Extension of Texas State Plan for
Adult Education and Family Literacy

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3.0 Description of Adult Education and Literacy Activities (Sec 224 (b) (2))

3.1 Description of Allowable Activities

This section describes the scope, content, and organization of local adult education and literacy activities. These activities include programs that provide adult education and literacy services including workplace literacy services, family literacy services, and English literacy programs. Section 231 (b) of AEFLA requires TEA to require each eligible provider receiving a grant or contract to offer one or more programs in one or more of these categories.

Under state legislation, Texas Education Code 29.252, [see copy of TEC 29.252 in Appendix K] the adult education program in Texas is administered by the Texas Education Agency (TEA), a public education program funded primarily by federal funds and state adult education funds. TEA, under a contract with Harris County Department of Education (HCDE), a local government entity as defined in the Inter-local Cooperation Act, Section 779.003(4), Texas Government Code; out sources the technical assistance and state leadership activities to Texas LEARNS, a division of HCDE. The purpose of the adult education program is to assist adults to become literate and obtain the knowledge and skills necessary for employment and self-sufficiency; to assist adults who are parents to obtain the educational skills necessary to become full partners in the education development of their children; and to assist adults in the completion of a secondary school education.

Adult education provides out-of-school individuals who are beyond the age of compulsory school attendance and who function at a less than secondary school completion level with basic literacy skills, English language proficiency for limited English proficient adults, preparation for the attainment of the General Educational Development (GED) certificate or high school diploma, and literacy skills to become more employable, productive, and responsible citizens, as appropriate.

Adult Education and Literacy Services including English Literacy Programs
Section 203 of AEFLA says that the term "adult education" means services or instruction below the postsecondary level for individuals --

A) who have attained 16 years of age;

B) who are not enrolled or required to be enrolled in secondary school under State law; and

C) who --

• lack sufficient mastery of basic educational skills to enable the individual to function effectively in society;

• do not have a secondary school diploma or its recognized equivalent, and have not achieved an equivalent level of education; or

• are unable to speak, read, or write the English language.

Texas' compulsory school attendance law specifies that a child shall attend school until he/she is 18 years old. Children who are 17 years old may be exempted from compulsory school attendance if he/she is attending a GED preparation program with parental permission or required to do so by a court order. Children who are 16 years old may be exempted from compulsory school attendance only if the child is attending a GED preparation program and is required to do so by a public agency that has supervision or custody of the child under a court order.

The U.S. Department of Education currently requires that adult students be classified into the following functional levels for reporting: Adult Basic Education (ABE) Beginning Literacy, ABE Beginning Basic Education, ABE Intermediate Low, ABE Intermediate High, Adult Secondary Education (ASE) Low, ASE High, Beginning Literacy ESL, Low Beginning ESL, High Beginning ESL, Low Intermediate ESL, High Intermediate ESL, and Advanced ESL. Description of these levels is provided in the National Reporting System Education Functioning Level Descriptors USDOE reporting instructions. Texas will continue to provide literacy services and report number enrolled and contact hours data based on these levels.

A management information system (Adult and Continuing Education System – ACES) was operationalized in 1998 and continued to collect individual student data from local providers until June 30, 2005. In 2005, the entire system was redesigned to a new platform and the released on July 1, 2005. The newly redesigned system is Texas Educating Adults Management System - TEAMS. The reporting structure, then, operationally defines the program structure within adult education and literacy services. The State of Texas has adopted, under the legislative mandate of HB 1640, two standardized assessment instruments to measure performance by participants in adult education programs by the above-mentioned levels. The Test of Adult Basic Education (TABE) is used for Basic Skills and Secondary Education students and the Basic English Skills Test (BEST) and BEST Plus for Limited English Proficient (LEP) students and second language learners.

