is an option for students as long as a student can maintain an ongoing commitment to an increased amount of instruction and the programs’ class schedules do not conflict. Examples of students co-enrolled in partner programs, also known as shared customers, include but are not limited to:

Adult education students enrolled by OSCC and receiving career center services leading to employment

Adult education students ages 16-24 and enrolled in Title I out-of-school youth programs Adult education students and recipients of Department of Transitional Assistance (DTA)

and/or Massachusetts Rehabilitation Commission (MRC) services Adult education students who exit services and then enroll in a training program funded

by a core partnerFor more information on shared customers, see http://www.doe.mass.edu/acls/wioa.html.

Volunteer ServicesACLS supports effective instruction from well-trained and well-supported volunteers provided to students enrolled in CALCs. Programs that provide volunteer tutoring services may wish to strategically assign tutors to help students achieve educational functioning level (EFL) completions. For more information on EFL, see the Student Progress chapter.

Enrollment and RetentionPrograms are funded to enroll and retain an approved number of ABE and/or ESOL students based on their grant awards. A program that discovers a need to increase or decrease the number

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of approved seats is required to request permission from its assigned ACLS program specialist. (Note: Decreasing the overall number of approved seats will impact funding.)

Direct Service and Administrative CostsACLS requires that:

a minimum of 75% of funding go towards direct services for students. This includes but is not limited to costs for instructional services, advising, and instructional materials.

programs limit administrative costs including indirect costs to 25%. Administrative costs are expenses incurred in the day-to-day operations of an organization that are not directly tied to a specific function. Administrative expenses are linked to the organization as a whole as opposed to expenses that are directly related to services.

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Indicator 2: Access and EquityEligibilityACLS requires that enrolled students:

a. are at least 16 years of age; andb. are not enrolled or required to be enrolled in secondary school under state law, and either:

do not have a secondary school diploma or its recognized equivalent; are basic skills deficient if they have a high school diploma or its recognized

equivalent (Note: Students who possess a high school credential are required to assess at or below 10.9 grade level equivalent (GLE) in reading, writing, or mathematics and seek to maintain employment and/or pursue postsecondary education or training in order to be eligible.); or

are English language learners.

PrioritizationACLS requires that:

there are regional opportunities for all eligible individuals, especially those with barriers to employment, including individuals with disabilities, to improve their literacy skills. Programs are required to serve all eligible adults and may, based on their mission, prioritize certain subpopulations (e.g., out-of-school youth, homeless, families).

programs prioritize students in good standing who are transferring from another program. Students enrolled in programs who move, change jobs, are released from correctional settings, or otherwise relocate, must have priority to enroll in another program or the DL Hub without returning to the waitlist.  If there are no available seats, these students must go to the top of the waitlist.

programs prioritize adults who are parents of infants, toddlers, preschool, and school-age children.

programs prioritize adults without a high school credential and shared customers who meet Title II eligibility criteria as defined in the local Memoranda of Understanding (MOU) with WIOA partners. Based on regional priorities, programs are required to serve eligible individuals actively engaged in partner services and require other partners’ services to advance along a career pathway. For more information on shared customers, see http://www.doe.mass.edu/acls/wioa.html.

WIOA also requires that programs using funds to carry out a program for criminal offenders in a correctional institution give priority to serving individuals who are likely to leave the correctional institution within five (5) years of participation in the program. For more information on corrections education, see http://www.doe.mass.edu/acls/wioa.html.

WaitlistACLS requires that programs:

maintain an active waitlist for applicants who are unable to enroll in instructional classes due to capacity constraints;

contact students placed on the waitlist at least annually to determine whether they are still interested in services;

remove the names of individuals who cannot be contacted or are no longer interested in services; and

submit a “Waitlist Update” in SMARTT each year attesting that waitlist information is accurate and up-to-date.

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Intake and OrientationWIOA requires that programs identify those adults who, in addition to being eligible for services, face one or more barriers to employment. This requirement is intended to shed light on how well students with barriers are being served by the workforce system as a whole. Programs may use whatever intake forms they wish, paper or electronic, as long as the forms solicit and collect all of the same information as the official SMARTT Student Intake Form.At the beginning of each fiscal year, programs are expected to complete new intakes for all students, including those who are continuing from the previous year. For the SMARTT Student Intake form, see http://www.doe.mass.edu/acls/smartt/.

ConfidentialityACLS requires that confidential student records be kept in locked files. Students’ education records, including student data in SMARTT and records regarding students’ disabilities, are to be treated with the same confidentiality as medical records. ACLS requires that programs protect the privacy of students’ education records and seek consent for any disclosure of personally identifiable information in students’ education records.

Release of Information (ROI)ACLS requires that programs ask each student to provide his/her social security number (SSN) and sign an ROI form for the purpose of data matching. Declining to provide a SSN and/or signing an ROI will not impact students’ eligibility for services.ACLS also requires that individuals applying for or receiving services be informed, in writing, that their personal and confidential information:

will be shared only among the WIOA core program partner staff, subcontractors, and the National Student Clearinghouse; and

will be used only for the purpose of conducting a data match and that further disclosure of personal confidential information or records is prohibited.

For the ROI form, see http://www.doe.mass.edu/acls/smartt/.

The Americans with Disabilities Act (ADA)The Federal ADA places affirmative duties on public and private organizations to ensure that individuals with disabilities can access and have equal opportunities to participate in public services provided by adult education programs. Programs signing the Statement of Assurances (SOA) as part of their grant applications are assuring ACLS that they are aware of and in compliance with their ADA-related obligations.

AccommodationsThe ADA requires that programs make reasonable accommodations for students. To ensure that programs are responsive to learners with disabilities, the ADA requires, among other things, that programs designate an ADA Coordinator whose primary role is to ensure that the program is accessible and in compliance with the ADA. For more information on the ADA, see http://www.doe.mass.edu/acls/disability/default.html, https://ed.gov/about/offices/list/ocr/docs/hq9805.html, and https://www.ada.gov/.

Mandated ReportingAdult education staff are considered mandated reporters and are required by law to report cases of suspected abuse. Mandated reporters:

include public and private school teachers, educational administrators, guidance or adjustment counselors, psychologists, attendance officers, social workers, day care

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providers, health care professionals, and court and public safety officials; are immune from civil or criminal liability as a result of making a report; non-mandated

reporters are also protected providing the report was made in good faith; are protected from retaliation, and identities will be kept confidential; and who fail to file a report are subject to a fine of up to $1,000.

For more information on mandated reporting, see the following table.

Age 0-18 years old 18-59 years old 60+ years old

Population Children Disabled Adults Elderly

Reporting Agency

Department of Children and Families

Disabled Persons Protection Commission

Executive Office of Elder Affairs

Statute 51A 19C 19A

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Indicator 3: Career Pathways CollaborationLocal Workforce Development Boards (WDBs) and Memoranda of Understanding (MOU)WIOA requires that programs collaborate with partners to enhance career pathways for students. This includes participation in planning with WDBs, development of Memoranda of Understanding (MOU), and provision of services for shared customers. It may also include continued participation in existing partnerships including but not limited to family literacy collaborations.

The Combined State Plan and Joint Partner Policy Communications guide the establishment of local area partnerships and local MOU. These requirements will specify how services can be connected, integrated, or enhanced by sharing staffing and/or other resources, or jointly designed to improve outcomes for shared customers (e.g., out-of school youth, job seekers, and businesses). ACLS requires that programs in all 16 local workforce areas sign the local MOU with the exception of Boston where selected programs will sign the local MOU on behalf of all Boston-based adult education programs. For more information on MOU, see http://www.doe.mass.edu/acls/wioa.html, http://www.mass.gov/massworkforce/wioa/, and http://www.mass.gov/massworkforce/issuances/joint-partner-communication/.

Local Workforce Development Plan PackagesEach local WDB will develop a workforce development plan package. WIOA requires that CALC and AECI proposals be reviewed for alignment with the regional workforce priorities described in the local plan packages. Local WDB representatives will assess all proposals for alignment during the review process. (Note: This requirement does not apply to applications submitted by the Massachusetts Department of Corrections.)

OutstationingACLS will fund one outstationed staff person in each of the 16 local workforce development areas. Outstationing is the practice of assigning an adult education staff person (usually the education and career advisor) to a One-stop Career Center (OSCC) for a set number of hours each week. The adult education staff person, or outstationed coordinator, acts as a liaison between adult education programs in the region and the OSCC. The primary role of the outstationed coordinator is to help current and potential adult education students access services by assisting OSCC staff with intake, assessments, and referrals to local adult education programs, and help current adult education students access OSCC services. S/he may also plan and supervise adult education class field trips to OSCCs and make presentations about OSCC services to students in adult education classes. For more information on outstationing, see http://www.doe.mass.edu/acls/OutstationingPolicy.html.

