Adult Education and Literacy Measureable Skills Gains Targets for PY’16-’17 Carrie Tupa Adult Education and Literacy Texas Workforce Commission 6.27.16.

Slides:



Advertisements
Similar presentations
COMMON MEASURES Presented by: Phil Degon Workforce Administration September 2006.
Advertisements

WORKFORCE INNOVATION & OPPORTUNITY ACT OVERVIEW MARCH 2015.
Overview and Discussion of NRS Changes. Massachusetts Department of Elementary and Secondary Education 2 NRS Changes for FY13 AGENDA  Review changes.
AB 86 Adult Education Regional Planning. What is AB86 ? $25 Million Statewide for Planning AB 86, Section 76, Article 3 The purpose is develop regional.
Primary Indicators of Performance Sec. 116 (b) Changes from Current NRS/WIA Requirements I. Employment, second quarter after exit First quarter entered.
Employment and Training Administration DEPARTMENT OF LABOR ETA Simple Ways to Improve Your Reporting Greg Wilson Office of Performance and Technology Employment.
The Future of Higher Education in Texas
Measurement Standardization in Perkins The Perspective from the Integrated Performance Information (IPI) Project Data Quality Institute June 14, 2005 Bryan.
Impacts of the Workforce Innovation and Opportunity Act (WIOA) on Individuals with Disabilities Maine Department of Labor Division of Vocational Rehabilitation.
Understanding the NRS Rosemary Matt NYS Director of Accountability.
U.S. Department of Labor Employment and Training Administration Keith Rowe ETA – Dallas Region Office Presenter ETA – PROTECH WISPR Quarterly Reports and.
LIVING WITH WIOA.  WIA= Workforce Investment ACT  WIOA= Workplace Innovation and Opportunity Act (July 2014)
The CAMP Performance Reporting Process Michelle Meier Nathan Weiss Office of Migrant Education U.S. Department of Education New Directors Meeting Phoenix,
WORKFORCE INNOVATION AND OPPORTUNITY ACT UPDATE Defining Student Success in WIOA Anson Green Director Adult Education and Literacy Texas Workforce Commission.
A Call to Action for 2016 Student Success Anson Green Director Texas Workforce Commission November 17, 2016 WIOA UPDATE NOVEMBER 17,
Legislative Analyst’s Office 0 Presented to: California Adult Education Administrators Association February 4, 2016.
Defining Student Success in WIOA*
The Future of Higher Education in Texas Dr. Larry R. Faulkner Vice-Chair, Higher Education Strategic Planning Committee Presentation to Texas Higher Education.
WIOA Youth Guidance  TEGL published on March 26, 2015  Includes the following: ▪OSY Expenditure Requirement ▪Youth Committees ▪Transitioning ISY.
Durham Workforce Development Board Request for Proposals Bidders’ Conference February 16, 2016.
WORKFORCE INNOVATION AND OPPORTUNITY ACT UPDATE Defining Student Success in WIOA Anson Green Director Adult Education and Literacy Texas Workforce Commission.
Carrie Tupa Texas Workforce Commission March 31, 2016 DEFINING STUDENT SUCCESS IN WIOA * Integrated Education and Training 2 Reporting Integrated Education.
MAERS Quick Reference Tool Kit MAERS Development Team.
1 WIOA Review. Try This Cross your arms 2 Now cross your arms the other way. How does it feel? 3.
WIOA Performance Regulations and New NRS Tables CARRIE TUPA TEXAS WORKFORCE COMMISSION ADULT EDUCATION AND LITERACY.
WIOA’s Goal Make Participants’ Skills Everyone’s Business
Defining Student Success in WIOA
Dr. Kristen Corbell Director of Program Quality and Accountability
Brian Frazier Talent Investment Agency Office of Adult Education
Independent Study & AEBG
ABE Policy & Accountability
Basic Skills: Transitioning Students to Employment or College
Introduction to Credentials
WIOA Section 166 – Indian and Native American Program
Measurable Skill Gains
WIOA + MAERS = Performance
TOPSpro Special Topics
Oh, the Distance You’ll Go(a) with WIOA!
YCC Performance and Reporting
Introduction to Performance and Accountability in Adult Education
Defining Student Success in WIOA
Welcome to TEAMS 3.2 An Introduction
How Does a State Make an Award to Eligible Providers?
CareerSource Chipola Performance Overview
Understanding and Achieving Performance Measures
Part 2 Carrie Tupa Texas Workforce Commission December 6, 2017
Adult Education Directors Meeting March 12, 2015
Defining Student Success in WIOA*
Conducting Follow-Up Great Expectations V
MSG’s: How Measured Are You?
New York State Report Cards
WIOA Accountability Ben Konruff
Personalizing Learning Through Work
Introduction to Credentials
Adult Education Adult Literacy Job Training Employer Specific Training.
Independent Study & AEBG
ABE Performance Measures, Accountability and Assessment
TRAIN Tex: Innovations in Professional Development
Basic Skills and Continuing Education: Working Together for the Future
English Language Acquisition
Making Common Sense of the Common Measures
Office of Adult Education Instructional Services Team
YEAR Curriculum.
Office of Adult Education Instructional Services Team
Achieve60AZ Community based, strategic initiative to drive attainment for all Arizonans College Knowledge for Counselors October 28, 2016 Rich Nickel.
Maryland WIOA Alignment and Integration
Data Management for FY2017 Reporting
NRS Training: Reporting Student Performance on Table 4 - ABE Scenarios
NRS Training: Reporting Student Performance on Table 4 - ESL Scenarios
POPs - The Basics Understanding Periods of Participation Anson Green State Director Adult Education and Literacy Texas Workforce Commission
Presentation transcript:

Adult Education and Literacy Measureable Skills Gains Targets for PY’16-’17 Carrie Tupa Adult Education and Literacy Texas Workforce Commission 6.27.16

Changes to Measurable Skills Gain under WIOA

Measurable Skill Gains under WIOA Sec 116 (2)(A)(i)(V): “the percentage of program participants who, during a program year, are in an education or training program that leads to a recognized postsecondary credential or employment and who are achieving measurable skill gains toward such a credential or employment”

PY’16 Department of Education required TWC to set targets for each of the 11 educational functioning level measures, to be measured in a manner consistent with how these were measured under WIA Performance on this measure in subsequent years may be calculated differently, based on final regulations

Promoting Year-Round Enrollment TWC has been trying to encourage year- round enrollment for AEL programs to ensure that those seeking to improve their literacy and numeracy skills and pursue a diploma/equivalent have enrollment options when they are ready Historic data shows that the far less than 25% of those served during the year become participants in the 4th quarter.

Casemix The term “casemix” refers to the mixture of students enrolled across the various quarters. This results in two “population groups” Quarters 1-3 Quarter 4

Blended Proportional Targets TWC sets separate targets for each of the two populations (casemix) then combines them together This method: Recognizes inherent differences in results likely to be achieved for each population; If a grantee has a significant shift in their casemix (i.e. a much larger proportion of students in Q4), the overall target is adjusted Grantees are expected to meet the sub-targets and adjusted overall target If a grantee’s casemix changes, their overall target will be adjusted accordingly

Quarter of Performance Quarters referenced are the quarter a participant first becomes enrolled in the program year (reaches 12+ hours): Q1-3: Participant first becomes enrolled (reaches 12+ hours) from July 1 – March 31 Q4: Participant first becomes enrolled (reaches 12+ hours) from April 1 – June 30

Educational Functioning Level Sample Target Educational Functioning Level PY16 Q1-3 Sub-Target PY16 Q4 Sub-Target PY16 ED Target ABE Beginning Literacy 65.0% 47.7% 62.0%

Educational Functioning Level Sample Target (2) Educational Functioning Level PY16 Q1-3 Sub-Target PY16 Q4 Sub-Target PY16 ED Target ABE Beginning Literacy 65.0% 47.7% 62.0% Students who reach 12+ hours between Q1-3 will be counted towards this outcome, regardless of when or if they progress test

Educational Functioning Level Sample Target (3) Educational Functioning Level PY16 Q1-3 Sub-Target PY16 Q4 Sub-Target PY16 ED Target ABE Beginning Literacy 65.0% 47.7% 62.0% Students who reach 12+ hours in Q4 will be counted towards this outcome, regardless of when or if they progress test

