Mississippi Community College Board Office of Adult Education

Mississippi Community College Board

Office of Adult Education

Program Guidelines

Published by:

Programs Division

Office of Adult Education

3825 Ridgewood Road Jackson, MS 39211

Phone: 601-432-6518

Updated: 9/1/2023

The Mississippi Office of Adult Education administers the Adult Education and Family Literacy

Act (AEFLA), reauthorized on July 22, 2014 as Title II of the Workforce Innovation and

Opportunity Act (WIOA).

The intent of this manual is to provide governance and guidance in the delivery of adult education

services by clearly defining staff roles, program expectations, and operating guidelines. The

policies represent high-level program statements that embrace the goals of adult education and

define what is acceptable to ensure program success and effective, consistent program operations.

The infrastructure provided in this manual reflects federal authority expectations and supports the

vision and mission of Mississippi’s Adult Education Program. In addition, the policies also reflect

any current broader legislative actions and other state agency policies and mandates related to state

authority.

This manual is intended to be used exclusively by MCCB’s Adult Education Program and sub-

recipients funded through the Adult Education and Family Literacy Act (AEFLA) and will be

periodically revised and updated to reflect significant changes at the OAE regarding the Adult

Education Program.

This manual contains the policies and procedures developed by the Mississippi Community

College Board, Office of Adult Education. These policies define the course of action state and

local providers will take to implement the Workforce Innovations and Opportunity Act, (WIOA),

and Title II – Adult Education and Family Literacy Act (AEFLA).

2017 by Mississippi Community College Board

Revised: July 2023

For information, please contact 601-432-6518.

Note: Contingent upon additional information that would affect its efficacy, these guidelines are

subject to change throughout the program year. Updates will be posted at www.mccb.edu.

Table of Contents

Section 1: Program Overview.…………………………………………………………………..4

Section 2: Program Accountability & National Reporting System………………………….22

Section 3: Program Design Elements ………………………………………………………....40

Section 4: Assessment Policy…………………………………………………………………...57

Section 5: Administration of the AEFLA Program……………………………………….….90

Section 6: Program and Personnel and Professional Development Requirements……….107

Section 7: Monitoring and Technical Assistance…………………………………………....116

Section 8: High School Equivalency Assessments, Competency-Based Diploma & Diploma

Sender ………………………………………………………………………………………….119

SECTION 1: OVERVIEW

VISION

The vision of the Mississippi Community College Board (MCCB), Office of Adult Education

(OAE), is to provide leadership, training, and technical assistance to adult education and literacy

programs and to ensure that quality educational services are available to adults and out-of-school

youth across Mississippi.

MISSION

Our mission is to enable every adult learner in Mississippi to acquire the necessary basic skills—

reading, writing, computation, speaking, and listening—to compete successfully in today's

workplace, strengthen family foundations, and exercise full citizenship.

FEDERAL ROLE IN ADULT EDUCATION

The Workforce Innovation and Opportunity Act (WIOA) went into effect July 22, 2014, replacing

the Workforce Investment Act (WIA) of 1998. WIOA reauthorizes Title II: The Adult Education

and Family Literacy Act (AEFLA), which provides the framework for the Mississippi Adult

Education program. The US Department of Education, Office of Career, Technical, and Adult

Education, Division of Adult Education and Literacy (OCTAE-DAEL) provides grants to states to

fund adult education and literacy services, including workplace literacy, family literacy, English

language acquisition, integrated English literacy and civics education, workforce preparation, or

integrated education and training.

PURPOSE OF WIOA

Program Alignment

• Unifies strategic planning across core programs

• Enhances the role of state and local Workforce Development Boards in implementing a

Combined State Plan

Increased Accountability

• Establishes common measures across core programs

• Increases accountability and transparency through reporting and evaluations

Enhanced Service Delivery

• Promotes engagement of employers and alignment of education and training activities

through career pathways

• Strengthens partnerships and investments in the one-stop delivery system

FEDERAL GOVERNING AUTHORITY

• Adult Education and Family Literacy Act (AEFLA)— (The Act) Enacted July 1, 2014, as

Title II of the Workforce Innovation and Opportunity Act of 2014, Pub. L. 113-128.

• Uniform Administrative Requirement, Cost Principles and Audit Requirements for

Federal Awards (2 CFR 200)

Program administrators and practitioners need to rely on the terms of the federal statute as well as

any suggested guidelines the U.S. Department of Education may disseminate. Local providers

receiving state and federal funds must adhere to all state and federal laws and regulations

governing AEFLA. Additionally, local providers are subject to any State Board Policy and policies

of the local providers who are awarded AEFLA grants.

MISSISSIPPI’S STRATEGIC PLAN

• Provide every Mississippian the opportunity to be work or career ready and to secure his

or her dream job right here at home

• Create a workforce ecosystem where all parts are connected to achieve common goals

• Develop a career pathway model that integrates programs and improves efficiency in

employment service delivery across partners, focusing on individuals with barriers to

employment

• Strategically align programs with current and emerging high-demand sectors

The OAE establishes the following four goals for Mississippi’s adult education delivery system to

ensure the opportunity for academic success of all learners:

1. Improve Outcomes by Scaling Effective Models and Strategies Across the State

The OAE will continue building, expanding, and scaling comprehensive career pathways

systems and creating conditions across every adult education program to achieve expansion

of evidence-based models.

2. Increase Postsecondary Transitions and Credential Attainment

The OAE will provide support and training to local programs to ensure students are

transitioning to postsecondary education or training and earning in-demand credentials that

lead to self-sustaining employment. The OAE will promote the integration of adult

education with occupational education and training and the development of career

pathways systems in addition to authorizing the use of funds for integrated education and

training and workforce preparation activities.

3. Strengthen College and Career Readiness for Adult Learners

The OAE will provide training and support to local programs to prepare adult learners for

success in postsecondary education and the workforce. In addition, all adult education

programs will provide the Smart Start Course, utilizing the framework developed by the

U.S. Department of Education: Employability Skills Framework.

4. Develop Multi-Level Career Pathways Options

The OAE will enable the system to design multiple entry points into postsecondary

education for various functioning levels of adult education learners who are aligned to

clearly identified student readiness levels and credentials, certifications, and/or degrees that

lead to employment in high growth, family-supporting jobs.

ROLE OF THE MCCB, OFFICE OF ADULT EDUCATION:

• Manage and distribute federal and state funds, provide leadership and technical assistance

related to adult education and literacy instruction, and offer High School Equivalency

(HSE) testing throughout Mississippi

• Strive to ensure the availability of high-quality adult education programs in which

individuals may earn high school credentials, improve English language skills, prepare for

the workforce, and prepare for postsecondary education and training programs

• Ensure alignment of adult education and literacy activities with core programs and one-

stop partners to support the Mississippi Combined State Plan

• Provide high-quality professional development to improve instruction, including essential

components of reading instruction and dissemination of models and promising practices

• Provide technical assistance to providers based on research-based instructional practices,

local one-stop responsibilities, and effective use of technology

• Monitor and evaluate the quality of adult education activities in the state

ADULT EDUCATION AND FAMILY LITERACY ACT PURPOSE

In accordance with the Workforce Innovation and Opportunity Act (WIOA) of 2014, Title II

Adult Education and Family Literacy Act (AEFLA), the purpose of this program is to assist

eligible applicants in developing instructional programs and partnerships to provide services that

focus on the following:

• Assist adults to become literate and obtain the knowledge and skills necessary for

economic self-sufficiency

• Assist adults who are parents or family members to obtain the education and skills

necessary to become full partners in the educational development of their children, which

leads to sustainable improvements in the economic opportunities for their families

• Assist adults in attaining a secondary school diploma and transitioning to postsecondary

education and training, including career pathways

• Assist immigrants and other individuals who are English Language Learners in

improving their listening, speaking, reading, writing, and mathematical skills as well as

their understanding of the American system of Government, individual freedom, and the

responsibilities of citizenship

The AEFLA Resource Guide provides additional support to the following:

• Performance Accountability

• One-Stop Partner Roles and Responsibilities

• Competitions and Making Awards under Subpart C of 34 CFR Part 463

• AEFLA Activities - Integrated Education and Training (IET)

• AEFLA Activities—Basic Grant Services for English Language Learners

• AEFLA Activities - Workforce Preparation

• Section 243 Integrated English Literacy and Civics Education Program

For individual definitions of adult education and literacy activities, see definitions at the end

of this section.

ELIGIBILITY FOR SERVICES

In accordance with WIOA Title II (Sec. 203), “Adult Education” is defined as services or

instruction below the postsecondary level for individuals who:

• have attained 16 years of age

• are not enrolled or required to be enrolled in secondary school under state law

• lack sufficient proficiency in basic educational skills to enable the individuals to function

in society, or

• do not have a secondary school diploma or its recognized equivalent, or

• are English Language Learners (ELL)

Veterans will receive priority of service.