Shared CustomersWIOA is designed to create a system of comprehensive services for students/clients to advance them on a career pathway regardless of the partner program in which they originally enroll. WIOA requires core partners to align, connect, and integrate services by sharing resources and jointly designing services in ways that improve outcomes for shared customers (e.g., youth, job seekers, and businesses) and prioritize serving individuals with barriers to employment (e.g., undereducated and limited English proficient adults). Core partners will work together to redesign the OSCC customer flow and service practices across partner agencies including mapping regional career pathways and the accessibility and availability of services to shared customers. For more information on shared customers, see http://www.doe.mass.edu/acls/wioa.html.FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 13

Indicator 4: Curriculum and InstructionStandards-aligned CurriculumCurriculum refers to the knowledge and skills students are expected to learn, which includes the learning standards they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning.8 The Massachusetts adult education system is built on learning standards to which curriculum, instruction, and assessment are required to be aligned. The standards provide clear expectations for students, teachers, and other stakeholders. They also provide a focus for educator growth leading to improved teaching. Building on a foundation of clear expectations and educator effectiveness, standards support higher and deeper levels of learning for students.9

The College and Career Readiness Standards for Adult Education The College and Career Readiness Standards for Adult Education (CCRSAE) are a verbatim subset of the Common Core State Standards (i.e., the Common Core). Like the Common Core, the CCRSAE respond to the critical need of ensuring students are able to access family-sustaining employment10 via postsecondary education and/or training. Massachusetts adopted the CCRSAE in 2013 as the standards describing what Massachusetts adult education students, both ABE and ESOL, should know and be able to do.11

Curriculum Requirements for ABE (GLE 0-12)Programs offering ABE instruction in mathematics and English Language Arts/Literacy (ELA) are required to use curriculum aligned to the CCRSAE by June 30, 2019. ABE curriculum and instruction are required to reflect the instructional shifts and align at all levels with the CCRSAE levels A through D-E.

Components of Reading and Evidence-Based Reading Instruction (EBRI)WIOA requires that ABE curriculum and instruction provide explicit and systematic instruction on the essential components of reading to adult learners at all levels, GLE 0-12. The essential components of reading are:

Alphabetics, including phonemic awareness, phonics, and decoding, is the process readers use to identify words.

Reading fluency is the ability to read accurately, at an appropriate rate, and with prosody. Reading fluently includes oral reading skills.

Vocabulary development is the body of words whose meanings a person knows and understands. Reading comprehension is the process and product of understanding text, and requires a high

level of metacognitive engagement with the text.

8 Adapted from The Glossary of Education Reform.9 Adapted from Testing, Teaching, and Learning: A Guide for States and School Districts, National Research Council (1999), p. 20.10 “Leading economists who have examined labor market projections note that key college and career ready knowledge and skills are closely linked to being able to get the training necessary to earn a living wage in high-growth industries. It is crucial, then, that adult education programs provide students the opportunity to acquire these skills to pursue their long-term career aspirations and goals.” Pimentel (2013). College and Career Readiness Standards for Adult Education.11 SABES offers extensive PD for curriculum development and in how to implement the CCRSAE. Programs opting to submit draft curriculum materials to the SABES PD Centers for ELA, mathematics, and ESOL will receive feedback to inform future work. Programs are advised to inform the relevant PD centers that they plan to submit and what materials they will be submitting to facilitate planning and timely feedback. For contact information, see http://www.sabes.org.FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 14

Evidence-based reading instruction (EBRI) is a set of practices for teaching the four components that are proven to increase the reading achievement of adult education students. EBRI practices for primary focus differ according to the grade level equivalent (GLE) of students.

Student GLE Primary Focus of Instruction

0-3 (Beginner) Print-based skills (i.e., alphabetics, fluency)

4-8 (Intermediate) Print-based (i.e., alphabetics, fluency), meaning-based (i.e., vocabulary, comprehension), or both

9-12 (Advanced) Meaning-based (i.e., vocabulary, comprehension)

The Office for Career, Technical, and Adult Education (OCTAE) of the U.S. Department of Education (USED) developed and promotes Student Achievement in Reading (STAR), an evidence-based reading instruction program specifically targeted to the needs of intermediate-level readers. Programs opting to use the STAR model must participate in the STAR training and complete all training components in order to maintain fidelity to the evidence base.For more information on the components of reading, EBRI, and STAR, see https://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/essential-components-reading.pdf, http://www.doe.mass.edu/acls/rfp/star.html, and https://www.startoolkit.org/respectively.

Curriculum Requirements for ESOL (SPL 0-7)The CCRSAE are not only for ABE students. They are also to be used during English language acquisition instruction to provide ESOL students equal access to curriculum and instruction12 that leads to postsecondary education, training, and family-sustaining wages. Programs offering ESOL instruction are required to use curriculum aligned to the CCRSAE and supported by the standards and benchmarks of the Massachusetts Curriculum Framework for English for Speakers of Other Languages by June 30, 2019. ESOL curriculum and instruction are required to reflect the CCRSAE instructional shifts and align with the CCRSAE levels A through D-E. ACLS also requires that ESOL programs integrate civics education in ESOL and workforce preparation at all levels. For more information on English language acquisition, see https://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/english-language-acquisition.pdf.

Curriculum Requirements for All ProgramsDigital Literacy DevelopmentDigital literacy enhances instruction. ACLS requires all programs to support the digital literacy development of students at every class level. Digital literacy can be defined as the skills associated with using technology to enable users to find, evaluate, organize, create, and communicate information. ACLS requires the integration of digital literacy into curriculum and instruction in order to provide opportunities for students to explore, experiment, and develop expertise using real world applications for digital literacy while building their academic skills. Programs are expected to incorporate a variety of tools and technologies into the classroom to support learning. For more information on digital literacy development, see http://www.doe.mass.edu/acls/frameworks/DigitalLiteracy.html.

InstructionImplementation of the CCRSAE for ELA and mathematics requires key instructional shifts.

12 This includes instruction in mathematics for ESOL students who need it.FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 15

The shifts in standards-based ELA13 teaching sharpen the focus of instruction on the close connection between comprehension of text and acquisition of knowledge:

Complexity (i.e., regular practice with complex text and its academic language); Evidence (i.e., reading, writing, and speaking grounded in evidence from text, both

literary and informational); and Knowledge (i.e., building knowledge through content-rich nonfiction).

The shifts in standards-based mathematics14 teaching center on the knowledge and skills students need to master to be adept at understanding and applying mathematical ideas:

Focus (i.e., focusing strongly where the standards focus); Coherence (i.e., designing learning around coherent progressions from level to level); and Rigor (i.e., pursuing conceptual understanding, procedural skill and fluency, and

application with equal intensity).

Equally important, the Standards for Mathematical Practice15 “describe the ways students are to engage with the subject matter as they grow in mathematical maturity and expertise across the CCRSAE levels.” The practices, habits of mind that all math students need to develop, are:

MP.1: Make sense of problems and persevere in solving them; MP.2: Reason abstractly and quantitatively; MP.3: Construct viable arguments and critique the reasoning of others; MP.4: Model with mathematics; MP.5: Use appropriate tools strategically; MP.6: Attend to precision; MP.7: Look for and make use of structure; and MP.8: Look for and express regularity in repeated reasoning.

13 For more on the instructional shifts for ELA, see Pimentel, Susan. 2013. College and Career Readiness Standards for Adult Education, pages 9-10.14 For more on the instructional shifts for mathematics, see Pimentel, Susan. 2013. College and Career Readiness Standards for Adult Education, pages 44-46.15 For more on the Standards for Mathematical Practice, see Pimentel, Susan. 2013. College and Career Readiness Standards for Adult Education, pages 46, 48-50.FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 16

Indicator 5: Student ProgressIn order to ensure that adult education students in Massachusetts achieve and maintain family-sustaining wages, it is paramount that programs help students achieve outcomes to that end. Programs must provide high-quality instruction that helps students complete educational functioning levels (EFL), attain high school equivalency (HSE) credentials, enroll in postsecondary education and/or training (PSE/T), and have viable careers. ACLS’s vision for adult education focuses on outcomes in order for programs to continue to support students on their pathways to success. Moreover, WIOA ensures access to education and workforce services for individuals with barriers to employment through increased accountability among states that receive Federal adult education funding.