Texas began to implement the Basic English Skills Test Plus (BEST Plus) during 2005-2006. Twenty-five BEST Plus test trainers were certified by the Center for Applied Linguistics (CAL) in July 2004. These trainers are working through and will continue to work through the GREAT Centers (Regional Teacher Training Centers) to train test administrators. Texas’s goal is to move from the BEST forms B and C to the BEST Plus by 2007-2008. This gives Texas 2 full program years to fully implement the new BEST Plus. The management information system has been redesigned to accept the new version of the BEST.

Scope, Content and Organization of Local Activities
Adult Basic, Adult Secondary Education, and English as a Second Language programs are designed to meet the diverse needs of adult education students. Instructional arrangements range from the traditional classroom to adult learning centers, to one-on-one tutoring. Where feasible, adult education classes are as homogeneous as possible; however, the simple fact is that many classes have students at different educational levels.

The Indicators of Program Quality (IPQ’s) [See Appendix I] provide the framework for the scope and content of Texas adult education programs. As the foundation for the curricula mentioned above and for professional development efforts (Texas has developed teacher proficiencies based on the IPQ’s as well), they include learner outcomes for Academic Development as well as Real World Applications, Preparation for Transition, Workforce Development and Personal Development.

Texas has joined a consortium of states to develop Content Standards. With input and assistance from other states and OVAE, Texas has chosen to align the Texas Standardized Curriculum Framework, Equipped for the Future Standards, Secretaries Commission on Necessary Skills standards, and the National Reporting System guidelines. The Texas 75^th Legislature asked TEA to develop an industry specific curriculum to better serve the limited English proficient population job seekers. This too will be incorporated into the Content Standards as a strand for workforce development.

In order to maximize what is known about adult learning, instruction in adult education occurs through functional context and uses authentic materials. Cognitive and metacognitive strategies are stressed through professional development. Instructional strategies and lesson plans included in curricula and professional development take a learner-centered approach through the context of real world (including workforce) competencies. Curricula are viewed as dynamic and are based on learner needs. Thematic units and project-based learning are a reality in many adult education classrooms. Higher-level thinking and problem solving skills are the intended outcomes of instruction. Texas has adopted both TABE, (forms 7, 8, 9, & 10) the BEST including the BEST Plus, and both of these standardized assessment instruments present assessment items in real world contexts. However, in the classroom, standardized tests are considered part of the student's portfolio and assessment makes use of a variety of assessment approaches.

Texas' need for adult education services is significant as documented by the needs assessment section of this plan. Resources available for adult education services in the state, however, are still minimal. In order to maximize all available resources for direct service delivery and minimize costs of administration, local adult education programs form partnerships of educational and other human services agencies to plan and collaborate and to use a single administrative entity in a geographic area. This single administrative entity or fiscal agent is also responsible for maintaining the activities and their scope that were funded in the original competitive application. Through collaborative relationships, administrative costs can be minimized and related services can be leveraged. Each fiscal agent has a collaborative advisory committee made up of a broad spectrum of partners, including workforce development. The advisory committee reviews the activities of and makes recommendations to the fiscal agent in planning, developing, and evaluating the adult education program. The advisory committee assists the single administrative entity to ensure that the funded project in doing what was funded in the original competitive application. An interactive map of the 2005-2006 literacy providers in Texas may be found on the Texas Center for the Advancement of Literacy and Learning (TCALL) website. The Clearinghouse is funded with State Leadership funds and is housed at Texas A&M University.

Many different types of organizations are used to deliver local adult education services. Table 1 below illustrates the rank order of the locations of adult education classes (including English literacy classes) in regard to the numbers of participants served:

Rank	Location of Class
1	Elementary/Secondary School
2	Adult Learning Center
3	Community College
4	Community Based Organization
5	Correctional Institution
6	Faith-based or Religious Facilities

Currently 24 Junior/Community Colleges, 20 Independent School Districts, 8 Education Service Centers, 2 Community Based Organization, and 1 County Department of Education are fiscal agents. A competitive process selected these fiscal agents.