• Veterans, as defined under WIOA sec. 3(63)(A) and 38 U.S.C. 101, receive priority of

service in all Department of Labor-funded training programs under 38 U.S.C. 4215 and

described in 20 CFR part 1010.

• A veteran still must meet each program’s eligibility criteria to receive services under the

respective employment and training program.

Mississippi requires 16- & 17-year-olds to:

• not be currently enrolled in K-12 school

• provide documentation (withdrawal form) signed by the superintendent/designee certifying

the applicant has been released from compulsory school attendance by the school board

PROGRAM SERVICES AND ACTIVITIES

Each eligible provider receiving a grant must use the awarded funding to establish or operate

programs to provide adult education and literacy activities including programs that provide such

activities concurrently. The term “Adult Education and Literacy Activities” includes academic

standards-based programs, activities, and services outlined in WIOA, Title II Section 203(2); 34

CFR 463.30:

• Adult education and literacy activities

• English language acquisition activities

• Family literacy activities

• Workforce preparation activities

• Workplace adult education and literacy activities

• Integrated English Literacy and Civics Education (IELCE)

• Integrated Education and Training (IET)

In accordance with federal regulation, eligible providers may receive adult education funding for

the delivery of any of the following adult education and literacy activities for all public and

correctional facilities:

Adult Basic Education (ABE) refers to instruction at the 0–8.9 grade levels in reading,

communication skills (writing, speaking, listening), mathematics, social and physical sciences,

health, critical thinking, financial literacy, health literacy, basic computer literacy, and

employability skills needed to function effectively in society. The curricula of beginning and

intermediate ABE courses shall assist adult learners in the development of the skills necessary to

process both written and oral information, and to derive meaning from the information applied to

specific tasks.

Students with a high school credential may be served in core services if they score 8.9 or below

on the Tests of Adult Basic Education (TABE). It is strongly recommended the population without

a high school diploma or its equivalent take precedence. In other words, serving the population

with a high school diploma or its equivalent, as capacity permits, should not be in lieu of the

population without a high school diploma or its equivalent.

Adult Secondary Education (ASE) refers to instruction at the 9.0–12.9 grade levels designed to

assist learners in pursuit of a high school equivalency diploma. Adult secondary education/HSE

test preparation provides instruction designed for adults who have some literacy skills and can

function in everyday life but who are not proficient in reading, writing, speaking, problem solving,

or computation or do not have a high school diploma.

English Language Acquisition A program of instruction designed to help eligible individuals

who are English language learners (ELLs) to achieve competence in reading, writing, speaking,

and comprehension of the English language, and that leads to attainment of a secondary school

diploma or its recognized equivalent and transition to postsecondary education and training or

employment. Adult education programs offering English language acquisition services are

required to include civics education.

Integrated Education and Training (IET) A service approach that provides adult education and

literacy activities concurrently and contextually with workforce preparation activities and

workforce training for a specific occupation or occupational cluster for the purpose of

educational and career advancement.

Instruction must occur concurrently, use occupationally relevant (contextual) instructional

materials, and be organized to function cooperatively with a single set of learning outcomes for

the purpose of educational and career advancement. An IET must include the following three

components:

1. Adult education and literacy activities

2. Workforce preparation activities

3. Workforce training for a specific occupation or occupational cluster

Integrated English Literacy and Civics Education (IELCE), Section 243

Educational services provided to adult English language learners, including professionals with

degrees and credentials in their native countries, that enable them to achieve competency in the

English language and acquire the basic and more advanced skills needed to function effectively as

parents, workers, and citizens in the United States. Services include instruction in literacy and

English language acquisition, instruction on the rights and responsibilities of citizenship and civic

participation, and may include workforce training (Section 203 (12) of WIOA).

Integrated English Literacy and Civics Education (IELCE) is a separate, competitive grant funding

under Title II, AEFLA; however, all rules and regulations apply, including the same grant

announcement and application process detailed in 34 CFR 463.

Section 243 provides services and activities that:

• prepare adult English language learners for, and place such adults in, unsubsidized

employment with in-demand industries and occupations that lead to economic self-

sufficiency

• integrate with the local workforce development system to carry out the activities of the

program

Integrated English Literacy and Civics Education includes instruction on the rights and

responsibilities of citizenship and civic participation, and may include workforce training (Section

231 funds). These funds can be used in combination with Integrated Education and Training

(Section 243 funds) as defined in WIOA Section 203(11). (See definitions for Integrated Education

and Training and Integrated English Language and Civics).

A grantee may meet the requirement to use funds for integrated English literacy and civics

education in combination WITH integrated education and training activities by either:

• co-enrolling participants in integrated education and training, as described in 34 CFR

Subpart, provided within the local or regional workforce development area from sources

other than Title II Section 243

• using funds provided under Title II Section 243 to support integrated education and training

activities as described in 34 CFR Subpart D

Workplace Adult Education and Literacy Activities refers to adult education and literacy

activities offered by an eligible provider in collaboration with an employer or employee

organization at a workplace or an off-site location designed to improve the productivity of the

workforce through the improvement of literacy skills.

Workforce Preparation Activities (Smart Start Pathway Course) are programs or services

designed to help an individual acquire a combination of basic academic skills, critical thinking

skills, digital literacy skills, and self-management skills, including competencies in utilizing

resources, using information, working with others, understanding systems, and obtaining skills

necessary for successful transition into and completion of postsecondary education or training, or

employment. During the Smart Start Pathway Course, students will participate in workforce

preparation activities including, but not limited to, problem-solving, teamwork, effective

communication, goal setting/time management, professional image, role of employer and

employee, career awareness, financial awareness, and life skills.

Corrections Education, Section 225

Adult Education services are also provided in correctional facilities. A separate, competitive grant

is used in the application process; however, all Title II rules and regulations apply to both grants,

including the same grant announcement and application process detailed in 34 CFR 463.

The term “criminal offender” is defined as any individual charged with or convicted of any

criminal offense. Services must be provided to individuals who are likely to leave the correctional

institution within 5 years of participation in the program. In accordance with Section 225 of Title

II, grant funds must be used for the cost of educational programs in correctional institutions and

for other institutionalized individuals, including academic programs for:

● adult education and literacy activities

● integrated education and training

● career pathways

● concurrent enrollment

● peer tutoring

● re-entry initiatives and other post-release services with the goal of reducing recidivism

In Mississippi, grantees will focus on adult education and literacy activities, English language

acquisition activities, and peer tutoring where feasible. In addition to adult education and literacy

activities, programs will provide opportunities for integrated education and training and career

pathways. The goal of career pathway exploration, in a limited number of facilities, is to increase

the number of institutionalized individuals transitioning to postsecondary education.

The term “correctional institution” is defined as a prison, jail, reformatory, work farm, detention

center, halfway house, community-based rehabilitation center, or any other similar institution

designed for the confinement or rehabilitation of criminal offenders.

Local institutionalized classes must have the support of the warden and other administrative

officers, adhering to the following:

• At least six hours of classroom instruction must be made available per week, allowing for

sufficient instructional time for meeting the post-assessment policy (corrections classroom

instruction)

● The corrections facility must provide a space conducive to learning

o The instructional space should have a low noise level, adequate lighting,

comfortable temperature, and appropriate furnishings

● Inmates (students) should have access to instructional materials for additional study outside

of the classroom setting

In addition to meeting performance outcomes, grantees will annually prepare and submit a report

on the relative rate of recidivism for the criminal offenders served.

MISSISSIPPI REQUIRED CORE PARTNERS

Additional information about the MS WIOA State Plan, and the roles and responsibilities of Title

II AEFLA grantees, can be found at the Mississippi Works website.

THE MISSISSIPPI WORKS SMART START PATHWAY

The main focus of the Mississippi WIOA Combined State Plan is to improve the economic

opportunities of all job seekers, especially those with low skills. Mississippi has developed a career

pathway model that provides different on- and off- ramps for job seekers with different needs.

Adult education services play a key role in establishing and conducting the Mississippi Works

Smart Start Career Pathway Model. This pathway consists of intensive career development,

necessary skills assessment, and basic skills development. Career enrichment activities are geared

toward in-demand, middle-skill occupations. The Office of Adult Education (OAE) in

collaboration with the State Workforce Investment Board (SWIB) established the Smart Start

Pathway Course curriculum and pathway exit criteria that include certain assessment score levels.