Summative AssessmentStates that receive Federal money to support adult education programs are required to report on the educational gain made by students. This data is submitted annually via the National Reporting System (NRS), developed by the Office for Career, Technical, and Adult Education (OCTAE) of the U.S. Department of Education (USED). According to the NRS, the primary purpose of educational gain is to measure improvement in the basic literacy skills of participants in the adult education program. This goal is the reason that all students are counted in the NRS educational gain measure.The NRS approach to measuring educational gain is to define a set of educational functioning levels (EFL) in which students are initially placed when they enter the program based on their abilities to perform literacy-related tasks in content areas. After a set time period or number of instructional hours set by the state, students are again assessed to determine their skill levels. If students’ skills have improved sufficiently to be placed in one or more higher levels, a completion16 is recorded. This process occurs every fiscal year, between July 1 and June 30.For more information on the NRS and EFL, see http://www.nrsweb.org/ and http://www.doe.mass.edu/acls/assessment/EFL-FAQ.html.

Required AssessmentsACLS requires that programs comply with the following statewide assessment policies.

Assessment Policy 1: Three Assessments in a Fiscal YearPrograms may administer no more than three NRS approved assessments per content or skill area in one fiscal year (i.e., July 1 to June 30). EFL progression is based on the first test and the last test given in a fiscal year.

Assessment Policy 2: Primary Assessment Area (PAA)A PAA needs to be set for students each fiscal year. A student’s PAA is chosen based on the skill or content area (i.e., reading, mathematics, writing, speaking, listening) in which the student needs to improve as expressed by the student or determined by the program. The PAA is set in SMARTT by checking the PAA box for a student’s assessment. The PAA must be set after all pre-tests are entered in SMARTT and must not be changed during the fiscal year.

Assessment Policy 3: Pre- and Post-TestingPrograms should have systems in place to ensure that students understand why they are pre-tested, what kind of tests will be used as pre- and post-assessments, how many times

16 EFL completion may also be referred to as EFL progression or EFL gain.FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 17

a year they will be tested and how the score results will be explained to them, and for what purposes the program will use the results.

- Pre- and Post-Testing HoursPre-testing: The NRS requires that all students who have 12 or more hours of attendance be included in all Federal report tables. All students must be pre-tested before they reach 18 attendance hours but students can be pre-tested prior to enrollment. All students with a pre-test must be enrolled in SMARTT.Post-testing: Students must have 65 contact hours before they are administered a post-test. Programs are required to post-test students at least once, but students must not be tested more than three times in a fiscal year in the same content or skill area. Programs have the option of administering a mid-year test if this aligns with the instructional and assessment needs of the student. Programs may not test students with less than 65 hours between their pre- and post-tests with the exception of students enrolled in AECI. These students may be post-tested at 40 hours.

- Pre- and Post-Testing of Pre-ASE and Low ASE StudentsPre-ASE and low ASE level students must be tested in both Reading and Math. Students who pre-test at the low and high intermediate levels (i.e., GLE 4-8.9) and low ASE level (i.e., GLE 9-10.9) must be tested in both Reading and Math including students enrolled in STAR classes at programs offering STAR.

- Pre-and Post-Testing of High ASE StudentsStudents placing at the high ASE level are not required to take a post-test in their PAA or non-PAA. Because these students’ pre-test score is already high and therefore does not allow them to advance any further, the only educational outcome for students at this level is obtaining their high school equivalency (HSE) credential.

- Pre- and Post-Testing of Advanced ESOL StudentsStudents placing at the advanced ESOL level with a pre-test score below the exit score of 612 for CLAS-E Writing and 588 for CLAS-E Reading but at SPL 6 can still make an EFL gain if their post-test score is 612 or above in writing and 588 or above in reading.

- Students Enrolled after April 1Students enrolled after April 1, whether they are post-tested or not, must be included in the MSG denominator and reported to the NRS. Programs should design services based on student needs and the ACLS post-testing policy which applies to all students including those enrolled after April 1 (i.e., 65 hours for CALC students and 40 hours for AECI students).

Assessment Policy 4: Copy-Over of Assessments and the Shelf Life of a TestAny assessment administered after April 30 may be copied over into the next fiscal year and used until December 31 following the end of that year. Any test administered within a fiscal year (i.e., July 1 to June 30) may be used as a pre-test for students who leave and return during that year.

Assessment Policy 5: Pre- and Post-Assessment TargetsACLS requires that programs pre- and post-test a minimum of 80% of their students. Pre- and post-test percentage is no longer a performance standard and ACLS no longer assigns

FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 18

points to this target; however, ACLS will continue to track pre/post assessment data through SMARTT and Cognos.Programs should continue to employ best practices for attendance and retention in order to aim for 100% pre/post testing rate and to ensure that students progress in their academic goals.

Assessment Policy 6: Student PlacementPrograms may use any placement tests they choose; however, they may not use the MAPT as a placement test. The TABE 9/10 Locator may be used as a placement test. The BEST Plus 2.0 may be given at intake and may be given as both a placement and pre-test. The CLAS-E Writing Assessment and the CLAS-E Reading may be given at intake and may be given as both a placement and pre-test.

Assessment Policy 7: Reporting Assessments in the SMARTT DatabaseAll administered tests must be entered into the SMARTT database whether or not students made EFL gains. No exceptions are allowed. Assessment results must be recorded and reported accurately and in a timely manner.

Assessment Policy 8: Training and Certification of Test AdministratorsAll test administrators are required to be trained and certified by the SABES PD Center for Massachusetts ABE Assessments before administering any of the standardized assessments used in Massachusetts. ACLS recommends that programs maintain at least two certified test administrators for each test the program administers.

For more information on assessment, see http://www.doe.mass.edu/acls/assessment/.

Measurable Skills Gain (MSG) and Performance AccountabilityCurrently ACLS has created one state performance standard: Measurable Skills Gain (MSG). The state MSG performance standard includes the following outcomes: educational functioning level (EFL) completion, high school equivalency (HSE) credential attainment, and postsecondary education and/or training (PSE/T) enrollment after the student exits the program. Annually, programs will be assigned an MSG target using a formula that incorporates (i.e., is weighted on):

a) The number of students who pretest into each of the NRS levels that a program serves, and

b) (Based on historical data) the degree of difficulty in achieving an MSG outcome.

Programs would be ranked based on how close they come to meeting or exceeding their MSG target, and performance will be the actual completion percent relative to the target. (Note: Programs will get one credit (i.e., 1.0) for the first MSG outcome earned; they will get partial credit (i.e., 0.1) for each additional outcome earned beyond the initial MSG. If students in a program achieve an initial outcome and two additional outcomes, then the program’s credit for that student is 1.2.)

MSG outcomes – both initial and additional – can be any of the following: educational functioning level (EFL) completion high school equivalency (HSE) credential attainment postsecondary education or training (PSE/T) enrollment after exit

Here are some examples of how credit is distributed for outcomes: Two EFL completions (i.e., advancement in two NRS levels) by a student = 1.1 EFL completion in two subject areas (e.g., reading, math) = 1.1

FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 19

High school equivalency (HSE) credential attainment and two EFL completions = 1.2 Two EFL completions in two subject areas plus enrollment in postsecondary education or

training (PSE/T) after exit = 1.4.

MSG Benchmarks and TargetsBecause one of the two factors in an MSG target is the number of students who pre-test into each of the program’s NRS levels, targets could slightly change over the year since pre-testing will continue throughout the year. ACLS will assign programs their ABE and ESOL targets in October of each year. In future years, targets will be listed in the Cognos Summary Report for each program at the “project” level.

Benchmarks Target Percentages

Excellent 135% of Program Target or Higher

Advanced 120 – 134% of Program Target

Above Target 110 – 119% of Program Target

Meets Standard 100 – 109% of Program Target

Needs Improvement 90 – 99% of Program Target

Remedial Action Below 90% of Program Target

For more information on MSG and performance accountability, see http://www.doe.mass.edu/acls/performance/msg.html and http://www.doe.mass.edu/acls/performance.

FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 20

Indicator 6: Advising and Student Support ServicesThe importance of advising should not be underestimated. DeSouza17states that “Academic advisors can play an integral role in promoting student success by assisting students in ways that encourage them to engage in the right kinds of activities, inside and outside the classroom.” Light18 supports that notion, noting further that “Good advising may be the single most underestimated characteristic of a successful college experience.”