Workplace Literacy Services
Section 203 (18) of AEFLA defines workplace literacy services as literacy services offered for the purpose of improving the productivity of the workforce through the improvement of literacy skills. Such services are offered by and integrated into local adult education programs in Texas, and are also based on the Indicators of Program Quality. Both employed and unemployed adults are provided services annually. Applicants for adult education funds must address in the application indicators of program quality relating to workforce development. Additional information about adult education and workforce development is provided in Section 10.0 of this plan.

Texas' local workplace literacy programs have a number of configurations, but fall into three categories:

1) Adult Education programs configured specifically for students who are bound for the workplace, frequently offered in collaboration with workforce development partners including employers, one-stop workforce centers, colleges and other job training entities;

2) Collaborative, shared-cost, on-site projects with local employers; and

3) Collaborative projects co-located with workforce development board contractors and/or one-stop workforce centers.

Planned Workplace Literacy Activities Under AEFLA:

• In order to reduce duplicative assessment, TEA and TWC will explore administration of common assessment tools and assessment data sharing between adult education and workforce partners. (This activity is described in more detail in Section 9.0).
• Under AEFLA, TEA will continue to require in the application for funding local adult education provider collaboration with workforce development boards and local one-stop workforce centers, including consultation with them in the development of adult education services and the provision of adult education to workforce clients. As indicated in Section 9.0 of this plan, strong collaborative partnerships exist, and TEA and TWC will collaborate to facilitate new local partnerships.
• Under AEFLAState Leadership Activities, TEA will fund regional training centers and a workplace literacy technical assistance project to promote collaboration among partners for the delivery of workplace literacy services, with emphasis on the collaboration between adult education, local workforce boards, and one-stop workforce centers. The project will also provide technical assistance on effective instructional strategies for workplace education. One-stop partner staff will have access to training provided by these centers.
• The Texas Education Agency/ Texas LEARNS, Texas Workforce Commission, and the Texas Higher Education Coordinating Board have entered into a Tri-Agency Action Plan. The proposed major tasks and milestones are listed on the next page. The intended outcome of the long term objective is as follows:

Intended Outcomes

Partner agencies participate in collaborative state- and local-level planning and in the development, refinement, and standardization of administrative systems and processes. Technical assistance and training for system partners including teachers and local advisory committees are enhanced. Program content, delivery method and access options are implemented and evaluated. The System recognizes certain participant outcomes as indicative of success. Achievement of this Long Term Objective will demonstrate programmatic successes within the greater workforce development system.

Adult Basic Education and the Texas Workforce System

Long Term Objective: Increase the percentage of adult education students completing the level enrolled from 64% to 70% by Q4/07. (State Measure)

Major Tasks and Milestones

Facilitate local collaborative planning and partnerships between ABE and workforce boards, and other workforce network stakeholders in order to provide innovative and responsive services.

Collaborate on the development of the Texas State Plan for Adult Education and Family Literacy to be submitted to the U.S. Department of Education. [WIA Title II]

Share data between agencies to increase efficiencies, reduce duplication, and enhance the evaluation of program outcomes.

Evaluate and recommend changes to the funding allocation methodology and performance-based contracting model for Adult Basic Education grants.

Develop and implement curricula for teacher training to support employer-driven services for job seekers.

Develop and implement orientation tools for local advisory committees

Review the ABE customer base to generate an analysis of the customer universe, learners’ goals, and expected outcomes. Determine the extent to which:

Prioritize the development and implementation of ABE services for job seekers.

Prioritize the development and implementation of distance learning approaches.

Develop and implement a plan to encourage learners who participate in ABE programs to pursue post-secondary education opportunities leading to certificates and degrees.

Research, develop, and implement ABE/ESL services to employers.

Prioritize the development and implementation of customized workplace ABE and/or ESL services to support the literacy needs of incumbent workers.

Develop and implement curricula and programs that utilize industry sector approaches.

Develop and implement outreach services for incumbent workers to employers through ABE and workforce network partnerships.

Implement joint TEA/Texas LEARNS, TWC and THECB state-level ABE and Literacy planning: WIA Title I State Plan; Strategic Plan for Texas Public Community Colleges, revisions and updates; Closing the Gaps , revisions and updates; and P-16 Council activities.