MISSISSIPPI LOCAL WORKFORCE DEVELOPMENT BOARDS (LWDB)

Mississippi has four workforce development regions. Each workforce development region is

operated by a local board of directors representing the counties and communities within each

region. Adult Education programs must demonstrate alignment between activities and services

Mississippi

Department of

Employment Security

(MDES)

● Adult, Dislocated Worker, and Youth (WIOA, Title I)

● Wagner-Peyser Act (WIOA, Title III)

● Trade Adjustment Assistance (Title II, Chapter 2 of the Trade Act of

1974)

● Jobs for Veterans State Grant Programs (authorized under Chapter

41 of Title 38 United States Code)

● Unemployment Insurance Program (authorized under state

employment compensation laws)

● Senior Community Service Employment Programs (authorized

under Title V of the Older Americans Act

Mississippi

Community

College Board

(MCCB),

Office of Adult

Education

Adult Education and Family Literacy Act (WIOA Title II)

Mississippi

Department of

Rehabilitation

Services

(MDRS)

Vocational Rehabilitation Program (authorized under Title I of the

Rehabilitation Act of 1973, as amended by WIOA Title V)

Mississippi

Department of

Human Services

(MDHS)

Temporary Assistance for Needy Families (TANF), Supplemental

Nutrition Assistance Program (SNAP)

and the strategy and goals of the local plan under Section 108 of WIOA, as well as the activities

and services of the One-Stop partners. Local plans for each workforce region can be found at:

Central Mississippi Planning and Development District

P. O. Box 4935, Jackson, MS 39296

Phone: 601-981-1511, Contact: Robin Parker

Local WIOA Plan: http://cmpdd.org/

South Delta Planning and Development District

P. O. Box 1776, Greenville, MS 38702

Phone: 662-335-6889, Contact: Mitzi Woods

Local WIOA Plan: https://sdpdd.com/

Southern Mississippi Planning and Development District

Twin Districts Workforce Area

700 Hardy Street, Hattiesburg, MS 39401

Phone: 601-545-2137, Contact: Patricia Morrison

Local WIOA Plan: http://smpdd.com/

Three Rivers Planning and Development District

P. O. Box 690, Pontotoc, MS 38863

Phone: 662-489-2415, Contact: Terry Treadway

Local WIOA Plan: http://trpdd.com/

GLOSSARY OF DEFINITIONS

Academic Performance: The percent of enrolled students eligible for completing an NRS

educational functioning level(s) (EFL).

Achievement of NCRC

(National Career Readiness Certificate

) Certificates: Based on the

number of students who successfully pass the ACT WorkKeys

Assessments with Bronze or

higher.

Administrative Costs: An eligible provider receiving a grant or contract may consider costs

incurred in connection with the following activities to be administrative costs: a) planning; b)

administration, including carrying out performance accountability; c) professional development;

d) providing adult education and literacy services in alignment with local workforce plans,

including promoting co-enrollment in programs and activities, as appropriate, and e) carrying out

the one-stop partner responsibilities described in Uniform Guidance 678.420 including

contributing to the infrastructure costs of the one-stop delivery system, per federal regulations 34

CFR 463.26.

Adult Basic Education Program: A program of academic instruction and education services

below the secondary level that increase an individual’s ability to read, write, and speak in English

and perform mathematics necessary to attain a secondary school diploma or its recognized

equivalent, transition to postsecondary education or training, and obtain employment.

Adult Education (defined according to WIOA): The term “adult education” means academic

instruction and education services below the postsecondary level that increase an individual’s

ability to:

• read, write, and speak in English and perform mathematics or other activities necessary for

the attainment of a secondary school diploma or its recognized equivalent

• transition to postsecondary education and training

• obtain employment (Section 203 (1) of WIOA

Adult Education and Literacy Activities (defined according to WIOA): Programs, activities,

and services that include adult literacy and education, English language acquisition, family

literacy, integrated (full implementation of “integrated” is expected in fiscal year 2016-17) English

literacy and civics education, workforce preparation, integrated education and training, and

workplace education. (Workforce preparation and integrated education, including career

pathways, will be a requirement of WIOA implementation).

Adult Literacy: A program of instruction designed for adults who have minimal or no skills in

reading, writing, speaking, problem solving, or computation.

Adult Secondary Education (ASE) Program: A program of academic instruction and education

services at the secondary level that increase an individual’s ability to read, write, and perform

mathematics necessary to attain a secondary school diploma or its recognized equivalent, transition

to postsecondary education or training, and obtain employment.

Basic Skills Deficient: Refers to an individual who:

• has English, reading, writing, or computing skills at or below the 8

grade level on a

generally accepted standardized test

• is unable to compute or solve problems, or read, write, or speak English at a level necessary

to function on the job, in the individual’s family, or in society

Career Pathway: The term “career pathway” means a combination of rigorous and high-quality

education, training, and other services that:

• align with the skill needs of industries in the economy of the state or regional economy

involved

• prepare individuals to be successful in any of a full range of secondary or postsecondary

education options, including apprenticeships registered under the Act of August 16, 1937

(commonly known as the “National Apprenticeship Act”; 50 Stat. 664, chapter 663; 29

U.S.C. 50 et seq.)

• include counseling to support individuals in achieving the individual’s education and career

goals

• includes, as appropriate, education offered concurrently with and in the same context as

workforce preparation activities and training for a specific occupation or occupational

cluster

• organize education, training, and other services to meet the needs of individuals in a

manner that accelerates the educational and career advancement of the individual to the

practicable extent

• enable individuals to attain a secondary school diploma or its recognized equivalent and at

least one recognized postsecondary credential

• help individuals to enter or advance within a specific occupation or occupational cluster

(Section 3 (7) of WIOA)

Civics Education: Instruction on the rights and responsibilities of citizenship and civic

participation.

Classroom Instruction: Consists of:

• focused delivery methods that reflect a variety of research-based instructional approaches

and meet the assessed needs of learners

• curriculum aligned to the College and Career Readiness Standards

• scheduled, leveled classes

• classes taught by an instructor who meets the qualifications established by the state, where

applicable, and who has access to high-quality professional development

College and Career Readiness Standards for Adult Education (CCRS): A set of academic standards

that reflect the content most relevant to preparing adult learners for success in colleges, technical

training programs, work, and citizenship, in the areas of English language arts and mathematics.

Competency-Based High School Equivalency Diploma: See Section 8.

Concurrent Enrollment: Concurrent enrollment or co-enrollment refers to enrollment by an

eligible individual in two or more of the six core programs administered under the Act.

Correctional Institution: Prison, jail, reformatory, work farm, detention center, halfway house,

community-based rehabilitation center, or any other similar institution designed for the

confinement or rehabilitation of criminal offenders.

Criminal offender: Individual who is charged with or convicted of any criminal offense.

Digital Literacy: The ability to find, evaluate, utilize, share, and create content via information

technologies (including, but not limited to, smartphones, tablets, laptops, and traditional desktop

PCs) and the internet.

Direct Costs: Costs which can be identified specifically with a particular program or function.

These costs may be charged directly to a grant.

Distance Education: Formal learning activity where students and instructors are separated by

geography, time, or both for the majority of the instructional period. Distance learning materials

are delivered through a variety of media, including but not limited to, print, audio recording,

videotape, broadcasts, computer software, Web-based programs, and other online technology.

Teachers support distance learners through communication by mail, telephone, e-mail, or online

technologies and software. Note: For participants who receive both distance education and

traditional classroom instruction during a program year (such as through a blended distance-

classroom approach or concurrent enrollment in both types of instruction), the State must have a

policy, consistent with the NRS definition, that defines how local programs are to classify the

participant (e.g., 50% of time). For NRS reporting, States can count a participant only once per

POP, either as a distance education participant or a traditional classroom participant.

Distance Learning: Students who receive all of a majority of instruction through distance

methods.

Education Department General Administrative Regulations (EDGAR): The federal

regulations that govern all federal grants awarded by the U.S. Department of Education.

www.ed.gov/policy/fund/reg/edgarReg/edgar.html

Educational Functioning Level (EFL): Levels at which participants are initially placed and

continue to move through scope of services based on their ability to perform literacy-related tasks

in specific content areas as determined by a state-approved standardized assessment.

Educational Gain: After progress testing, a participant completes or advances one or more

educational functioning levels (EFL) from the initial starting level as measured by a state-approved

standardized assessment.

English Language Acquisition (ELA) Program: A program of instruction designed to help

eligible individuals who are English language learners (ELLs) achieve competence in reading,

writing, speaking, and comprehension of the English language, and that leads to attainment of a

secondary school diploma or its recognized equivalent and transition to postsecondary education,

training, or employment.

English Language Learner (ELL): The term “English language learner,” when used with respect

to an eligible individual, means an individual who has limited ability in reading, writing, speaking,

or comprehending the English language and:

• whose native language is a language other than English

• who lives in a family or community environment where a language other than English is

the dominant language (Section 203 (7) of WIOA)

Enrollment: Defined as a student assessed and enrolled 12 hours or more in adult literacy, adult

basic education, adult secondary education, or English language acquisition. Instruction may take

place in correctional institutions, within family literacy services, and other venues funded through

the core services grant.

Entered Postsecondary or Training: learner enrolling after exit in a postsecondary educational

institution or occupational skills program building on prior services or training received.

Essential Components of Reading Instruction: Explicit and systematic instruction in:

• phonemic awareness

• phonics

• vocabulary development

• fluency, including oral reading skills

• reading comprehension strategies (20 U.S.C. 6368.3)

Evaluation: The analysis of the effectiveness of an activity that prompts a judgment regarding the

estimated value of the program being evaluated. It involves the process of finding the facts and is

conducted during the first quarter following the end of the fiscal year.

