WIA in Connecticut

1. WIA in Connecticut Ajit GopalakrishnanDepartment of Education860-807-2125ajit.gopalakrishnan@po.state.ct.us

2. 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)

3. 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

4. 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

5. 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

6. 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

7. 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)

8. Changes since WIA: State Level (cont’d) • RFP expands providersbut 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

9. 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

10. 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

11. 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”

12. 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

13. 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

14. 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

15. 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

16. 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?