Examine the feasibility and changes required to implement consistency across TEA/Texas LEARNS and TWC ABE and literacy-related activities: Application process, Contracting, and Evaluation/reporting requirements and documentation.

Planned Family Literacy Activities under AEFLA
Adult education will be integrated into family literacy programs to provide basic skills training for parents. Adult education programs in the state are the primary providers of the adult education services component of one or more Even Start projects (Texas currently has 96 Even Start projects statewide). Collaboration with Even Start projects is part of the requirements for application for adult education funds.

An Even Start funded Family Literacy Resource Center (FLRC) provides technical assistance to family literacy programs in Texas to ensure that adult education is integrated into all components of family literacy. GREAT Centers are funded from Section 223 State Leadership Activities funds and provide technical assistance services to local communities in establishing and maintaining a high quality family literacy program. The GREAT Centers partner with the FLRC to provide on-site technical assistance services in family literacy program development integrating adult education activities with family literacy programs such as Even Start, Barbara Bush Family Literacy, First Lady’s Family Literacy Programs, and other family literacy programs and sponsor regional and statewide conferences. In addition, the GREAT Centers partner with the FLRC to identify and feature exemplary projects and disseminate effective practices; assist with the development/ refinement of indicators of program quality for evaluation of family literacy programs, and serve as a resource to external evaluators of family literacy programs.

Adult Education integration is encouraged in all components of family literacy programs in Texas. Adult education teachers participate in the planning of other components (early childhood, home visits, parent-and-child-time-together, and parenting) to find the basic skills content in these components. Examples: If a program is focusing on health care in the “parenting component,” the adult education teacher may assist parents with becoming familiar with the vocabulary, content, and reading associated with the parenting activity during the adult education component. If the early childhood component is focusing on colors, the adult education teacher will focus on colors during the adult education component. Thematic units across all components are encouraged.

English Literacy Programs (Sec. 231)(b)
The English Literacy and Civics Education (EL Civics) program will support projects that demonstrate effective practices in providing and increasing access to English literacy programs linked to civics education creating an integrated program of services incorporating English Literacy and Civics Education. Civics education means an educational program that emphasizes contextual instruction on the rights and responsibilities of citizenship, naturalization procedures, civic participation, and U.S. history and government to help students acquire the skills and knowledge to become active and informed parents, workers and community members. They must be able to understand and navigate governmental, educational, and workplace systems as well as key American institutions such as banking and health care.

Funding for English Literacy and Civics Education is awarded to eligible applicants on a competitive basis for local assistance projects. The EL Civics programs with satisfactory progress toward stated performance measures will apply for a one-year continuation grant for 2006-2007. EL Civics programs are strictly for immigrants who are limited English proficient and these immigrant participants are served in the six English as a second language levels. The BEST and BEST Plus are administered to determine the functioning levels and needs of the students.

Suggested activities are, but are not limited to:

• Develop resource activities to research and make accessible to classes;
• Develop materials to improve language and literacy skills focusing on government, educational, workplace systems, and key institutions;
• Arrange site visits to governmental agencies/offices and community agencies as part of an integrated instructional unit that incorporates language and literacy development goals;
• Schedule classroom presentations and demonstrations by outside agencies, organizations;
• Develop structured employment activities; and
• Use Internet based and/or other distance learning strategies.

The GREAT Centers are providing local, regional, and statewide professional development to EL Civics programs. An English Literacy and Civics Resource Center may be funded if funds are available through State Leadership Funds (Sec. 223) to support and provide professional development, coordination, mentoring and networking of programs, and exploration of the most feasible ways to use technology to enhance and accelerate leaning.