Family Literacy Program: A program with a literacy component for parents and children or other

intergenerational literacy components.

Fiscal Year (FY): Mississippi’s Adult Education’s fiscal year begins July 1 and ends June 30.

Flexible Scheduled Classes: Classes that are scheduled in such a way that meets the needs of the

greatest number of participants in terms of start and end times, hours per week, and entire course

length.

Gained Employment: Defined as learners who obtain a job by the end of the first quarter after

their exit quarter.

GED

: The General Educational Development Tests or High School Equivalency Tests from GED

Testing Service. Mississippi has adopted this exam as an approved high school equivalency exam.

General Education Provisions Act (GEPA): Section 427 requires each applicant for funds (other

than an individual person) to include in its application a description of the steps the applicant

proposes to take to ensue equitable access to, and participation in, its Federally-assisted program

for students, teachers, and other program beneficiaries with special needs. This provision allows

applicants discretion in developing the required description. The statute highlights six types of

barriers that can impede equitable access or participation: gender, race, national origin, color,

disability, or age. Based on local circumstances, you should determine whether these or other

barriers may prevent your students, teachers, etc. from such access or participation in, the

Federally-funded project or activity. The description in your application of steps to be taken to

overcome these barriers need not be lengthy; you may provide a clear and succinct description of

how you plan to address those barriers that are applicable to your circumstances. In addition, the

information may be provided in a single narrative, or, if appropriate, may be discussed in

connection with related topics in the application.

Section 427 is not intended to duplicate the requirements of civil rights statutes, but rather to ensure

that, in designing their projects, applicants for Federal funds address equity concerns that may

affect the ability of certain potential beneficiaries to fully participate in the project and to achieve

to high standards. Consistent with program requirements and its approved application, an applicant

may use the Federal funds awarded to it to eliminate barriers it identifies.

High School Equivalency (HSE): High School Equivalency.

HiSET

: The High School Equivalency Test from PSI Services (PSI). Mississippi has adopted

this exam as an approved high school equivalent exam.

Indirect Costs. Those costs incurred for a common or joint purpose benefitting more than one

cost objective, and not readily assignable to the cost objectives specifically benefitted, without

effort disproportionate to the results achieved. Indirect costs consist of General Management Costs

as defined in CFR 76.565 and include the costs of performing a service function such as payroll,

accounting or personnel management. General expenses necessary to carry out the overall

responsibility of the organization are NOT allowable indirect costs.

Infrastructure: the non-personnel costs that are necessary for general operation of the one-stop

center, including the rental costs of the facilities, the costs of utilities and maintenance, equipment

(including assessment-related products and assistive technology for individuals with disabilities),

and technology to facilitate access to the one-stop center, including the center’s planning and

outreach activities.

Instructional Materials: Content that conveys the essential knowledge and skills of a subject in

the curriculum through a medium or a combination of media to a student. The term includes:

• books

• supplementary materials

• computer software

• DVD, CD-ROM, computer courseware, online services

• other means of conveying information to the student or otherwise contributing to the

learning process through electronic means, including open-source instructional materials

Integrated Education and Training: A service approach that provides adult education and

literacy activities concurrently and contextually with workforce preparation activities and

workforce training for a specific occupation or occupational cluster for educational and career

advancement. Instruction must occur concurrently, uses occupationally relevant (contextual)

instructional materials, and are organized to function cooperatively with a single set of learning

outcomes for educational and career advancement. An IET must include the following three

components:

1. Adult education and literacy activities

2. Workforce preparation activities

3. Workforce training for a specific occupation or occupational cluster

Integrated English Literacy and Civics Education (IELCE): A program of instruction funded

under WIOA, Section 243, which includes education services provided to English language

learners who are adults, including professionals with degrees and credentials in their native

countries, that enables such adults to achieve competency in the English language and acquire the

basic and more advanced skills needed to function effectively as parents, workers, and citizens in

the United States. It includes instruction in literacy and English language acquisition and

instruction on the rights and responsibilities of citizenship and civic participation, and may include

workforce training. In addition, the program must be provided in combination with IET.

Intensity and Duration: Educational services that provide sufficient hours of instruction

(intensity) and sufficient weeks of instruction per year (duration) to make sustainable changes in

the educational functioning level of adults.

Literacy: A student’s ability to read, write, and speak in English, compute, and solve problems at

levels of proficiency necessary to function on the job, in a family, and in society.

Local Workforce Development Board (LWDB): A local workforce development board

established under Section 107(c)(4)(B)(i) of WIOA and defined by Section 3 (33).

Managed Enrollment: A system that allows learners to enter an instructional program only during

specific enrollment periods, attend a specific class for the duration of the class term, continue in

the same class for subsequent terms only by re-enrolling, and miss no more than a prescribed

number of class sessions within a term.

Measurable Skill Gain (MSG): A performance indicator of participants who, during a program

year, are in education or training programs that lead to a recognized postsecondary credential or

employment and who are achieving measurable skill gains, defined as documented academic,

technical, occupational, or other forms of progress, towards such a credential or employment.

Median Earnings: The median earnings of participants who are in unsubsidized employment

during the second quarter after exit from the program

Monitoring: The purpose of monitoring is to ensure grantees are using federal awards for

authorized purposes in compliance with the laws and regulations, to promote program

improvement, and meet the required provisions in the grant contract.

The various methods of evaluation and monitoring can be performed independently and/or a

combination thereof, to include:

• Desktop Monitoring: Through continuous routine data collection and reports, including the

mid- and end-of-year reports from providers, desk-top monitoring informs management

how the grantee is performing against expected results. The two primary methods of

conducting desk-top monitoring are the Mid-year and End-of-Year Reports

• On-Site Monitoring: Program Management; Recruitment, Orientation and Intake;

Retention, Assessment, Curriculum and Instruction; Transition and Support Services;

Professional Development; and Program Performance shall be assessed using an OAE-

approved monitoring instrument

National Reporting System (NRS): An outcome-based reporting system for the state-

administered, federally funded literacy program.

Non-Federal Match: The commitment of state or other non-federal funds required to receive

federal contributions.

Office of Adult Education (OAE): The department of the Mississippi Community College Board

responsible for Title II, Adult Education and Family Literacy and High School Equivalency.

One-Stop Partners: The coordination of service delivery of designated partners and service

providers.

Open Enrollment: A system that allows learners to enter and exit a class at nearly any point

throughout its term. Learners are free to come to class when they can, miss when they must, drop

out for a while, and return without any wait time. Teachers may or may not receive notice of or

information on new learners before they arrive in class.

Participant (as defined by WIOA): An adult in an AEFLA program who has received 12 or more

hours of service, is reported on NRS and Statewide Performance Report tables, and is counted

toward accountability measures.

Period of Participation (PoP): A PoP begins each time a participant (an individual with at least

12 contact hours) enrolls in adult education and then exits the program—even when multiple

enrollments occur during the same program year. See Section 2 for more explanation.

Postsecondary Educational Institution (defined according to WIOA): An institution of higher

education that provides no less than a two-year program of instruction that is acceptable for credit

toward a bachelor’s degree, a tribally-controlled college or university, or a nonprofit educational

institution offering certificate or apprenticeship programs at the postsecondary education level.

Recidivism: A person’s relapse of criminal behavior that results in re-arrest, reconviction, or return

to prison with or without a new sentence during a three-year period following the prisoner's release.

Reportable Individual (as defined by WIOA): An adult in an AEFLA program who receives

fewer than 12 hours of service.

Research-based Instruction: Research-based instructional programs, according to the U.S.

Department of Education, are those that withstand the test of standard scientific testing practices.

Scientific research gathers information about significant questions; uses objective methods that

involve reliable and valid observations and measurements; and meets rigorous standards of peer

review. The conclusions of scientific research can be replicated and generalized. Part of the test

for research-based instructional programs is whether they have a record of success in a variety of

schools.

Smart Start Career Pathway: A career pathway model that facilitates the integration of programs

and improvement of efficiency in service delivery across partners.

Smart Start Course: This course prepares participants for middle-skill level employment.

Participants will develop job skills needed for their careers, learn and practice good work habits

and effective communication skills necessary for successful employment.

Student Success Plan (SSP): A comprehensive individualized plan for adult education

participants jointly developed by the learner and adult education staff. The SSP is an ongoing

document that collects demographic data; signatures for release of information and technology

acceptable use; and socioeconomic background information which includes barriers to

employment. This information is used to make referrals to core partners in an effort to eliminate

barriers to employment. The SSP sets and tracks academic, training, postsecondary education, and

employment goals, which are used to report performance and outcome measures. Each SSP

contains the steps necessary to lead learners to success and is visited regularly throughout the

learner’s adult education journey.

Test of Adult Basic Education (TABE): The state-approved assessment designed to test reading,

language, and math skills.

TABE CLAS-E: The state-approved assessment designed to test reading, listening, writing, and

speaking skills for English Language Learners.

Workplace Literacy: Activities offered by an eligible provider in collaboration with an employer

or employee organization at a workplace or an off-site location that is designed to improve the

productivity of the workforce.

