NATIONAL REPORTING SYSTEM NRS FOR ADULT EDUCATION Program

NATIONAL REPORTING SYSTEM (NRS) FOR ADULT EDUCATION Program Accountability

WIOA Performance Data Reporting All participants who have at least 12 contact hours: § Descriptive and participation data § Primary indicators of performance required by Section 116 of WIOA § Secondary Measures (optional) – no performance standards or sanctions tied to them, but states may consider for local funding

Basic Participant Data - Participant Information § Name § Educational functioning level § Contact Information § Employment status § Date of birth § Disability information § Sex § Test scores and dates (for computing EFL gain) § Race/Ethnicity § Barriers to employment § Program entry/exit dates § Highest degree or level of school completed § Program type § Contact hours/dates (weekly/monthly)

Basic Participant Data - Participant Outcomes Primary indicators of performance: § Second-quarter employment § Fourth-quarter employment § Second-quarter earnings § Credential attainment: § Credential type achieved (secondary and postsecondary) § Follow-up criteria for attainment of secondary school diploma or its recognized equivalent (employment or entry into postsecondary education or training during first year after exit) Measurable skill gain: § EFL gain type (via posttest, credits, entry into postsecondary education or training)

Basic Participant Data - Participant Outcomes Optional achievements: Alaska Requirements: § Achieved citizenship goals § Registered to vote Optional Requirements – Not reported at this time: § Increased involvement in child’s education § Increased involvement in child’s literacy activities § Increased involvement in community affairs

§ Hours of instruction or instructional activity that the participant receives from the program § In-person hours § Proxy hours Contact Hours § Clock Time Model § Teacher Verification Model § Learner Mastery Model

Program Type § Adult Basic Education Program (ABE) § Adult Secondary Education Program (ASE) § Corrections Education § English as a second language (ESL) or English language acquisition § Family Literacy § Integrated Education and Training (IET) § Integrated English Literacy and Civics Education (IELCE) § Distance Education – Beginning July 2020

§ Displaced homemaker § English language learner, low literacy level, cultural barriers All title II participants included in this category § Exhausting Temporary Assistance for Needy Families (TANF) within 2 years § Ex-offender Barriers to Employment § Homeless or runaway youth § Long-term unemployed

Barriers to Employment § Displaced homemaker § English language learner, low literacy level, cultural barriers All title II participants included in this category § Exhausting Temporary Assistance for Needy Families (TANF) within 2 years § Ex-offender § Homeless or runaway youth § Long-term unemployed

§ Low-income § Migrant and seasonal farmworker § Individual with disabilities § Single parent § Youth in foster care or who has aged out of system Barriers to Employment § Veteran

Primary Indicators of Performance Employment 2 nd Quarter After Exit Median Earnings 4 th Quarter After Exit

Primary Indicators of Performance Credential Attainment of GED Postsecondary – w/in 1 year OJT/Apprenticeshi p w/in 1 year

Primary Indicators of Performance Measurable Skill Gain A least one EFL Attainment of GED

Primary Indicators of Performance Effectiveness in Serving Employers

Developing Accountably in Your Program • • • How would I ensure valid and reliable data? How would I ensure performance data is collected accurately and timely? How would I create a program that meets both student’s needs and program outcomes? How would I create a training program for staff that assures accountability? What changes would you make to your current program?