Technical Assistance Workshop Office of Adult Education January 16,

Agenda  Overview of PY Performance  Federal Perspective on Post-Testing & Performance  Policy Review  MAERS Review & Helpful Hints  Best Practice Strategies & Panel Discussion  Table Discussion of Challenges & Solutions  Performance Improvement Plans  Next Steps 2

Program Year Performance 3

PY NRS Table 4 Entering Educational Functioning Level Total Number Registered Total Attendance Hours Number Completed a Level Number Completed Two or More Levels Number Separated Before Completion Number Remaining Within Level Percentage Completing Level USDOE Benchmark Beginning ABE Literacy1,611203, %36% Beginning Basic Education4,918595,5241, ,9241, %37% Low Intermediate Basic Ed.5,832636,5671, ,8011, %39% High Intermediate Basic Ed.4,974473,6911, , %30% Low Adult Secondary Ed.1,756172, , %31% Beginning ESL Literacy77581, %58% Low Beginning ESL82997, %68% High Beginning ESL1,786210, %59% Low Intermediate ESL2,255269,7101, , %52% High Intermediate ESL1,590202, %52% Advanced ESL1,347159, %55% Total28,6143,190,8529,8232,75414,2734, % 4

PY NRS Table 5 Core Follow-up Outcome Measure Number of Participants with Goal Response Rate Number of Participants Achieving Outcome Weighted Average Percent Achieving Outcome USDOE Benchmark Entered Employment7,47843%64720% Retained Employment1,45328%31076%55% Obtained GED or HSD3,64870%1,91375%51% Entered Postsec. Ed1,31946%28848%42% 5

NRS Table 4B Comparison Entering Educational Functioning Level Total Number Registered PRE and POST Tested Number Completed Level Percentage Completing Level USDOE Benchmark Percentage Completing Level on Table 4 Beginning ABE Literacy % 36%34.14% Beginning Basic Education2,5431, % 37%28.95% Low Intermediate Basic Ed.3,0771, % 39%30.06% High Intermediate Basic Ed.2,7871, % 30%24.81% Low Adult Secondary Education1, % 31%30.98% Beginning ESL Literacy % 58%48.52% Low Beginning ESL % 68%59.47% High Beginning ESL1, % 59%54.37% Low Intermediate ESL1,6571, % 52%45.23% High Intermediate ESL1, % 52%46.79% Advanced ESL % 55%53.01% Total17,2139, % 34.33% 6

Comparison of PY & PY Entering Educational Functioning Level Change Beginning ABE Literacy41.2%34.1% -7.1% Beginning Basic Education36.9%29.0% -8.0% Low Intermediate Basic Ed.36.7%30.1% -6.6% High Intermediate Basic Ed.30.4%24.8% -5.6% Low Adult Secondary Education29.5%31.0% 1.5% Beginning ESL Literacy58.7%48.5% -10.2% Low Beginning ESL66.9%59.5% -7.4% High Beginning ESL58.9%54.4% -4.6% Low Intermediate ESL52.7%45.2% -7.4% High Intermediate ESL53.1%46.8% -6.3% Advanced ESL54.4%53.0% -1.4% Total40.0%34.3% -5.6%

Comparison of PY & PY  Served 2,869 more participants in  Average attendance hours increased from 108 to 112  EFL gains decreased by 466 or 4.5%  2,537 (16.5%) more participants separated before completion  978 (21.6%) more participants remained in the same EFL at exit as entry  Performance overall dropped by just over 5 percent 8

Performance Benchmarks 9

Federal Perspective Lennox McLendon 1

Assessment Policy Brian Frazier 11

Data Entry Policy Erica Luce 12

MAERS Review & Helpful Hints Sue Johnson 13

Table Discussion: Challenges & Solutions Sue Muzillo 14

Next Steps Kate Wolinski 15