AdvisingACLS requires that advising be available to all students.

Advising for Out-of-School YouthACLS requires that adult education staff, typically the education and career advisor, meets with all students 16 to 2219 to discuss the students’ educational options (i.e., adult education, return to K-12) prior to enrolling. In the event that a student wishes and is eligible to return to K-12, the advisor will work with the school to facilitate the student’s re-entry into the K-12 system.For students age 16-24, the education and career advisor will provide students with up-to-date written information about the Title I youth programs and services offered by partners in the local area. In the event that a student expresses an interest, the advisor will work with the partner(s) to facilitate access to programs and services.

Advising for Parents and Family MembersAdult education students who have education and career goals may also want to set goals in their roles as parents and family members. A young mother, for example, may have a goal of obtaining her high school equivalency credential and going on to community college at the same time she wants to help her daughter be ready for kindergarten, communicate effectively with her daughter’s teacher, and/or attend parent-teacher conferences. Programs may integrate family goals into advising materials and tools they are already using or provide separate materials and tools.Students who choose not to set education and career goals may wish to develop a family education plan focused on their goals as parents or family members. These students should still have the option to add education and career goals to their family education plans at any time.

17 DeSousa, D.J. (2005). On course: Strategies for creating success in college and in life (4th ed.). Boston: Houghton Mifflin Company.18 Light, R. (2001). Making the most of college. Cambridge, MA: Harvard University Press.19 22 is the maximum age limit to which free education must be offered.FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 21

Indicator 7: Organizational SupportProgram GovernanceACLS requires that programs provide accountability to an active governing board (Board) which has decision making authority including fiduciary responsibility for the organization and whose membership is different from and not related to the program’s operating staff.In the case of public agencies, the Board and related protocol requirements are fulfilled by public oversight bodies (e.g., school committees).In the case of private, non-profit organizations, the Board must be significantly independent of the program director and ensure proper review and approval of the program’s expenditures. The Board must have documented protocols for hiring and evaluating the executive director and for checks and balances on the director’s policy and decision making authority (e.g., procedures must specify the amount at which checks must be co-signed by a member of the Board).

FacilitiesACLS requires that grantees operate adult education programs at sites that are safe, age-appropriate, conducive to learning, and that meet all city, state, and Federal accessibility and safety requirements. Additionally, ACLS requires that programs ensure the privacy and security of advising spaces, and that up-to-date technology is readily available for all staff and students.

Salaries and BenefitsACLS requires that programs compensate staff according to the following minimum salaries.

Administrator With fringe: $30.00 Without fringe: $39.00

Professional With fringe: $22.00 Without fringe: $28.00

Support Staff With fringe: $17.00 Without fringe: $21.00

ACLS requires that programs compensate staff for all job responsibilities including paid prep time for teachers.

Director QualificationsACLS requires that all directors have, at a minimum, a bachelor’s degree and two years experience in education, management, or program administration.20 (Note: Preferred qualifications for directors are: a bachelor’s or master’s degree in education, administration, or related field and three years experience in education (e.g., classroom instruction, supervision, management).

Staff QualificationsACLS requires that all teachers have, at a minimum, a bachelor’s degree. (Note: Preferred qualifications for teachers are: a bachelor’s or master’s degree and teaching license/certificate; a bachelor’s or master’s degree in the content area they teach; or a bachelor’s or master’s degree in education.) ACLS also requires that programs establish minimum qualifications for advisors.

20 ACLS-funded grantees may request a waiver for current directors by submitting a written request to ACLS. Waiver requests must be submitted by October 6, 2017.FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 22

Indicator 8: Educational LeadershipEducational leaders matter. They help the programs they lead navigate challenging environments, adapting to new curriculum and performance standards, advances in technology, and policy directives from Federal and state governments as they emerge. In the midst of this complex environment, they help create the conditions that enable powerful teaching and learning to occur. They:

promote the collaborative creation, shared understanding of, and commitment to the program's mission, vision, and core values within the program and align all program decisions, practices, policies, and resources to the program's mission and vision.

assure the alignment of intellectually challenging curriculum, research-based instructional practices, and formative and summative assessments to promote all students' academic success.

build the individual and collective capacity of the entire staff through differentiated supervision, coaching, and evaluation practices and cultivate a program culture of continuous improvement and reflective growth for self and staff.

collect and analyze a variety of program and regional data to inform decisions.

engage in a continuous improvement planning process that involves all stakeholders, including students, and incorporates their feedback, reflections, and recommendations for improvement.

For more information on educational leadership, see Appendix D and http://sabes.org/pd-center/ed-leadership.

New StaffACLS requires new teaching staff to complete the foundational Art of Teaching course within their first year. The Art of Teaching is designed to meet the diverse needs of both those who are new to teaching, and those who are licensed K-12 teachers new to the field of ABE.ACLS requires that professional staff new to advising complete the foundational Art of Advising.For more information on the Art of Teaching and the Art of Advising, see http://www.sabes.org/pd-center/ed-leadership and http://www.sabes.org/pd-center/ed-and-career-planning respectively.

Staff Supervision and EvaluationACLS requires that programs provide staff supervision and support, including regular staff evaluations, at a minimum annually, and classroom observations with written feedback and follow up. The program director may conduct staff evaluations and classroom observations, and provide written feedback, or may assign a qualified staff person (e.g., lead teacher with content expertise) to conduct them.

Educator Growth and Professional Development (PD)ACLS requires that individual staff members develop and implement PD plans based on student outcome data, their personal PD needs, and program needs. ACLS also requires that staff PD plans be documented and include at least one professional practice goal directly linked to student progress. For more information on PD and high quality professional development (HQPD), see http://sabes.org/ and http://www.doe.mass.edu/acls/pd/HQPD.pdf respectively.

FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 23

Indicator 9: Professional CultureThere are no requirements in this chapter. See Indicator 9 of the Indicators of Program Quality.

FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 24

Indicator 10: Fiscal and Data AccountabilityOrganizations that accept adult education funds (e.g., a contract, grant funds) also accept fiscal and data accountability. They are held accountable for spending public funds appropriately; maintaining stable financial conditions; operating in a financially sound and transparent manner; and data integrity. Programs that fail to abide by fiscal and data policies will face consequences including but not limited to remedial action, withholding of funds, grant reduction, or grant termination. (Note: For information on accountability for outcomes, see the Student Progress chapter.)

Code of Federal RegulationsThe Code of Federal Regulations (CFR) is the codification of the rules published in the Federal Register by the Federal government. The regulations summarized below, specifically Title 2 of the CFR Grants and Amendments, Subparts A through E, are a point of reference but do not encompass the full extent of grantee responsibilities. Grantees should familiarize themselves with 2 CFR 200. For more information on the CFR, see https://www.ecfr.gov/cgi-bin/text-idx?tpl=/ecfrbrowse/Title02/2cfr200_main_02.tpl.

Statement of Assurances (SOA)Each year an authorized signatory of the program must submit a signed SOA which assures compliance to ESE policies. The failure of a program to demonstrate compliance with the policy requirements in the Massachusetts Policies for Effective Adult Education in Community Adult Learning Centers and Correctional Institutions and in subsequent policy updates throughout the year will have consequences, including but not limited to remedial action, withholding of funds, grant reduction, or grant termination.

Risk Management21

ACLS must have a risk management process in place to ensure that grants are used appropriately and in compliance with their awards and all associated policies and regulations. ACLS will continually assess program risk using a risk assessment rubric designed to identify fiscal and programmatic conditions that could put Federal and state funds at risk. Depending upon the assessment, mitigation could involve training and technical assistance, additional site reviews including fiscal and data audits, stops on grant payments, and grant reduction or termination.

Financial Audit RequirementAll grantees are required to annually submit an electronic copy of the organization’s latest audit report issued by an independent CPA to the ESE Audit and Compliance unit. These include a copy of the audited basic financial statements and a Management Letter or, for entities that expend $750,00022 or more in Federal funding, a Single Audit. Audits must be submitted 30 days after receipt of the auditor's report(s), or nine (9) months after the end of the fiscal year—whichever comes first.

Fiscal ResponsibilitiesGrantees must ensure that grants are managed with sound stable fiscal systems and a comprehensive system of internal policies and procedures (i.e., controls) that meet applicable state and Federal requirements. This policy also applies to subcontractors.