Workforce Preparation Activities: Activities, programs, or services designed to help an

individual acquire a combination of basic academic skills, critical thinking skills, digital literacy

skills, and self-management skills, including competencies in utilizing resources, using

information, working with others, understanding systems, and obtaining skills necessary for

successful transition into and completion of postsecondary education or training, or employment

(Section 203 (17) of WIOA).

Workforce Training: Training or services may include:

• occupational skills training, including training for nontraditional employment

• on-the-job training

• incumbent worker training

• programs that combine workplace training with related instruction, which may include

cooperative education programs

• training programs operated by the private sector

• skill upgrading and retraining

• entrepreneurial training

• transitional jobs

• job readiness training provided in combination with services described in any of the items

above

• customized training conducted with a commitment by an employer or group of employers

to employ an individual upon successful completion of the training

SECTION 2: PROGRAM ACCOUNTABILITY

& NATIONAL REPORTING SYSTEM

ROLE OF THE NRS IN ADULT EDUCATION

The National Reporting System (NRS) for Adult Education is the accountability system for the

federally funded, state-administered adult education program developed by the U.S. Department

of Education's Office of Career, Technical and Adult Education (OCTAE). The NRS produces a

set of indicators and measures that describe adult education students, their participation, and the

outcomes they achieve.

These measures are used at the state and national levels to demonstrate whom the adult education

program serves and its impact on participants’ educational and employment-related outcomes.

States are responsible for implementing the NRS measures, methods, requirements, and for

ensuring that outcomes are reported as outlined in the NRS Technical Assistance Guide for

Performance Accountability under WIOA (https://www.nrsweb.org/policy-data/nrs-ta-guide).

At the local level, programs collect data and train staff according to policies and procedures set by

the state for program management and improvement activities and to report on performance.

Monitoring and evaluation is the key to continual program improvement.

PARTICIPANT VS REPORTABLE INDIVIDUAL

The NRS identifies the definition or role of individuals for reporting requirements. Refer to the

following table for clarification:

NRS Definition for Reporting Requirements

Participant

Reportable Individual

An individual who has received

services other than the services

described in Section 677.150(a)(3),

after satisfying all applicable

programmatic requirements for the

provision of services, such as

eligibility determination.

An individual who has taken action that

demonstrates an intent to use program services

and who meets specific reporting criteria of the

program, including:

1. Individuals who provide identifying

information,

2. Individuals who only use the self-service

system, or

3. Individuals who only receive information-

only services or activities.

An adult in an AEFLA program who

has received 12 or more hours of

service.

An adult in an AEFLA program who receives

fewer than 12 hours of service.

Participants count towards

accountability measures.

Reportable individuals DO NOT count towards

accountability measures.

In accordance with WIOA Title II (Sec. 212), MS OAE must promote continuous improvement

on the performance accountability measures and ensure optimal return on the investment of federal

funds. Performance measures are negotiated with OCTAE to establish minimum levels of

performance for each fiscal year. Each local program must meet or exceed projected

performance levels. Mississippi’s Adult Education Performance Accountability Measures can

be found at the end of this section.

NRS COMPONENTS

• Indicators of Performance

o Primary Indicators of Performance

o Other Measures

o Exclusions

• NRS Methodologies

o Methodologies

o NRS Data Flow Framework

o Data Collection Process

• Quality Control and Reporting

o Data Quality Checklist

o Improving Data Quality

o NRS Reporting

INDICATORS OF PERFORMANCE

Primary Indicators of Performance

The primary indicators of performance within the NRS are the primary indicators of performance

required by WIOA Section 116(b)(2)(A). The indicators are:

• Measurable skill gains indicator

• Employment-related indicators

• Credential attainment indicators

• Effectiveness in serving employers

1. Measurable Skill Gains

Measurable Skill Gains (MSG) are used to demonstrate participants’ progress toward

achieving a credential or employment. For adult education programs, participants can

demonstrate MSG in three ways; educational functioning level (EFL) gain, receipt of a

secondary school diploma, and Integrated Education and Training (IET) or workplace literacy

enrollment. For participants not enrolled in an IET or workplace literacy program, skill gains

are only measured by achievement of at least one EFL or documented attainment of a

secondary school diploma or its recognized equivalent.

• EFL gain can be demonstrated in one of two ways:

1. comparing a participant’s pretest with the participant’s posttest, using a test

approved for use by the NRS,

2. enrollment in postsecondary education or training after exit.

• Receipt of a secondary school diploma can be demonstrated by achieving passing

scores on state -approved high school equivalency tests or obtaining a secondary

diploma or state-recognized equivalent.

• IET MSG can be demonstrated in one of three ways:

1. Secondary or Postsecondary Transcript: For students who complete a minimum of

12 hours per semester, or part-time students a total of at least 12 credit hours over the

course of two completed consecutive semesters during the program year, report an

MSG for a postsecondary education transcript or report card that shows a participant is

meeting the State unit’s academic standards.

a. If a postsecondary student completed six (6) hours in the prior academic year and

six (6) more hours in the new academic year crossing two (2) program years, they

would not count as an MSG in the first program year but they would count as an

MSG in the second program year.

2. Progress Toward Milestone: Report an MSG for participants who had a satisfactory

or better progress report towards established milestone from an employer or training

provider who is providing training (e.g. completion of on-the-job training (OJT),

completion of one year of a registered apprenticeship program, etc.).

a. Documentation for this gain may vary, as programs should identify appropriate

methodologies based upon the nature of services being provided, but progress

reports must document substantive skill development that the participant has

achieved.

1. The gain may be documented by a satisfactory or better progress report from an

employer or training provider.

2. Progress reports may include training reports on milestones completed as the

individual masters the required job skills, or steps to complete an OJT or

apprenticeship program.

3. Increases in pay resulting from newly acquired skills or increased performance

also can be used to document progress.

3. Passing Technical/Occupational Skills Exam: Report an MSG for participants who

successfully pass an exam that is required for a particular occupation, progress in

attaining technical or occupational skills as evidenced by trade-related benchmarks

such as knowledge-based exams.

a. Documentation for this gain may include passage of a component exam in a

Registered Apprenticeship program, employer-required knowledge-based exam,

satisfactory attainment of an element on an industry or occupational competency-

based assessment, or other completion test necessary to obtain a credential.

b. Employment-related indicators: There are three (3) WIOA indicators related to

employment:

1. Employment Rate – Second Quarter after Exit: The percentage of participants

who are in unsubsidized employment during the second quarter after exit from

the program.

2. Employment Rate – Fourth Quarter after Exit: The percentage of participants

who are in unsubsidized employment during the fourth quarter after exit from

the program, and

3. Median Earnings – Second Quarter after Exit: The median earnings of

participants who are in unsubsidized employment during the second quarter

after exit from the program.

Note: Employment indicators are data-matched through NSPARC for Federal Reporting purposes.

2. Credential attainment indicators:

The credential indicator measures two types of credentials:

1. Receipt of a secondary school diploma or recognized equivalent during participation

or within:

i. One year after exit from the program. The receipt of a secondary diploma is

only counted if the participant also enters postsecondary education or training,

or employment within 1 year after exit

ii. Receipt of a recognized postsecondary credential during participation or

within 1 year after exit from the program

Five Types of Measurable Skill Gains under WIOA

Note: For adult education (WIOA Title II) participants, secondary or postsecondary transcripts,

progress toward milestones, and passing technical/occupational knowledge-based exams can be

used to document MSG only for participants in IET or workplace literacy programs.

Where are data reported for the MSG indicator? NRS Table 4 reports the MSG indicator.

Periods of Participation (POP)

State performance on all core outcome measures under WIOA (except median earnings) is

calculated as a percentage of the number of outcomes achieved by the number of periods of

participation (PoPs) of each participant. A PoP begins each time a participant (an individual

with at least 12 contact hours) enrolls in adult education and then exits the program—even

when multiple enrollments occur during the same program year. Subsequent enrollments and

exits during a program year result in a new period of participation. Therefore, a participant may

have more than one period of participation in a program year. If the participant does not exit, the

PoP remains active.

The MSG indicator is not exit-based, so each participant’s program entry, or the start of a new

program year (assuming the participant has contact hours greater than zero to show he/she attended

in the new program year), initiates a new reporting period for MSG. The reporting periods for

MSG end with either a program exit or the end of a program year.

All participants have at least one period of participation, starting with their first enrollment in the

program year and ending with their program exit. Subsequent periods are counted by reentry and

exit. The exit date is the last day of service for participants; importantly, this date cannot be

determined until 90 days have elapsed since the person last received services, and there are

no future services planned. However, if there is no exit across a program year, the PoP continues

into the next program year and MSG is reported for the new program year.

*** Additional information on EFL, MSG, and PoP can be found in the Assessment Policy.

The secondary diploma component of the indicator applies only to participants enrolled in a

secondary education program at or above the ninth-grade level who exited the program and

who did not have a secondary school diploma or its equivalent at program entry.

