The National Reporting System: Foundations Technical College System of Georgia Office of Adult Education

Training Objectives Introduce adult education funding sources Outline the National Reporting System Convey the importance of program outcomes Detail how level completions are counted Explain each of the core measures Summarize the functions of GALIS Emphasize data integrity checks

Federal Grant Workforce Investment Act (WIA), 1998 Title II: Adult Education and Family Literacy Act (AEFLA) USA US Dept. of Education Office of Vocational and Adult Education (OVAE) Division of Adult Education and Literacy (DAEL)

Federal Grant DAEL created the NRS States Submit – Narrative report – Data tables Statewide Data System – Georgia Adult Learners Information System (GALIS)

State Grant State Plan Gov. and USDOE approved State of Georgia Technical College System of Georgia (TCSG) Office of Adult Education (OAE) Local Adult Education Programs

Implementation Guidelines Guiding document Overall expectations Definitions and data tables Demographic and status measures May 2012 version available at

Approaching NRS Step by step Ask questions Read NRS materials Complete NRS trainings NRS OAE

Data Collection Local staff on the front lines Correct, Complete, Timely Intake Assessment Form Attendance Records Sign-in sheets Assessment Records Policy Manual

Hitting our Targets 5 Core Measures Educational Gain GED Postsecondary Enter Employment Retain Employment Negotiated Percentages

Assessment and EFLs Pre-test students within the first 12 hours of instruction Educational Functioning Levels 6 English as a Second Lang. 4 Adult Basic Education 2 Adult Secondary Ed.

English as a Second Language (ESL) Educational Functioning Levels ESL 1Beginning ESL Literacy Negotiated Percentages 37% ESL 2Low Beginning ESL41% ESL 3High Beginning ESL43% ESL 4Low Intermediate ESL39% ESL 5High Intermediate ESL34% ESL 6Advanced ESL28%

Adult Basic Education/Adult Secondary Education (ABE/ASE) Educational Functioning Levels ABE 1 Beginning ABE Literacy (0 – 1.9) Negotiated Percentages 40% ABE 2 Beginning Basic Education (2 – 3.9) 39% ABE 3 Low Intermediate Basic Education (4 – 5.9) 38% ABE 4 High Intermediate Basic Education (6 – 8.9) 34% ASE 1 Low Adult Secondary Education (9 – 10.9) 36% ASE 2 High Adult Secondary Education (11 – 12.9) NA

Instructional Periods BEST Literacy – 60 hrs. BEST Plus – 60 hrs. GAIN – 60 hrs. TABE – 30 or 40 hrs. WorkKeys – sem. course

Educational Gain Also called Level Completions Post-test score may place student into a higher level Data tables include students with 12 hrs. of instruction and a pre-test

ESL Level Completion Example BEST Literacy Pre-Test Score of 34 (ESL 2) BEST Literacy Post-test Score or 63 (ESL 4) 2 Level Completions Reported as a 1 level completer

ABE Level Completion Example 1 Lowest area Must provide instruction Post-test in this area TABE Reading Pre-Test ABE 2 Not the lowest area Provide instruction as needed Post-testing as needed TABE Math Pre-test ABE 3 Not the lowest area Provide instruction as needed Post-testing as needed TABE Language Pre-test ABE 4

ABE Level Completion Example 1 TABE Reading Post-test ABE 4 TABE Reading Pre-test ABE 2

ABE Level Completion Example 2 One of the lowest areas Instruction in Reading or Math Post-test in Reading or Math TABE Reading Pre-Test ABE 2 One of the lowest areas Instruction in Reading or Math Post-test in Reading or Math TABE Math Pre-test ABE 2 Not the lowest area Provide instruction as needed Post-testing as needed TABE Language Pre-test ABE 4

ABE Level Completion Example 2 TABE Reading Post-test ABE 4 TABE Reading Pre-test ABE 2 TABE Math Pre-test ABE 2 TABE Math Post-test ABE 3

GED Diploma Cohort of NRS Students who exit during the program year AND Take all parts of the GED Test

Postsecondary Education Cohort of NRS Students who exit AND who Have a HS Diploma/GED or higher at entry, or Pass the GED Test during the reporting period, or Enroll in a Transition Class

Entering Employment Cohort of NRS Students who exit AND who are Unemployed and looking for work at entry

Retaining Employment Cohort of NRS Students who exit AND who are Employed at entry or Unemployed and looking for work at entry and find a job during their exit quarter or one quarter after exit.

Secondary Measures Optional Must be set, entered, tracked, and reported by the local program Examples include: Register to vote Achieve citizenship skills Increase involvement in children’s literacy

GALIS Produces the NRS Tables Local data management system Personnel responsibilities Collecting, routing, and entering data Enter all students and all data

Data Training OAE sponsored training New User Online videos Data Analysis Local Training Variety of topics, as needed

Data Review Local programs Quarterly review Correct data errors fast Office of Adult Education Review of GALIS reports Individual records On-site monitoring

Technical Assistance /Telephone In Person Program monitoring follow-up Data Analysis

Office of Adult Education Instructional Services Director Bobby Creech Central/Southeast Georgia Grant Program Support Coordinator Felicia Phelps Metro Atlanta/North Georgia Grant Program Support Coordinator Charita Boles Metro Atlanta/West Georgia Grant Program Support Coordinator Leatricia Williams South/Southwest Georgia Grant Program Support Coordinator Laura Lee Bernstein Instructional Services Technical Coordinator Kimberlee Bryant GALIS Helpdesk Data Management Assistant Davida Shelton