21 See 2 CFR §200.205.22 See 2 CFR §200.501.FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 25

Match23 and Maintenance of EffortFor all Federal awards, any matching funds, and all contributions, including cash and third party in-kind contributions, must be part of the non-Federal entity's match. These contributions must be verifiable from the non-Federal entity's records and not included as contributions for any other Federal award. Grantees must provide a minimum of 20% of the total grant award as match or the amount contributed in the previous year, whichever is greater (i.e., the matching share committed in year one of a multi-year grant cycle cannot be reduced without written ESE approval). This is referred to as maintenance of effort (MOE) and it applies to the full range of commitments grantees make in the first year of a funding cycle (e.g., director qualifications, space, technology). At least 5% of the 20% in cash match is preferred.The source(s) of match funding must be documented and the match funds must be an integral part of the approved program, fully auditable, and demonstrative of the grantee’s capacity to provide self-sustaining fiscal and program operations. Examples of acceptable match requirements include but are not limited to:

Classes supported by match funds and included in SMARTT. Personnel who provide volunteer instructional services (i.e., in class, one on one

tutoring). Rates for volunteer services must be consistent with rates for similar work paid by the grantee. If required skills are not paid for by the grantee, rates must be consistent with those paid for similar work in the labor market. Fringe benefits that are reasonable, necessary, allocable, and allowable may be included in the valuation. ESE limits CALC and AECI matching contributions for volunteer time to 5% of the total grant award, not to exceed $24,000.

Space may be claimed as match. The amount charged to the grant must be limited to actual usage of the space by the adult education program. The formula for determining match is the cost per sq. ft. used by the program (e.g., classrooms, office space) multiplied by the percentage of time the space is used by the program.

All requirements that apply to ESE grant funds also apply to matching funds.

Indirect Costs24

Indirect costs (IDC) are costs incurred for a common or joint purpose benefitting more than one cost objective, and not readily assignable to the cost objectives specifically benefitted. Grantees that receive IDC should have a cost allocation plan that tracks those costs for audit purposes.Grantees that have a federally approved IDC rate can apply to ESE for up to an 8% IDC rate and include documentation of the federally approved rate. Grantees that do not have a federally approved rate can apply to ESE for up to a 5% IDC rate. If a grantee receives IDC and funding from another line (i.e., other costs), these costs must not overlap.Grantees that plan to charge indirect costs (IDC) must annually apply to ESE for an approved IDC rate prior to submission of grant applications. Grantees that do not have an approved IDC rate will not be able to claim indirect. For more information on IDC, see http://www.doe.mass.edu/grants/procedure/default.html.When the direct grantee and a subcontractor both have approved ESE IDC rates, both agencies may charge indirect costs to the grant. However, the total dollar amount charged for indirect costs must not exceed the maximum IDC dollar amount for which the direct grantee is eligible.When the direct grantee has an approved indirect cost rate but the subcontractor does not, the subcontractor may charge the same indirect cost rate as long as the dollar amount of the total indirect charged to the grant does not exceed the maximum dollar amount for which the direct grantee is eligible.23 See 2 CFR §200.306.24 See 2 CRF §200.56.FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 26

When a subcontractor has an approved indirect cost rate but the direct grantee does not, the subcontractor cannot claim indirect costs. Subcontractors are bound by the maximum amount the direct grantee can charge under the grantee’s approved indirect rate.

Direct Service and Administrative CostsACLS requires that a minimum of 75% of funding go towards direct services for students and that ACLS programs limit administrative costs including indirect costs to 25%. For more information, see the Program Design chapter.

Materials and Supplies including Computing Devices25

Costs for materials and supplies necessary to carry out a Federal award are allowable. Materials and supplies26 refer to all tangible property other than that described in the Equipment section below. Incoming transportation charges are a proper part of materials and supplies costs. Purchased materials and supplies must be charged at their actual prices.Grantees must maintain effective control and safeguard all assets and assure that they are used solely for authorized purposes regardless of cost.

Equipment27

Equipment is tangible, nonexpendable, property having a useful life of more than one year and an acquisition cost of $5,000 or more per unit. Equipment must be used in the program for which it was acquired. Grantees must not encumber the property without prior approval from ESE.During the time that equipment is used in the program for which it was acquired, grantees must also make equipment available for use on other programs currently or previously supported by the Federal government, provided that such use will not interfere with the work on the program for which it was originally acquired. First preference must be given to other programs supported by the Federal awarding agency that financed the equipment and second preference must be given to programs under Federal awards from other Federal awarding agencies. Use for non-federally-funded programs or projects is also permissible. User fees should be considered if appropriate.

Control of Computing Devices and EquipmentProperty records for computing devices and equipment must be maintained. Records must include a description of the property, a serial number or other identification number, the source of funding for the property, who holds title, the acquisition date and cost of the property, percentage of Federal participation in the costs for the Federal award under which the property was acquired, the location, use and condition of the property, and any ultimate disposition data including the date of disposal and, if applicable, sale price.

Disposal of Computing Devices and Equipment28

Programs that have usable equipment and/or computing devices purchased with grant funding, which will no longer be used on behalf of an ESE-funded program, should notify their ACLS program specialist so the program specialist can facilitate the reallocation of the usable

25 See 2 CFR §200.302(b)(4), §200.314 and §200.453.26 Supplies include computing devices if the acquisition cost is less than $5,000, regardless of the length of their useful life. Computing devices means machines used to acquire, store, analyze, process, and publish data and other information electronically, including accessories or peripherals for printing, transmitting and receiving, or storing electronic information.27 See 2 CFR 200.33, 2 CRF §200.313, §200.453 and §200.439.28 See 2 CFR §200.313.FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 27

equipment and/or computing devices to programs in the region. (Note: Date of disposal and sale price, including the method used to determine fair market value, if applicable, must be added to the equipment inventory.)

Time and Effort Reporting29

Payroll systems must be based on records that accurately reflect the work performed and supported by a system of internal controls that provides reasonable assurances that charges are accurate; allowable and reasonable; and properly allocated. Payroll distribution records must be incorporated into the official records and reasonably reflect the employees’ total activity. Additionally, records need to support the distribution of salary or wages among specific activities or cost objectives if an employee works on more than one award or activity. Time and effort reporting documentation requirements also apply to salaries counted as match under the grant. A reasonable method of tracking time and effort must be employed. Estimates may be used, however, reconciliation to actual time worked and charged (i.e., planned vs. actual) must occur on a regular basis. Time worked, level of effort, and dollars charged are not independent of each other; they are linked and methodologies for tracking, reporting, and the internal controls that are in place need to be part of the documentation associated with personnel charges to ESE grants.

General AdministrationGrant funds may not be used to pay for expenses that have been paid for by other local, state, Federal, or private awards. Programs must have effective accounting systems in place to track expenditures including responsibility for monitoring subcontracts and ensuring that all grant funds are expended as articulated in the Memorandum of Agreement (MOA) between partners. Grantees must maintain separate and auditable records for each project for which the grantee receives funds; time and attendance records must support payrolls; and time distribution records must support salaries and wages of employees chargeable to more than one grant program. Grantees must develop and submit an annual budget that supports the services approved in the grant. Grant budgets must be submitted by authorized personnel by the deadlines specified in the EDGrants system. For more information on grant management and EDGrants, see http://www.doe.mass.edu/grants/procedure/manual.html and http://www.doe.mass.edu/news/news.aspx?id=21776 respectively.

Requests for FundsGrantees must monitor monthly expenditures carefully and draw down funds as needed to ensure that state funds are expended regularly and in full by the close of each fiscal year. This process is done online.

AmendmentsGrant amendments are required when there is:

a significant change in program objectives; an increase or decrease in the total amount of the grant; or an increase in a line item that exceeds $100 or 10% of the line, whichever is greater, or

exceeds $10,000.When an amendment is required, the program must consult with its assigned ACLS program specialist for approval of the proposed changed prior to submitting an amendment electronically via the EdGrants system. In order to allow time for amendments to be processed, programs must

29 See 2 CFR §200.430.FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 28

submit amendments at least 30 days prior to the desired change and/or 30 days before the end of the fiscal year.