The postsecondary education credential component of the indicator applies only to

participants who were also enrolled in a postsecondary education or training program and

exited the postsecondary education or training program.

Where are data reported for the credential indicator? NRS Table 5 reports the indicator and

other WIOA-required exit-based measures. Performance on this indicator cannot be measured until

one year after a participant’s exit. This indicator is also included in the following tables:

• Table 5a—for participants in distance education

• Table 8—for participants in family literacy programs (optional)

• Table 10—for participants in correctional education programs

Effectiveness in Serving Employers

WIOA requires the U.S. Departments of Education and Labor to establish a primary indicator of

performance for effectiveness in serving employers. The Departments are piloting three

approaches designed to address critical workforce needs of the business community:

1. Approach 1: Retention – This approach captures the percentage of participants who

exit and are employed with the same employer in the second and fourth quarters after

exit. States must use wage records to identify whether a participant’s employer wage

record indicates a match of the same establishment identifier (such as a Federal

Employer Identification Number (FEIN) or State tax id) in the second and fourth

quarters. This approach addresses program efforts to provide employers with skilled

workers

2. Approach 2: Repeat Business Customers – This approach tracks the percentage of

employers who use core program services more than once. It addresses program efforts

to provide quality engagement and services to employers and sectors, and establish

productive relationships with employers and sectors over extended periods of time

3. Approach 3: Employer Penetration Rate – This approach tracks the percentage of

employers who are using the core program services out of all employers represented in an

area or state served by the public workforce system (i.e., employers served). American Job

Centers will keep track of the number of establishments served within a program year, and

states will compare the data to the aggregate number of employers in a given state and/or

county. This approach addresses program efforts to provide quality engagement and

services to all employers and sectors within a state and local economy

OTHER MEASURES

Descriptive and Participation Measures

The NRS descriptive measures are participant demographics and status. These measures allow for

a description and an understanding of the characteristics of those who attend adult education

programs. The measures also allow for analyses of the performance of subgroups of participants

attending adult education programs.

Demographic measures include ethnicity, age, gender, and 11 WIOA-defined barriers to

employment. Program staff collect demographic information directly from participants, upon

entry into the program. Participants self-report these measures, or staff may determine

demographic measures through observation, when participants decline to self-identify. All

demographic measures required by WIOA use the identical definitions and reporting categories as

other WIOA partner programs, as described in the WIOA Participant Individual Record Layout

(PIRL) in the joint information collection (OMB 12050526).

Barriers to Employment

WIOA requires each core program to report the performance indicators disaggregated by the

following 11 barriers to employment. These barriers are presumed to affect placement of the

participant in unsubsidized employment and are self-identified by the participant at entry into each

PoP. Programs should report all categories to which the participant identifies. Definitions for

barriers to employment can be found in the NRS Technical Assistance Guide. The 11 barriers are:

1. displaced homemaker

2. English language learner/low literacy level/cultural barriers ***

3. exhausting Temporary Assistance for Needy Families (TANF) within 2 years

4. ex-offender

5. homeless or runaway youth

6. long-term unemployed

7. low income

8. migrant and seasonal farmworker

9. individual with disabilities

10. single parent

11. youth in foster care or who has aged out of system

***Note: For reporting purposes, all students enrolled in adult education programs must be

identified as English language learner/low literacy level/cultural barriers.

Status measures include employment status, highest degree achieved or level of schooling, and

whether the participant has a disability or receives public assistance. Teacher status measures

include total years of experience in adult education and certifications.

Two participation measures—contact hours and program enrollment type—are collected for both

descriptive and analytic purposes. These measures record the amount of instruction that

participants receive and the number of participants attending in areas such as family literacy, IET

and IELCE programs.

Optional Measures

There are additional optional measures that apply to participants in family literacy and Integrated

English Literacy and Civics Education (IELCE) programs under section 243. The optional family

literacy measures include increased involvement in children’s literacy activities and children’s

education. For IELCE participants, the optional IELCE measures are achievement of citizenship

skills, voter registration, and increased involvement in community activities.

EXCLUSIONS

Participants in correctional education programs (WIOA Section 225), who remain incarcerated at

program exit, are excluded from all performance indicators except the Measurable Skill Gains

indicator. Participants who exit the program due to the following circumstances may be excluded

from the WIOA primary indicators of performance:

• The participant exits the program because he or she has become incarcerated in a

correctional institution or has become a resident of an institution or facility providing 24-

hour support, such as a hospital or treatment center, during the course of receiving services

as a participant

• The participant exits the program because of medical treatment and that treatment is

expected to last longer than 90 days and precludes entry into unsubsidized employment or

continued participation in the program

• The participant exits the program because the participant is a member of the National Guard

or other reserve military unit of the armed forces and is called to active duty for at least 90

days

• The participant exits the program because he or she has been forced to move while in foster

care.

• The participant is deceased

Attachment 2 of OCTAE’s Program Memorandum OCTAE 17-2 provides further information

about exclusions. https://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/octae-program-memo-

17-2.pdf

NRS METHODOLOGIES

The NRS has three main methodologies for collecting data: direct program reporting, data

matching, and supplemental methods for performance reporting purposes (described in OCTAE

Program Memorandum 17-6).

The MS OAE uses the direct program reporting and data matching methods. With the direct

program reporting methodology, local programs collect the information directly from the

participant while the participant is enrolled and receiving instruction. The information is normally

obtained as part of the intake process (such as through assessment) and on an ongoing basis during

the course of instruction. Data collected with this methodology are demographic, student status,

program participation, and assessment results.

Data matching refers to the procedures whereby agencies serving common clients pool their data,

or have linked or unified data systems, to identify achievement of outcomes. Matching is achieved

using Social Security numbers or other unique identifiers, and is typically done at the state level.

For example, to determine whether participants obtained employment after leaving the program,

the state agency responsible for adult education instruction matches the Social Security numbers

and dates of attendance of participants who obtained employment in the State Unemployment

Insurance (UI) database for the appropriate calendar quarter.

DATA COLLECTION PROCESS

THE NATIONAL REPORTING SYSTEM (NRS) produces a set of indicators and measures that

describes adult education students, their participation, and the outcomes they achieve. These

measures are used at the State and national levels to demonstrate whom the adult education

program serves and its impact on participants’ educational and employment-related outcomes. At

the local level, programs collect data and train staff according to policies and procedures set by

the State for program management and improvement activities and to report on performance. This

chapter describes the flow of data from the local programs through States to the U.S. Department

of Education (ED). It also summarizes the roles and responsibilities of local programs and States

in relation to their specific data collection processes and to the operation and maintenance of the

NRS at the Federal level. For additional information on data framework and data collection

policies and procedures go to https://nrsweb.org/sites/default/files/NRS_TA-Guide_2021.pdf.

The MS OAE requires local programs to establish written policies and procedures for data

collection that comply with State NRS requirements. Local program policies and procedures

for data collection need to include the following:

• Staff Roles and Responsibilities for Data Collection

• Clear Definitions of Measures

• Standard Forms for Collecting Data

• Error-Checking and Quality Control Systems

• Ongoing Training on Data Collection

• Student-Level, Relational Database System

• Clear and Timely Data-Entry Procedures

• Timely or Direct Access to Database

• Regular Data Reviews

Without training, staff will not know or understand the policies and procedures, resulting in

incomplete or haphazard data collection that can impair data reliability and validity. To ensure that

the data collected are of high quality, local programs should implement ongoing staff training on

NRS procedures. Staff training in data collection policies and procedures should include: content

on effective professional development practices including:

• Training on WIOA and NRS Policy and Data Collection Procedures

• Continuous Professional Development on Data Collection

• Training Addresses Staff Needs

• Use of Effective Trainers and Methods

• Training Results in Learning and Improved Practice

QUALITY CONTROL AND REPORTING

NRS DATA QUALITY CHECKLIST / IMPROVING DATA QUALITY

OCTAE annually assesses the quality of NRS data for each state. Therefore, states complete the

NRS Data Quality Checklist, which defines OCTAE’s standards for data quality, each year. The

checklist describes State NRS policies and the data collection procedures that local programs

within the state follow to collect NRS data. These standards clarify procedures in four areas: data

foundation and structure, data collection and verification, data analysis and reporting, and staff

development related to data. States are required to submit the NRS Data Quality Checklist with

their annual NRS data submission, along with a signed certification as to the validity and quality

of the state’s data.

At the local level, programs collect data and train staff according to policies and procedures set by

the state for program management and improvement activities. Local program directors are

required to annually submit the Mississippi Data Quality Checklist, along with a signed

certification as to the validity and quality for the local program’s data to the state office. All

programs are required to meet or exceed the Superior Quality standard or complete a Program

Improvement Plan (PIP). Mississippi’s Data Quality Checklist can be found at the end of this

section.