Example Scenario In PY’14-’15, for ABE Beginning Literacy, grantee enrolled 98% of participants in Q1-3, and 1. 82% of participants in Q4. Level PY14 Q1-3 New Participants PY14 Q4 New Participants PY 14 Q1-3 as % of All Participants PY14 Q4 as % of All Participants ABE Beginning Literacy 54 1 98.18% 1.82%

Example Scenario (2) In PY’14-’15, for ABE Beginning Literacy, grantee enrolled 98% of participants in Q1-3, and 1. 82% of participants in Q4. Level PY14 Q1-3 New Participants PY14 Q4 New Participants PY 14 Q1-3 as % of All Participants PY14 Q4 as % of All Participants ABE Beginning Literacy 54 1 98.18% 1.82% If this “casemix” doesn’t change, your sub-targets/targets will be what was originally sent out

Educational Functioning Level Example Scenario (3) Educational Functioning Level PY16 Q1-3 Sub-Target PY16 Q4 Sub-Target PY16 Blended Target ABE Beginning Literacy 65.0% 47.7% 62.0%

Example Scenario (4) Level PY 14 Q1-3 as % of All Participants PY16 Q1-3 Sub-Target PY16 Q4 Sub Target Predicted PY16 Overall Target ABE Beginning Literacy 98.18% 1.82% 65% 47.7% 62%

Example Scenario (5) Level PY 14 Q1-3 as % of All Participants PY16 Q1-3 Sub-Target PY16 Q4 Sub Target Predicted PY16 Overall Target ABE Beginning Literacy 98.18% 1.82% 65% 47.7% 62% Level PY 14 Q1-3 as % of All Participants PY14 Q4 as % of All Participants PY16 Q1-3 Sub-Target PY16 Q4 Sub Target Predicted PY16 Overall Target ABE Beginning Literacy 75% 25% 65% 47.7% 60.7%

Using the Planning Tool Step 1: Select your program from the drop-down list

Using the Planning Tool (2) Section 1 will generate PY’14 Performance

Using the Planning Tool (3) Section 2 allows you to “plan” based on a number of participants. Tips: Look at your PY’16 Target Look at your PY’15 % across levels, YTD, using table IV Consider how you want to “shift” your population (more enrollments in the Spring, etc)

Using the Planning Tool (4) PY’16 Target is 200 students PY’15 YTD % for ABE Beginning Literacy is 10% (or 20 students) I want to “shift” to enroll ¾ of students in the spring

Using the Planning Tool (5) PY’16 Target is 200 students PY’15 YTD % for ABE Beginning Literacy is 10% (or 20 students) I want to “shift” to enroll ¾ of students in the spring

Using the Planning Tool (6) PY’16 Target is 200 students PY’15 YTD % for ABE Beginning Literacy is 10% (or 20 students) I want to “shift” to enroll ¼ of students in the spring

Using the Planning Tool (7) PY’16 Target is 200 students PY’15 YTD % for ABE Beginning Literacy is 10% (or 20 students) I want to “shift” to enroll ¼ of students in the spring

Using the Planning Tool (8) PY’16 Target is 200 students PY’15 YTD % for ABE Beginning Literacy is 10% (or 20 students) I want to “shift” to enroll ¼ of students in the spring

Using the Planning Tool (9)

Using the Planning Tool (10)

Questions (1) What if we don’t serve as many students as we predict in the 4th quarter? As long as you meet your total enrollment target, and you meet your sub-target, your blended overall target will adjust for your revised casemix

Questions (2) Will TEAMS let us monitor this way? Yes. You simply run table IV throughout the year for Q1- Q3, monitoring as you normally have. When we get to Q4, we will have revised tools/tables/filtering options available for you to review students who are in each group (Q1-3/Q4)

Questions (3) What are useful applications for planning using this model? Examples: A transition class that you plan to start late in the year. You know that your transitions class will have participants that are transitioning to college, so at the ASE levels; if you want to plan for them to transition to a fall enrollment, you would want to enroll them late in the year. So, you could plan on a higher enrollment in quarter 4 using this model.

Questions? https://www.surveymonkey.com/r/MSG16-17