Unexpended FundsGrantees must monitor expenses on state grants to ensure that funds are used within the fiscal year. State regulations provide no flexibility for the use of state funds after June 30. Unexpended funds above $1.00 must be returned with the final financial report (i.e., FR-1) each year.Grantees must notify ACLS as soon as possible if funds may be unspent including funds assigned to subcontractors so that grant funds can be reallocated. Grantees that return funds above 1% of the grant amount more than once within a funding cycle may trigger a fiscal audit. Grantees that inform ACLS in a timely manner regarding funds that need to be returned and submit an amendment will be held harmless. Grantees that repeatedly return funds, including less than 1%, may get their subsequent award reduced by the amount of the funds returned and may not be eligible for increases offered during the following year. For ACLS Contact Information, see Appendix E.

Condition of FundingAs a condition of accepting ESE funding, grantees commit to identifying ESE as the entity supporting the delivery of adult education services at the program in any official correspondence. Additionally, grantees agree that ESE will have the right to publish and distribute any materials developed with grant funds.

Data Quality and IntegrityAttendanceFor reporting purposes, ACLS counts the following as attendance:

the time that a student is physically present in class on the date and at the time of scheduled classes (i.e., classroom attendance);

one on one volunteer tutoring time outside of scheduled classes; distance learning attendance as proxy seat time (i.e., clock time model, learner mastery

model); and blended learning (also known as hybrid learning) attendance as a combination of

classroom attendance and proxy seat time.For more information on distance and blended learning, see http://www.doe.mass.edu/acls/dl/.

SMARTT Data EntryData entry, including student attendance, assessment, PD participation, and other information as the need arises must be entered accurately and in a timely manner according to a fixed, regular schedule. Data entry must be consistent with program records in the grantee’s files.

Data Lock-out and Data Lock-out SchedulePrograms will ensure that data entry in SMARTT is entered in a timely manner according to a fixed, regular schedule. Programs are advised that they will not be able to enter enrollment and attendance data once it has been “locked-out.” Data for each month must be entered by the last day of the following month as indicated in the following schedule, with the exception of July and September in which two months are given for data entry.If a program misses a data lock-out, it can send an email to the ACLS Administrator (copying the ACLS program specialist) requesting permission to enter data after the lock-out and providing strong reasons for the request. Requests will be considered on a case by case basis. Repeated requests may trigger a data and/or fiscal audit.FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 29

Month of Attendance Locked-Out DateJuly September 30August September 30September November 30October November 30November December 31December January 31January February 28 or 29February March 31March April 30April May 31May June 30June July 31

Follow-up for Federal WIOA MeasuresThe NRS requires states to track WIOA-required outcomes (e.g., employment, obtaining a high school equivalency credential, entry into postsecondary education or training). Students who have not participated for 90 days are officially exited from the program and become part of a follow-up cohort. Programs must conduct post-exit follow-up for students in these cohorts even for students who return to the program later in the year. For more information on the NRS, see http://www.nrsweb.org/.

Follow-up and Automatic Exit ScheduleIt is in the best interest of programs to capture NRS-required outcome data for students in the follow-up cohort. This can be accomplished either by survey or data matching. However, a survey must be used for students who either did not provide a social security number (SSN), or did not sign a release of information (ROI) form for employment follow-up and/or entry into postsecondary education/training. To ensure accurate reporting, SMARTT will automatically exit a student from the program if no attendance has been recorded during the three-month period immediately following the last month of attendance as indicated by the following schedule.

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Automatic Exit Schedule

Month of Last Attendance

No Attendance in these Months

System Assigned Exit Date

July 15 February March—May February 28 or 29

August 15 March April—June March 31

October 15April May—July April 30

May June—August May 31

November 15 June July—September June 30

December 15 July August—October July 31

January 15 August September—November August 31

February 15 September October—December September 30

March 15 October November—January October 31

April 15 November December—February November 30

May 15 December January—March December 31

June 15 January February—April January 31

For more information on performance standards, EFL, and the NRS, see http://www.doe.mass.edu/acls/performance, http://www.doe.mass.edu/acls/assessment/EFL-FAQ.html, and http://www.nrsweb.org respectively.

Record KeepingGrantees and subcontractors must be able to account for the expenditure of all grant funds and demonstrate that required functions are provided according to the approved budget. Fiscal records, Board records, and student records must be kept on file for seven (7) years. Financial and data records must be made available upon request. Falsification of required documentation may trigger a data audit and/or fiscal audit or result in termination of the grant.

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Appendix A: The 13 WIOA ConsiderationsThe Adult Education and Family Literacy Act (AEFLA) of Title II provides foundation skills and English literacy instruction to nearly 1.8 million individuals nationwide each year. Realizing the WIOA vision requires acting upon 13 considerations that are the foundation of the adult education system going forward:

1. The degree to which the eligible provider would be responsive to (A) regional needs as identified in the local plan under section 108 and B) serving individuals in the community who were identified in such plan as most in need of adult education and literacy activities, including individuals—(i) who have low levels of literacy skills; or (ii) who are English language learners;

2. The ability of the eligible provider to serve eligible individuals with disabilities, including eligible individuals with learning disabilities;

3. Past effectiveness of the eligible provider in improving the literacy of eligible individuals, to meet state-adjusted levels of performance for the primary indicators of performance described in section 116;

4. The extent to which the eligible provider demonstrates alignment between proposed activities and services and the H. R. 803—195 strategy and goals of the local plan under section 108, as well as the activities and services of the one-stop partners;

5. Whether the eligible provider’s program—(A) is of sufficient intensity and quality, and based on the most rigorous research available so that participants achieve substantial learning gains; and (B) uses instructional practices that include essential components of reading instruction;

6. Whether the eligible provider’s activities, including whether reading, writing, speaking, mathematics, and English language acquisition instruction delivered by the eligible provider, are based on the best practices derived from the most rigorous research available and appropriate, including scientifically valid research and effective educational practice;

7. Whether the eligible provider’s activities effectively use technology, services, and delivery systems, including distance education in a manner sufficient to increase the amount and quality of learning and how such technology, services, and systems lead to improved performance;

8. Whether the eligible provider’s activities provide learning in context, including through integrated education and training, so that an individual acquires the skills needed to transition to and complete postsecondary education and training programs, obtain and advance in employment leading to economic self-sufficiency, and to exercise the rights and responsibilities of citizenship; include the essential components of reading instruction;

9. Whether the eligible provider’s activities are delivered by well-trained instructors, counselors, and administrators who meet any minimum qualifications established by the

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state, where applicable, and who have access to high quality professional development, including through electronic means;

10. Whether the eligible provider’s activities coordinate with other available education, training, and social service resources in the community, such as by establishing strong links with elementary schools and secondary schools, postsecondary educational institutions, institutions of higher education, local workforce investment boards, one-stop centers, job training programs, and social service agencies, business, industry, labor organizations, community-based organizations, non-profit organizations, and intermediaries, for the development of career pathways;

11. Whether the eligible provider’s activities offer flexible schedules and coordination with Federal, state and local support services (such as child care, transportation, mental health services, and career planning) that are necessary to enable individuals, including individuals with disabilities or other special needs, to attend and complete programs;

12. Whether the eligible provider maintains a high-quality information management system that has the capacity to report measurable participant outcomes (consistent with section 116) and to monitor program performance; and

13. Whether the local areas in which the eligible provider is located have a demonstrated need for additional English language acquisition programs and civics education programs.

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Appendix B: Guidelines for Memoranda of Agreement (MOA)The memorandum of agreement (MOA) is a written document describing the agreement between the grantee and a subcontractor working together to deliver services. The purpose of the MOA is to formalize and clarify the expectations of the grantee and partnering program.

All parties must commit to fulfilling the requirements outlined in the signed Statement of Assurances and the requirements set forth in the Policies. The MOA must be revisited annually: one original must be signed and dated by all partners and submitted to ACLS; however, with approval from the ACLS program specialist, the MOA may be updated at any time through written agreement of each partner.

The grantee is legally responsible for effective management of the entire grant, including any funds committed to a partner to purchase student services. The grantee is responsible for having appropriate accounting systems in place to monitor contractual services and ensure that all grant funds are fully expended as articulated in the MOA and in a timely manner. The grantee is required to notify ACLS as soon as possible if funds may be unspent, including funds assigned to a partner. If the grantee anticipates that there will be unexpended funds by any partner, the grantee will be asked to amend the grant as soon as possible so that the funds can be reallocated.