3.2 Special Rule [Uses of Funds for Family Literacy]

As an eligible agency awarding a grant or contract under Sec. 231 [of AEFLA], TEA shall not use any funds made available under this subtitle for adult education and literacy activities for the purpose of supporting or providing programs, services, or activities for individuals who are not individuals described in subparagraphs (A) and (B) of Section 203(1), except that TEA may use such funds for such purpose if such programs, services, or activities are related to family literacy services. In providing family literacy services under this subtitle, TEA shall attempt to coordinate with programs and services that are not assisted under this subtitle prior to using funds for adult education and literacy activities other than adult education activities (Sec. 231(d)).

3.3 Descriptions of New Organizational Arrangements and Changes

One-Stop Partnerships

Texas delivers Title I of WIA through the Texas Workforce Commission (TWC) and delivers Title II of WIA through the Texas Education Agency (TEA). Numerous systemic changes have been taking place at both the state and local levels in adult education and will continue to happen throughout the period of the AEFLA state plan. As described more thoroughly in Section 9.0, one significant change at the state level is the increased collaboration with the Texas Workforce Commission, including partnerships with workforce boards and one-stop workforce centers. This collaboration has grown, matured and expanded since the Commission was organized in 1995 in regard to workforce and welfare reform activities. During the period of the plan, TEA will collaborate with TWC as outlined in the Tri-agency action plan (see plan in Section 3.1 Description of Allowable Activities- Planned Workplace Literacy Activities Under AEFLA.) In addition, TEA has an MOU with the Higher Education Coordinating Board to receive the data from TEA and match the data with the Texas Workforce Commission, i.e., TEA’s Texas Educating Adults Management System (TEAMS) and and TWC's Texas Workforce Information System of Texas (TWIST) (see section 9.0 for more detail). A strong partnership will continue to grow between TWC and TEA to ensure that one-stop clients’ needs are met and services are not duplicated. In addition, Texas Adult Education and Texas LEARNS are part of Destination 2010, a statewide integrated strategic action plan described in this executive summary:

Destination 2010: FY 2004-2009 Integrated Strategic Plan for the Texas Workforce Development System (September 2003)

One of the Council’s [Texas Workforce Investment Council] key responsibilities is the development of an overarching strategic plan for the Texas Workforce Development System which is comprised of the workforce programs and initiatives administered by seven (7) state agencies and twenty-eight (28) local workforce development boards. (Chapter 2308.104, Texas Government Code mandates that the Texas Workforce Investment Council develop a single strategic plan that "establishes the framework for budgeting and operation of the workforce development system.”) This is the third strategic plan developed and implemented by the Council since being given this responsibility by the Legislature in 1993.

During development of this strategic plan, the Council focused on the system as a whole and on the opportunities and challenges faced by system partners and stakeholders in preparing a skilled workforce for Texas in the 21^st century.There was early and continued involvement of all partners, as well as continuous opportunities for partner input and feedback. This inclusive process resulted in a strategic plan with a clearly elevated focus on systemic issues, as well as a focus on outcomes for Texas employers and for those key populations that will be part of the future Texas workforce.

The plan includes a vision, mission, goals and long-term objectives for the Texas workforce system. In addition, and of critical importance to a systemic approach, the plan includes strategy statements for both the system and for each planning partner that articulate the agency/board contribution to achieving the plan vision, as well as strategic action plans that specify milestones and accountable partners for achieving the plan’s long-term objectives.

The Council and system partners completed the two-year planning process in September 2003. The result of that process was a strategic plan for the Texas workforce system entitled Destination 2010: FY2004-FY2009 Strategic Plan for the Texas Workforce Development System. Destination 2010 was approved by the Governor on October 15, 2003.

The plan covers a six-year timeframe and aligns with the existing Texas Strategic Planning and Performance Budgeting System as well as pending reauthorization of federal workforce legislation. The dynamic nature of the system planning and implementation process provides for annual evaluations of progress and recommendations for further action. The first annual update to Destination 2010 was approved by the Governor in April 2004. The second annual update was approved by the Council on March 11, 2005 and has been submitted to the Governor for approval.

TEA and Texas LEARNS are committed partners to work with direction from TWIC to demonstrate success within the greater workforce partnership.