The NRS Data Quality Checklist defines data quality and provides a framework for states for

improving data quality. Data quality can improve in three ways:

1. training local staff

2. improving local data collection

3. local monitoring and data audits

NRS REPORTS

States report NRS data by completing NRS reporting tables and the WIOA Statewide Performance

Report. States also must submit a narrative and financial report. The reporting period is a program

year which covers July 1 through June 30. Annual reports are due to OCTAE on October 1. NRS

tables can be found at https://nrsweb.org/policy-data/nrs-ta-guide.

SECTION 2: PROGRAM ACCOUNTABILITY AND NRS

Additional Resources, Forms & Checklists

• Data Quality Checklist

Mississippi Community College Board

Office of Adult Education

TITLE II GRANTEE DATA QUALITY CHECKLIST

The National Reporting System (NRS) for Adult Education is an outcome-based reporting system

for the state-administered, federally funded adult education program. The NRS defines state data

quality standards, identifies the policies, processes, and materials that state and local programs

should have in place to collect valid and reliable data for reporting. The Division of Adult

Education (DAEL) within the Office of Career, Technical and Adult Education (OCTAE)

developed the standards to define the characteristics of high-quality state and local data collection

systems for the NRS. The standards provide an organized way for DAEL to understand the quality

of NRS data collection within the states and provide guidance to states on how to improve their

systems.

In order to complete the NRS State-Level Data Quality Checklist, Title II Grantees must complete

the following abbreviated version, certifying the quality of local data and adherence to state policy.

Instructions for Completing the Mississippi Checklist

Local programs use the Mississippi Checklist to rate their implementation of the data quality

standards in their NRS data collection procedures.

The local program director must certify the checklist and submit it with the annual end-of-year

statistical tables due to the Office of Adult Education (OAE) on or before June 30

of each

year.

Data Quality Improvement Plan

When local programs do not reach “Acceptable” standards in any program area, a data quality

improvement plan must be completed to describe the program they have identified, along with

their plan for correction. The plan will address all standards the program did not meet, describe

what new policies or procedures will be put in place to meet the standards, identify barriers to

compliance as well as the technical assistance needed to implement the plan. The OAE will offer

technical assistance to programs to meet the goals of its data quality improvement plan.

All narrative descriptions should be brief – but sufficient enough to convey the information

requested. No more than a few sentences are necessary.

Non-compliance is defined as a failure to meet “Acceptable” standards for any program

area. For subsequent program years, non-compliance will be defined as failure to meet

“Superior” standards.

Submission and Certification

Local programs are required to submit the following checklist on the last day of the

program year (June 30

Mississippi

TITLE II GRANTEE DATA QUALITY CHECKLIST

Program:_________________________________ Date: ________________________

A. Data Foundation and Structure

Acceptable Quality:

1. Local Program has received and follows state assessment policies as

written, including:

● use of approved and valid standardized assessments for accountability

that are appropriate for adult students;

● trained staff administer assessments used for accountability; and

● time periods (in hours or weeks) for when to pre-and post-test are

followed.

Yes

2. Local Program has received and follows state policies for student goal

setting.

Yes

3. Local Program follows state policy as written for collecting data on

students for follow-up measures.

Yes

4. Local program has established a procedure for collecting Social Security

numbers (including how to deal with missing numbers) and documenting

informed consent for data matching.

Yes

5. Local Program has received written definitions for all measures, including

demographic measures and contact hours, and has provided them to all

appropriate staff. (NRS Technical Assistance Guide)

Yes

If you answered ‘No’ to any of questions 1-5, skip the rest of this section and go to Section B,

Data Collection and Verification.

If you answered ‘Yes’ to each of questions 1-5, continue with question 6.

A. Data Foundation and Structure (continued)

Superior Quality

6. Local Program has provided a current version of the NRS Technical

Assistance Guide for Performance Accountability under the Workforce

Innovation and Opportunity Act online at

https://nrsweb.org/sites/default/files/NRS-TA-Mar2021-508.pdf, which

defines all measures on state student data to all appropriate staff.

Yes

7. Local Program is aware of the availability of state-provided continuous,

additional technical assistance and resources on assessment, data

collection, and follow-up procedures (e.g. site visits, contact persons,

manuals, online resources).

Yes

Continue with Section B below.

Exemplary Quality

(No standards exist that are locally applicable)

B. Data Collection and Verification

Acceptable Quality

8. Local Program uses an electronic data management system (DMS). This

has individual student records within a relational data base structure.

The DMS incorporates NRS measures with common definitions and

categories.

Yes

9. The DMS has error-checking functions used by Local Program staff (e.g.,

that identify out-of-range values and missing data).

Yes

10. Local Program utilizes state-approved standardized forms (electronic or

paper) for collecting student information (e.g., intake, attendance, goal

setting) that include all NRS measures with correct NRS definitions and

categories.

Yes

11. Local Program follows state policy for recording contact hours that

conform to NRS requirements, such as signed time sheets, signed time

cards, or electronic time cards.

Yes

12. Local Program has staff with clear responsibility for data collection and

data entry.

Yes

13. Local Program staff checks data for errors, utilizing the Diagnostic

feature.

Yes

14. Local Program repairs data errors, according to state guidelines on

changing data.

Yes

If you answered ‘No’ to any of questions 8-14, skip the rest of this section and go to Section C,

Data Analysis and Reporting.

If you answered ‘Yes’ to each of questions 8-14, continue with question 15.

B. Data Collection and Verification (continued)

Superior Quality

15. Local Programs enter data into DMS at least weekly.

Yes

16. Local Program staff reviews local data at least quarterly to identify

errors, missing data, out-of-range values, and anomalous data, and to

identify program improvements and accomplishments.

Yes

17. Local Program has documented procedures for correcting errors and

resolving missing data.

Yes

18. Local Program staff participates regularly in Database Training

meetings and communicates with DMS Technical Assistance and state

staff on data issues to identify problems and request technical

assistance.

Yes

Continue with Section C below.

Exemplary Quality

No standards exist that are locally applicable

C. Data Analysis and Reporting

Acceptable Quality

19. The local data staff can produce NRS required reports for local program

management, including federal NRS tables.

Yes

20. The local data staff is capable of reporting disaggregated data by

subpopulation (e.g. student age, race, sex) and by program (e.g.

Corrections, EL Civics, and Tutoring).

Yes

If you answered ‘No’ to either, question 19 or 20, skip the rest of this section and go to Section

D, Staff Development.

If you answered ‘Yes’ to both questions 19-20, continue with question 21.

Superior Quality

21. Local Program staff reviews statistical reports for errors and accuracy.

Yes

22. Local Program can access data reports that are useful for program

management and improvement.

Yes

23. Local staff uses data for program management and improvement.

Yes

If you answered ‘No’ to any of questions 21-23, skip the rest of this section and go to Section

D, Staff Development.

If you answered ‘Yes’ to each of questions 21-23, continue with question 24.

C. Data Analysis and Reporting (Continued)

Exemplary Quality

24. Local Program has documented procedures for dealing with analysis

problems and deviations.

Yes

25. Local Program compares data among sites and with prior years’ data

for discrepancies and reasonableness as well as to identify trends in

good and bad performance.

Yes

26. Local Program has procedures to verify that local reports accurately

reflect data collected.

Yes

Continue with Section D.

D. Staff Development

Acceptable Quality

27. Local Program has received training on general NRS requirements,

including assessment policy and procedures, follow-up policies, and

goal setting procedures.

Yes

28. Local staff has received training on data collection procedures.

Yes

29. Local staff has been trained on data entry into the DMS.

Yes

30. Local staff has had training on how to produce and/or interpret reports

produced by the DMS.

Yes

31. Local Program staff participate annually in at least one additional

training on NRS issues, DMS data entry, or data analysis issues.

Yes

32. Local staff who administer assessments for accountability have been

trained on the use of assessment instruments (TABE and TABE CLAS-

E).

Yes

If you answered ‘No’ to any of questions 27-32, skip the rest of this section and go to Section E

Data Quality Improvement Plan.

If you answered ‘Yes’ to each of questions 27-32, continue with question 33.

Superior Quality

33. There is locally planned, continuous training (at least one training

annually) on data collection and NRS issues.

Yes

If you answered ‘No’ to question 33, skip the rest of this section and go to Section E. Data

Quality Improvement Plan.

If you answered ‘Yes’ to question 33, continue with question 33.

Exemplary Quality

34. Local program has timely intervention strategies to identify data problems

as they occur and to provide training to sites to correct the problems.

Yes

Continue with Section E.

E. Data Quality Improvement Plan

Local Programs must submit a data quality improvement plan for any content area that does not

meet all of the standards within the “Superior” level. A separate plan must be completed for each

content area. The plans should not exceed one page and include the following information:

1. Content area (e.g., Data Foundation and Structure, Staff Development) and specific

standard(s) not met.

2. For each standard not met, describe your planned approach to implementing changes that

will allow you to meet the standard.

3. Describe the barriers or problems you anticipate, if any, to implement these plans.

4. Describe any technical assistance you need to implement these planned changes.

5. If you believe you will be unable to meet any standard, please explain why.

Mississippi Office of Adult Education

TITLE II GRANTEE

DATA QUALITY STANDARDS

CHECKLIST

The Director of the Adult Education Program must sign this certification.