Required components of the MOA include an articulation of the following: purpose of the MOA description of the roles and responsibilities of staff of each partnering organization if the partner is offering instructional services, a detailed description of those services

(number and type of classes) as reflected in the SMARTT program plan description of the scope of work, including expected results duration of agreement articulating the beginning and end date financial obligations of each partner, (e.g., contracted partner understands that lead

agency must be provided with an expenditure report per line item at a minimum of three times per year and must submit invoices monthly)

assurance that contracted partner will notify the grantee and ACLS as soon as possible of any funds anticipated to be unexpended by the close of the grant period. (This early notification and return of unexpended funds allows ACLS sufficient time to reallocate those funds.)

description of the accounting systems the grantee will use to monitor contractual services and ensure that all grant funds are fully expended as articulated in the MOA and in a timely manner

assurance that the grantee understands that it is required to report and return to the state any and all funds unexpended by the close of the grant period, whether or not it recovers unexpended contracted funds from contracted partners

schedule for review of MOA at a minimum three times per year: beginning, midyear, and end of year

articulation of grounds for termination of the MOA, for example:

“This agreement may be terminated by either of the partners upon written notice delivered to the other party at least 30 days prior to intended date of

FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 34

termination. The grantee must terminate the agreement with the partner organization if its activities are not delivered as described in the MOA. The partner organization will be paid by the grantee for only the portion of the work completed.”

Other examples for MOA might include the following: referral of students from one program to another; shared customers; description of any SMARTT requirements including timeliness of data entry; referral of tutors to grantee; review of Cognos data for planning purposes; and/or responsibility to review ACLS mailings and comply with policy changes.

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Appendix C: Massachusetts Career Pathways Systems Development for Adult Education

The career pathways system was developed to help the estimated 37 million adults and out-of-school youth in

the United States with limited skills30 (in Massachusetts, the number is approximately 900,00031) obtain the skills

needed for employment and help employers fill in-demand positions. These models aim to develop a continuum of services that take adult learners from instruction to employment.Career pathways are developed and maintained through collaborations among workforce development partners, including adult education (AE) providers, local workforce development boards, One-Stop Career Centers (OSCCs), training providers, postsecondary education providers, employers, and other stakeholders. They include three essential features:

1. Well-connected and transparent education, training, credentialing, and support services.

2. Multiple entry points that enable students to enter the career pathway.

3.3.

Multiple exit points at successively higher levels leading to self- or family-supporting employment32.

30 U.S. Department of Education. Retrieved from https://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/factsh/us-country-profile.pdf31 U.S. Department of Education. Retrieved from https://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/state-profiles/massachusetts.pdf32 Center for Law and Social Policy (2014). Shared Vision, Strong Systems Framework Version 1.0. Retrieved from http://www.clasp.org/resources-and-publications/files/aqcp-framework-version-1-0/AQCP-Framework.pdf

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Workforce Innovation and Opportunity Act Definition of Career Pathway

The term “career pathway” means a combination of rigorous and high-quality education, training, and other services that— A. aligns with the skill needs of industries in the economy of the State or regional economy involved; B. prepares an individual to be successful in any of a full range of secondary or postsecondary education options, including

apprenticeships registered under the Act of August 16, 1937; C. includes counseling to support an individual in achieving the individual’s education and career goals; D. includes, as appropriate, education offered concurrently with and in the same context as workforce preparation activities and

training for a specific occupation or occupational cluster; E. organizes 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. enables an individual to attain a secondary school diploma or its recognized equivalent, and at least one recognized

postsecondary credential; and G. helps an individual enter or advance within a specific occupation or occupational cluster. [Sec. 3(7)]

Career pathways operate on four levels: state, region, local, and program. At the state level, the state workforce board develops broad strategies that guide and support the use of career pathways in the regional workforce development areas. In the state’s seven workforce regions, partners align workforce development activities and available resources with larger regional economic development needs to provide coordinated and efficient services to both job seekers and businesses. The workforce development boards of the state’s 16 workforce development areas convene WIOA core and partner agencies to identify emerging industries and develop routes for local talent to obtain the skills and credentials necessary to obtain occupations within those industries. AE programs then design, implement, and provide services that accelerate academic achievement, providing an on-ramp to career pathways opportunities. Some programs offer routes to these in-demand positions by providing Integrated Education and Training Services (IET) that offer concurrent and contextualized education and training experiences that reduce the time needed for classroom instruction.

The final Workforce Innovation and Opportunity Act (WIOA) regulations released in June 2016 provide guidance to develop and implement career pathways programs.

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CAREER PATHWAYS IN MASSACHUSETTSIn 2016, Massachusetts submitted the WIOA Combined State Plan to meet the WIOA requirements for state workforce development programs. The state plan reflects the goals and vision for the public workforce system in Massachusetts, which (1) calls for coordinated, cross-system, service delivery that treats the job seeker as a shared customer across all 15 state agencies, and (2) supports workforce development as established through a statewide Memorandum of Understanding (MOU).

Using the State MOU as a model, the 16 local workforce development boards guide the development of MOUs in each of the Commonwealth’s 16 workforce areas. Each MOU must articulate the local area’s plan for meeting WIOA requirements, including designing, implementing, and managing career pathways. Local workforce development boards convene area workforce partners, including AE providers, OSCCs, vocational rehabilitation, TANF/SNAP, and other stakeholder agencies to develop a WIOA MOU that is responsive to the needs of the local economy.

Massachusetts Workforce BoardOversees statewide strategy for a skilled workforce that meets business demand

7 Local Workforce Regions

Develop career pathway strategies for job seekers aligned to business demand

16 Local Workforce Development Boards

Implement career pathway strategies in local workforce areas

Adult Education Programs

Contribute to and participate in career pathways delivery

CAREER PATHWAYS IN ADULT EDUCATION

FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 38

In addition to providing the necessary academic instruction and preparation of shared customers and collaborating with local workforce partners on career pathways, AE programs can offer a range of career pathways services:

Integration of Workforce Preparation and Career Exploration Activities in AE ClassesAE programs support career pathways through workforce preparation activities 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 the skills necessary for successful transition into and completion of postsecondary education.AE programs also provide career exploration activities that help students develop an awareness of the world of work, help them identify areas of individual interest, and connect them to education and training opportunities both within the agency and with local partners.All of these activities can be carried out by the AE provider and/or through formal agreements with local area partners that focus on priority occupations identified by the local workforce development board and informed by local plan packages33 with special emphasis on occupations that offer good wage potential and multiple career pathway options and employment opportunities. These activities can also be integrated in AE classes or in a series of workshops.

Bridge ServicesAE programs offer bridge classes that help students transition from adult education to postsecondary education and/or training. The focus of bridge classes varies, but may include Accuplacer preparation and college writing or math classes. These services can also be integrated into pre-ASE, ASE, and ESOL services.

Integrated Education and TrainingIntegrated Education and Training (IET) services are partnerships among local workforce development boards, AE providers, career/vocational technical education programs, postsecondary education and/or training providers, employers, and other local stakeholders. These services integrate AE services concurrently and contextually with workforce preparation and workforce training for occupations in high-demand industries that allow students to attain economic self-sufficiency. Each IET component must be “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 “occur simultaneously,” “use occupationally relevant instructional materials,” and are “organized to function cooperatively” with “a single set of learning outcomes” (34 CFR §463.37). IET services must be aligned with local career pathways and include support services such as career counseling, job placement, and retention services. Upon completion, students must have earned at least one industry-recognized credential.

33 Local plan packages contain all the documentation bidders will need to apply in order to align with the workforce system: Regional Data Packages; Local Workforce Area Strategic Plans; Local Umbrella MOU; Local Workforce Board Survey on Alignment with Adult Education; and Local Area Participant Summaries and Performance.

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Integrated English Literacy and Civics EducationIntegrated English Literacy and Civics Education (IELCE) services enable English language learners to achieve competency in the English language and acquire the skills needed to function effectively as parents, workers, and citizens in the United States. These services must include instruction in literacy and English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation. Under WIOA Section 243, these services must be delivered in combination with an IET program as described above.

Abstracts of current ACLS-funded IET and IELCE programs can be found on ACLS’s Integrated Education and Training/Integrated English Literacy and Civics Education webpage.

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IET/IELCE ComponentsBoth IET and IELCE include concurrent and contextualized adult education and literacy, workforce preparation activities, and workforce training. IELCE services also include civics education.

Resources for General Career Pathways SABES Center for Education and Career Planning (CECP)

http://sabes.org/pd-center/ed-and-career-planning The SABES CECP provides professional development opportunities that build the capacity of the field to design and implement career pathways programming. Resources, research, and curriculum materials can be found on their website.