Administration of Adult Education
[See organizational charts for TEA, HCDE and Texas LEARNS in Appendices E-G]

TEA will administer and implement AEFLA with the assistance of Harris County Department of Education (HCDE), a local government entity. TEA will provide for the discretionary duties to include:

• Distribute funds competitively according to Federal and State guidelines;
• Develop, publish, and distribute competitive Requests for Application (RFA’s);
• Receive RFA’s;
• Conduct the competitive RFA process;
• Approve funding and issue Notification of Grant Awards to applicants;
• Perform on-site monitoring of projects as identified as high risk in the risk assessment process; and
• Verify and submit annual reports to USDOE.

The non-discretionary duties and responsibilities, which TEA will outsource to HCDE, include:

• Technical assistance to grantees;
• State Leadership activities;
• Establishment of a regional center approach for technical assistance and professional development;
• Assistance to TEA with required reports and plans;
• Updating and maintenance of automated reporting systems;
• Assistance to TEA in establishing adult education performance measures;
• Establishment of an Adult Education Advisory Committee of local providers and other related agencies to assist in examining issues related to access to funds and all related adult education activities; and
• Coordinate, develop and maintain a working relationship with the one-stop delivery system and other partners.

Service Delivery Systems

Once competitive grants for AEFLA are awarded by the TEA, Texas LEARNS provides technical assistance to the cooperative (co-op) delivery system. The co-op system ensures that every school district or county geographic area is provided adult education and family literacy services. The boundaries may change with each competition.

Texas LEARNS provides state leadership activities through a regional training center system and other initiatives. The regional training centers are required to form an advisory committee made up of all the fiscal agents for adult education in their respective region. They must also include a work force development representative.

One stop partners deliver service through 28 service delivery areas. Partnerships are active between the fiscal agents and one-stop partners. See Service Delivery System Maps in the following Appendices:

• The Adult Education Cooperative Delivery System Map (see Appendix B)
• Technical assistance regions and State Leadership funded Regional Centers of Excellence and Training (see Appendix C)
• The One-Stop Service Delivery Areas (SDA’s) Map from the Texas Workforce Commission (see Appendix D)

Organizational Charts

• TEA Organizational Chart is in Appendix E
• Harris County Department of Education’s Organizational Chart is in Appendix F
• Texas LEARNS Organizational Chart is Appendix G

Performance Reporting for Eligible Providers
State Leadership funds are used to maintain and enhance the state’s adult education management information system. Formerly named the Adult and Continuing Education System (ACES), and designed in 1998 for Texas adult education providers,this system was modeled from the National Reporting System (NRS) guide provided to states. Texas released a redesigned sytem (TEAMS – Texas Educating Adults Management System) in July 2005 giving end-users a more user-friendly system, making the system capable of accepting two different years of a data simultaneously, using a .NET platform, and satisfying the need for types of reports local providers have traditionally produced using shadow or local systems. One goal of the ACES redesign was to eliminate the need for local providers to maintain a second/shadow system. Local provider can enter data via a web-based application that is real time and produces real time reports at the statewide level, the local program and the teacher/instructor level. Evaluation and program improvement plans take place in real time based on real data. The system further enhances the electronic desk review system that went into production in July 2004.

Other State Leadership Activities
Other initiatives are to continue funding the regional teacher training centers (GREAT Centers of Excellence). Initiatives may be to select a statewide professional development coordinator; develop a statewide English as a second language professional development plan to move Texas to the next level in this area of great need; fund distance learning projects; continue membership in Project IDEAL (University of Michigan); fund a Workforce Literacy Resource Center to develop industry-specific curriculum and develop partnerships with one-stop partners, fund a project to maintain an active faith-based partnership list, pilot and implement Content Standards; maintain a clearinghouse, fund research through fellowships to provide local programs with access to scientifically research-based methodologies, approaches, materials, and techniques; and implement the activities stated in the statewide leaning disabilities policy which may include a resource center for learning disabilities.

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