WIA in Connecticut Ajit Gopalakrishnan Department of Education

Landscape Strong state mandate for adult education: 86% State/Local & 14% Federal funding (Total ~$41 million) State statute requires Local Education Agency (LEA) service delivery About 33,000 students served (17% ABE, 38% ASE, 45% ESL) 75 Total Providers (47 LEA, 24 CBO/FBO, 4 other)

Changes since WIA: State Level Accountability/Data Mindset: Implemented data-driven accountability and improvement framework (Federal driving State/Local accountability and reducing the “entitlement” mentality) State Legislative Report Card demonstrated impact on employment outcomes through data matches Relational DBMS since early 1990s, now Internet-based; extensive experience with the data entry and verification elements in the NRS Checklist

Changes since WIA: State Level (cont’d) Assessment Policy: CASAS State since 1986 Increased test options: 27/28, ECS, WLS, Life and Work Minimized exemptions (2A - 5A) Implemented CASAS Writing Planning for pilot of WLS Speaking

Changes since WIA: State Level (cont’d) Workforce Development: Formalized relationship with WIB MOU with 4.9% cash for One-Stop infrastructure Strengthened common assessment Department staff represented on WIB Involved WIB in Title II RFP

Changes since WIA: State Level (cont’d) Workforce Education Initiative: Built capacity and a system for serving businesses Established Statewide Workforce Coordinating Committee (WIBs, DOL, Community Colleges, Governor’s workforce commissions) Currently facilitating regional coordination among service providers from adult education and community colleges for the delivery of workforce education and training

Changes since WIA: State Level (cont’d) Technology Integration: –Supported sustained technology planning –Funded systematic implementation Transition to Postsecondary: –Recent priority in Federal RFP requires formal partnerships with postsecondary institutions –Expands on prior Nellie Mae grant experience through the New England Literacy Resource Center (NELRC)

Changes since WIA: State Level (cont’d) RFP expands providers but the valued outcomes are limited making it difficult for new providers; Corrections funding competitive Research-Based PD Model: –Implemented model that emphasizes problems/needs based PD –Tiered model allocates resources equitably

Changes since WIA: Program/Learner Increased interest in using data for program improvement - What’s under the data? Enhanced Assessment Practices: Minimized exemptions; increased emphasis on linking assessment to instruction (TOPS) and on student retention; maximized matched pairs; strategic test selection Focused the curriculum on employability and workplace education Emphasized transition to post-secondary through formal partnerships with colleges and training institutions

Changes since WIA: Program/Learner (cont’d) Increased access to technology and technology-integrated instruction Enhanced focus on data management: Streamlined data flow; detailed intake information and goal setting; puts pressure on Program Facilitators Collaborations with WIB/One-Stop: Co-location, contract services, approved vendor lists, learner/employer referrals

Impact of Proposed Changes Definition of Adult Education H.R. 27: Lists basic skills but continues to emphasize skill mastery for a purpose (i.e. employment, self-sufficiency, secondary credential, transition to postsecondary, and parenting) Adult education refers to “services below a postsecondary level” leading to a “level of proficiency equivalent to secondary school completion”

Impact of Proposed Changes (cont’d) Content Standards and Reading Research: President’s Blueprint 2003 promoted content standards; S.9 refers to Reading Components Strengthen the basic skills linkages in CASAS through the content standards project Connect research-based reading strategies to CASAS (CT is a Project STAR pilot state) Continue statewide Reading and Writing initiatives

Impact of Proposed Changes (cont’d) Expanding Providers: Challenging considering the increasing requirements for comprehensive services, assessment, accountability, and scope of outcomes; H.R. 27 removes “non-profit” criteria for eligibility Core Indicator Re-definition: De-coupling of employment measures: the good and the bad State Leadership Maximum:S.9 recommends raising the maximum to 15%; may provide more flexibility if funding levels are restored

Transition Year Plans Improve the data-driven accountability framework Enhance CASAS implementation Continue federal grants and explore different approaches for new RFP Improve the research-based PD model Strengthen workforce coordination Solidify transition to post-secondary Expand the CT Adult Virtual High School

NRS Suggestions Welcome ESL breakout at the lower levels, modifications to employment follow up, and enforcing data quality Denominator: Combines Progress with Retention in a system without mandated attendance; procuring matched pairs beyond a certain limit will be difficult; forces consideration of managed enrollment

NRS Suggestions (cont’d) Goal based outcomes: Double-edged sword because only students with goal are counted but non-goal-successes are not reported; fewer than 15% of learners nationwide had employment goals ABE Beginning Literacy: Lowest ABE level still broad though only 8% of ABE/ASE students nationwide at this level Level Completion versus Gain: Since ABE and ESL levels are aggregated when reporting to Congress, would measuring Gain instead of Level Completion more accurately reflect on learner successes in adult education?