Career Pathways Toolkit: An Enhanced Guide for Systems Developmenthttps://careerpathways.workforcegps.org/announcements/2016/10/20/09/37/Career_Pathways_Toolkit_An_Enhanced_Guide_and_WorkbookThe 2016 revision includes embedded and writeable worksheets for each of the toolkit’s elements.

Center for Law and Social Policy (CLASP)http://www.clasp.org/A national, nonpartisan, anti-poverty nonprofit advancing policy solutions for low-income people. Resources and research can be found on their website.

Center for Occupational Development (CORD)http://www.cord.org/ CORD and its National Career Pathways Network provide leadership and support for career pathways through publications, conferences, and technical assistance for states, regions, and communities.

Resources for Integrated Education and Training ACLS IET webpage

http://www.doe.mass.edu/acls/integrated/Program abstracts and other resources can be found on this webpage.

CLASP Memo: IET: Model Programs for Building Career Pathways for Participants at Every Skill Level: http://www.clasp.org/resources-and-publications/publication-1/WIOA-IET-Model-Programs.pdf Includes definitions, strategies, curricula, and resources.

Resources for Workforce Training Massachusetts JobQuest

http://jobquest.detma.org/JobQuest/Training.aspxLocate job training programs currently approved for ITA, Section 30, and Trade.

careeronestop Certification Finderhttps://www.careeronestop.org/Toolkit/Training/find-certifications.aspxOnline industry-recognized certification database sponsored by the U.S. Department of Labor.

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Chapter 74 Career/Vocational Technical Education Directoryhttp://profiles.doe.mass.edu/search/search.aspx?leftNavIdDirectory of the Massachusetts Chapter 74-approved vocational technical education programs.

Massachusetts Vocational Technical Education Frameworkshttp://www.doe.mass.edu/cte/frameworks/ Link to the 44 VTE Frameworks.

Resources for Workforce Preparation Activities Academic, Career, and Employability Skills Transitions ACES-Transitions Integration Framework (ACES-TIF)

http://atlasabe.org/resources/acesThe goal of ACES is to help programs provide contextualized instruction integrating postsecondary education and training readiness, employability skills, and career readiness at all levels.

North Star Digital Literacyhttps://www.digitalliteracyassessment.org/standardsAssessments that define the basic skills needed to perform tasks on computers and online. Self-guided modules in 10 areas are included.

Resources for Civics Education EL/Civics Online

https://elcivicsonline.org/A series of online courses to assist teachers in creating lessons in U.S. history, U.S. government, civic engagement, and the naturalization process.

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Appendix D: Recommended Practices for Educational Leaders

This timeline summarizes key practices of educational leaders that can serve as the basis of a program calendar. Most can be adjusted to fit individual program needs but ACLS requires the time-sensitive practices in italics.

Ongoing

o Communicate with assigned Program Specialist (PS)o Recruit, intake, and orient studentso Review Indicators of Program Quality and use to inform planning with staffo Review qualitative and quantitative (e.g., Cognos) data and use to inform planning with staffo Engage all stakeholders in a systemic continuous improvement planning processo Review ACLS monthly mailingso Conduct classroom observations and give timely feedbacko Provide common planning timeo Monitor program curriculum and revise as neededo Monitor and support staff PD goals and activities o Monitor fiscal status (e.g., spending by line item) (Note: See Grants for Schools: Getting

Them and Using Them, A Procedural Manual for guidance.)o Monitor student outcomes, particularly post-tests and follow-up (Note: Follow-up reports are

generated quarterly but it is recommended programs do follow-up work at least monthly.)o Ensure timely and accurate data entryo Ensure advising is available to studentso Stay current with monthly requests for funds

July

o Update staff and student handbooks as neededo Update job descriptions as neededo Recruit for open positions as neededo Complete data entry for previous year by 7/31 and begin data entry for new yearo Review emergency evacuation plan and emergency procedures

August o Begin orientation for new staff

Septembero Begin pre-testing students in BEST Plus 2.0, MAPT, TABE 9/10, CLAS-Eo Ensure staff have PD plans based on student outcome data, their personal PD needs, program

needs, and PD offerings from SABES, LINCS, NELRC, and other high-quality PD providersOctober o Review state-assigned Measureable Skills Gain (MSG) targetNovember o Celebrate Massachusetts Family Literacy MonthDecember o Waitlist verification due in SMARTT by 12/1

Januaryo Conduct formal classroom observations (at a minimum annually)o Conduct mid-year post assessment (optional)o Review financial expenditures by line item and decrease budget if funds will not be expended

February o Assessment recertifications for Best Plus 2.0 due o Submit budget amendment if needed

Marcho Begin planning for continuation funding, changes in program design, SMARTTo Assessment recertifications for CLAS-E Writing due

April o Develop schedule for post-testing and begin post-testing studentsMay o Attend Directors’ Meeting

June

o Complete continuation budgets for approvalo Submit all required end of year reportingo Conduct end of year program and staff evaluationso Ensure all students have been post-tested by 6/30o Celebrate student, staff, and program successes

ACLS encourages programs to establish procedures that ensure: 1) follow-up reports are reviewed regularly; 2) students are informed that programs will be contacting them post-exit; 3) staff time is strategically

FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 44

scheduled to contact students; and 4) multiple follow-up strategies are used (e.g., phone, email, social media).

FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 45

Appendix E: ACLS Contact Information

ACLS Call Answering Service (CAS): 781-338-3850

Name Phone Email

Jolanta Conway 781-338-3853 jconway@doe.mass.edu

Karen DeCoster* 781-338-3815 kdecoster@doe.mass.edu

Lorraine Domigan 781-338-3856 ldomigan@doe.mass.edu

Russell Fenton* 781-338-3834 russell.fenton@doe.mass.edu

Patricia Hembrough* 781-338-3806 phembrough@doe.mass.edu

Derek Kalchbrenner* 781-338-3812 dkalchbrenner@doe.mass.edu

Joan LeMarbre 781-338-3842 jlemarbre@doe.mass.edu

Toby Maguire 781-338-3814 toby.maguire@doe.mass.edu

Marie Narvaez* 781-338-3847 mnarvaez@doe.mass.edu

Brian Newquist 781-338-3804 bnewquist@doe.mass.edu

Barbara Pope 781-338-3870 bpope@doe.mass.edu

Kathy Rodriguez 781-338-3846 krodriguez@doe.mass.edu

Cheryl Russo 781-338-3876 cheryl.russo@doe.mass.edu

Regina Sarantopoulos 781-338-3859 reginas@doe.mass.edu

Jane Schwerdtfeger 781-338-3855 janes@doe.mass.edu

Suzanne Speciale* 781-338-6351 sspeciale@doe.mass.edu

Olivia Steele 781-338-3858 osteele@doe.mass.edu

Wyvonne Stevens-Carter* 781-338-3835 wyvonne.stevens-carter@doe.mass.edu

Olympia Stroud 781-338-6625 ostroud@doe.mass.edu

Dana Varzan-Parker* 781-338-3811 dvarzan-parker@doe.mass.edu

* An asterisk next to an ACLS staff member’s name denotes a Program Specialist.

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Appendix F: Errata and ChangesPlease note the following errata and changes made to the July 2017 version of the Policies.

Page 5:- The numbering of footnotes on page 5 was corrected.

Page 7:- The numbering of footnotes on page 7 was corrected.

Page 13:- It was clarified that the requirement LWDBs review all applications submitted by eligible

providers for alignment with local plan packages does not apply to applications submitted by the Massachusetts Department of Corrections.

Page 20 to 21:- The order of presentation was changed. In the July 2017 version, the chart preceded the

paragraph. In the September 2017 version, the chart follows the paragraph.

Page 21:- A clarification was made that ACLS requires programs meet with all students 16 to 22 to

discuss the students’ educational options. The person that typically meets with the students for this purpose is the education and career advisor.

Page 22:- It was clarified that waiver requests for current directors must be submitted by October 6,

2017.

Page 23:- It was clarified that more information on the Art of Teaching and the Art of Advising is

available at http://www.sabes.org/pd-center/ed-leadership and http://www.sabes.org/pd-center/ed-and-career-planning.

- The word minimum was substituted for the word minimally in the following sentence: ACLS requires that programs provide staff supervision and support, including regular staff evaluations, at a minimally minimum annually, and classroom observations with written feedback and follow up.

Appendix C:- Formatting was changed. Content is the same.

Appendix D:- New content was added.

Appendix E:- The ACLS staff contact list was updated.

FY19 Massachusetts Policies for Effective Adult Education (v. 2)in Community Adult Learning Centers and Correctional Institutions 47