2R2 Performance Results of Other Distinctive Objectives

BIT: Currently, results for STI’s BIT division include these:

Headcount of Served Individuals: 1,762
Total Revenue: $1,117,390
Total Expenses: $1,171,547

BIT experienced a net operating loss of $56,684 in FY09 due to a reduction in state funding ($100,000) as compared to the previous fiscal year. Additional information will become available as BIT implements a new administrative software system.

AEL: AEL results are reported in accordance with the Department of Labor (DOL) requirements. The DOL has identified three core indicators: 1. Increase Educational Functioning Level, 2. Enter Post-secondary Education and Obtain or Retain Employment, 3. Obtain a GED.

Increase Educational Functioning Level (ABE, ASE, ESL)

Table 2.1 shows the overall number of students served in AEL for the last three years. As the table indicates, the center has served an additional 85 students since 2007-2008. The numbers continue to increase while state funding continues to decrease. The decrease in funding parallels a decline in performance results. In 2009-2010, of the 439 students, 32 percent completed an educational functioning level (EFL) compared to 46 percent in 2008-2009 and 45 percent in 2007-2008.

Table 2.1 Total Number of Students Enrolled in AEL Program

Year	ABE	ASE	ESL	Total	Completing Functioning Level
07-08	171	85	98	354	45%
08-09	216	102	107	425	46%
09-10	202	94	143	439	32%

Core Indicator 1 performance results at specific functioning levels are shown in Table 2.2. Scores above the target are indicated in bold.

Table 2.2 Core Indicator 1: Increase Educational Functioning Level (EFL)

	FY 2007 – 2008		FY 2008 – 2009		FY 2009 – 2010
EFL*	Target %	Actual %	Target %	Actual %	Target %	Actual %
Literacy	44	100	44	100	45	0
Beg ABE	40	33	52	42	52	32
Low Int ABE	40	37	43	47	44	24
High Int ABE	40	44	42	37	43	30
Low ASE	49	52	52	61	53	57
Beg Lit ESL	44	44	42	24	42	24
Beg ESL	n/a	n/a	n/a	n/a	n/a	n/a
Low Beg. ESL	42	64	50	35	51	17
High Beg. ESL	42	45	53	50	54	23
Low Int ESL	43	53	43	50	44	35
High Int ESL	41	44	42	28	43	37
Low Adv. ESL	n/a	n/a	n/a	n/a	n/a	n/a
High Adv. ESL	n/a	n/a	n/a	n/a	n/a	0

Results in 2007-2008 and 2008-2009 show that the majority of students met the target of educational functioning level (as noted by numbers in bold). Results for 2009-2010 indicate that performance fell below the DOL target levels in the majority of the areas. Several factors may have contributed to this decline: 1) an increase in the number of students with no additional funding; 2) a new 60 hour time requirement that students must complete prior to post-testing to prove functioning level improvement; 3) challenges with students not completing the post-test. (In 2009-2010, twelve students left the program before a test could be administered. Follow up with these students was done, but without success). Students who do not complete post testing are counted against the total performance. The state recognizes these factors and continues to be supportive of the program.

The Director is working with staff to address these issues: 1.The department is implementing a student attendance contract with weekly attendance expectations to aid in meeting the 60 hour post testing requirements. To encourage attendance, a monthly drawing for an incentive prize will be incorporated for students meeting the time requirement and completing post testing. 2. The director is reviewing results at each monthly meeting. 3. The Department is focusing on professional development activities each month, including KeyTrain software, National Career Readiness Certificate (NCRC) information, curriculum development, and class organization. 4. Teacher led ESL instruction incorporates the ESL competencies into civics material, oral language, grammar, and reading. Evidence Based Reading Instruction (EBRI) is employed with transition classes.

Table 2.3: Core Indicator 2: Enter Post-Secondary Education and Obtain or Retain Employment

	FY 2007 – 2008		FY 2008-2009		FY 2009-2010
	Target %	Actual %	Target %	Actual %	Target %	Actual %
Post-Sec Ed.	76	80	77	80	78	TBD
Obtain Employment	53	100	65	Not Avail.	68	TBD
Retain Employment	53	100	65	Not Avail.	68	TBD

As shown in Table 2.3, results for students transitioning to post-secondary education have exceeded the target in 2007-2008 and 2008-2009. Results related to employment are not all in but have been above target in past years.

The Center has a partnership with DOL’s WIA program to offer TABE testing to dislocated workers. As of June 30, 2009, 230+ WIA participants had been administered the TABE assessment and one-fifth were referred back to the center for remediation in reading and/or math.

Table 2.4: Core Indicator 3: Obtain a GED

	FY 2007-2008		FY 2008-2009		FY 2009-2010
	Target %	Actual %	Target %	Actual %	Target %	Actual %
Obtain GED	82	87	85	95	86	75

In 2007-2008 and 2008-2009, the students enrolled in the AEL Center exceeded performance measures for GED completion, with 87 percent and 95 percent respectively earning a GED (see Table 2.4). In 2009- 2010, 75 percent of student achieved a GED, below target

Improvements in GED include implementation of pre-academic math and English classes.