CERTIFICATION

I certify that to the best of my knowledge, the information contained in this document is true and

correct and accurately reflects my program’s policies and procedures for collecting and reporting

data to the Mississippi Community College Board, Office of Adult Education as required by the

U.S. Department of Education’s National Reporting System for the Workforce Innovation and

Opportunity Act, Title II Adult Education and Family Literacy.

________________________________________________

Signature

________________________________________________

Printed Name and Title

_______________________________

Date

SECTION 3: PROGRAM DESIGN ELEMENTS

INTAKE, ORIENTATION, AND CLASS STRUCTURE

The first element of an effective classroom management system involves a thorough student

orientation and registration process. Adult education providers shall implement a uniform intake

process which includes assessment and orientation. Assessment and orientation must occur

during the first twelve (12) hours of enrollment. (This can take place remotely using fillable

forms and remote testing.)

Orientation is an intake process which collects required information related to determining a

student’s eligibility based on age requirements and academic functioning level as well as

establishing goal-setting and other relevant activities which promote and enhance student

persistence and retention in the adult education program. Programs have the flexibility to design

their orientation in a manner that best meets the needs of their population. It is usually more time-

efficient and effective if orientation is conducted on a Managed Intake basis with groups of

potential students who come at regular appointed dates and times. Orientation can be held weekly,

bi-weekly, monthly, etc.

While there is flexibility for each local program to design its own orientation, the following six

elements are required:

1. Intake (to include the collection of necessary forms and documents - see Student

Cumulative Folder Checklist)

2. Copy of state-issued photo ID

3. MS WIOA Diagnostic Questionnaire

4. Assessment

5. Student Success Plan

6. Verification of registration in MS WORKS

It is NOT recommended that a full standardized pre-test be administered during the first day

of orientation. Giving the student a long test at the outset can be frustrating and nerve-wracking.

Instead, you may want to simply administer the locator instrument initially. This will provide you

with enough information to begin the goal-setting process. Testing can be done remotely with

permission from your college or school.

Adult education instructors are required to maintain various kinds of program information. Two

specific types of files are necessary. You may want to color-code these files to make it easy to

recognize and differentiate between the following:

1. Cumulative folders are maintained by the instructor/aide and are not accessible to students

without permission. Files documenting standardized assessments and achievements should

be maintained for a minimum of three program years beyond the exit program year

2. Student working file/folders are maintained by the student and may be given to that

student at program exit

The Cumulative Folder Checklist lists all the items that need to be maintained for each student.

Cumulative folders are reviewed by the Office of Adult Education for quality assurance and

compliance. The checklist can be found at the end of this section.

Adult education programs are expected to provide structured, scheduled, and instructor-led

learning opportunities resulting in successful student and program outcomes. All local programs

are required to incorporate the following elements into their service delivery models:

• scheduled intake, orientation, and assessment

• regularly scheduled classes based on student availability and commitment to

participation

• flexible schedules and alternative instructional options for students whose work or family

obligations do not allow them to attend scheduled classes

AEFLA requires classes to be of sufficient intensity and duration to achieve substantial learning

gains. Program directors should ensure services offered provide sufficient hours of instruction

each week and sufficient weeks of instruction per year in order to make sustainable changes in the

skill level of adults.

Managed Intake/Entry

Classes that utilize the Managed Intake structure offer scheduled, well-advertised registration

and assessment days and times at regular intervals. New applicants are asked to come for

registration only at those appointed dates/times. Program orientation, expectations, and entry

assessments (locator pretests, learning styles inventories, etc.) may be offered in a small group

intake setting. Individual follow-up appointments are scheduled to discuss individual learning

goals, barriers to participation, and assessment results as well as to set short-term and long-term

educational plans.

After participating in the intake process, a group of students start a class on the first day of the

class session and attend that class for the duration of a defined class term. The program may

stipulate that a student may miss no more than a prescribed number of class sessions within a term.

Open Intake/Entry

With Open Intake, students arrive while the class is in session and receive information about the

program, register, begin the assessment process, and start studying immediately.

Open Intake should be utilized to build enrollment. As soon as a class is well-established, the

program should switch to Managed Intake.

Certain students may be unable to come on a particular day/time because of work, transportation,

or child care conflicts. Exceptions can be made for students with specific problems. Open

intake/registration should not be the normal practice for a program.

STUDENT CONFIDENTIALITY

It is imperative adult education programs protect the privacy of students. According to the Family

Educational Rights & Privacy Act (FERPA) of 1974, enacted as Section 438 of the General

Education Provisions Act, student information that is considered “private” may not be shared with

any outside agency or individual unless designated on a release of confidential information form

that has been signed by the student. This includes volunteers, case workers, other teachers, or

administrators who happen to visit the classroom. Instructors cannot discuss private information

about students, as it would be a breach of confidentiality.

If a student discloses any of the following types of information (verbally or in writing), legally that

information is to be considered strictly confidential and therefore “private”:

• disclosure of a diagnosed learning disability

• disclosure of previous status as a "special education" student

• disclosure of any other type of diagnosed physical or mental disability

• disclosure of a diagnosed medical condition

• disclosure of use of any prescription drugs

• disclosure of history of drug/alcohol abuse and/or treatment

• disclosure of status as HIV positive or of having the AIDS virus

• official transcripts including HiSET® or GED® scores, Total Transcript or Competency-

Based Diploma

Instructors must sign the Personnel Confidentiality Agreement. This should be maintained by the

administrator in the personnel file. The agreement can be found at the end of this section.

RELEASE OF INFORMATION

Since the program participates in data sharing and transmits some information from the Student

Success Plan to other external entities, the Mississippi AE General Release of Information must

be used to get permission for the data match. A student may refuse to sign the release, but

then some achievements will not be able to be counted for the NRS report.

Intake Tip: Students must be made aware that the state may use information from the Student

Success Plan to share data with other private and public entities.

Use the following procedures:

• Read aloud to students the Mississippi AE General Release of Information. This is vital

because many students read at a lower level and may not be able to understand the form

by reading it silently

• Ask students to sign the general release so that your program can get credit for student

achievements and continue to be funded

• Update the release form each program year that the student is enrolled

Even when another agency has referred a student to the adult education program for services

(e.g., MDRS, MDHS, MDES, etc.), instructors may not discuss educational record information

without written permission.

REFERRALS

Through MS' WIOA Combined State Plan, the primary strategy of the pathway model is

integration of core providers' programs while improving efficiency in service delivery across

partners. Through a referral process, resources are immediately aligned to cultivate better and more

sustainable employment opportunities for Mississippians.

Combined Plan Partners perform intake procedures or collect two types of information: (1) basic

registration information to determine program-specific eligibility and support WIOA reporting and

(2) answers to a diagnostic instrument composed of questions submitted by each Combined Plan

Partner. Next, the partner performs an agency-specific assessment of the participant's immediate

needs and work the participant to complete their Student Success Plan (SSP). The SSP outlines the

services, describes supportive services, and the participant's current state of work-readiness to

unsubsidized employment, for example disclosed barriers. Using the questions on the SSP or the

resources to follow, referrals are made to other Combined Plan Partner programs or Strategic

Partner programs.

SCHEDULED CLASSES

Scheduled classes is a process for providing a structure and sequence for adult students to enroll

in adult education classes. The classes will meet the following requirements:

• must be taught by a qualified instructor who uses lesson plans aligned with College and

Career Readiness Standards

• 8 hours of instruction per week for day classes and a minimum of 6 hours per week

for night classes

• should employ differentiated instruction as necessary to meet the needs of students at

various levels

• should incorporate technology in the classroom and utilize technology as distance learning

opportunities and/or hybrid offerings

• include various instructional styles, strategies, adaptations, and resources to meet the needs

of all students, including those with learning challenges

• integrate employability and digital literacy skills into academic subjects

• must maintain a sign-in sheet with students’ original signatures or electronic attendance

tracking system with unique identifier that accounts for time in class

Blended: Local Program + Online

In addition to their participation in the local adult education program’s classes, students should be

encouraged to participate in self-paced, online instruction assigned by the instructor. Through this

blended model, students are able to access additional instruction and assistance, and local programs

benefit from their students’ increased engagement in learning activities.

Structured Educational Alternatives

The OAE recognizes that classroom attendance may not be possible for some students, especially

those who are employed. Also, students may need an education alternative:

• while they are waiting for a new class to start

• before they are academically prepared to join a class

• as supplemental instruction while enrolled in a class

Structured options may include, but are not limited to, the following:

• Scheduled labs: A structured lab can be designed for students who miss the start of a new

class, do not want to participate in a classroom setting, or need additional assistance.

Instructor-led labs allow students unable to attend scheduled classes to have an alternative

learning opportunity allowing them to accomplish their educational goals without creating

another barrier to their success.

• Computer labs: Computer labs for independent study may be open and available to students

any time the adult education center is open.

• Distance learning: Students may begin or supplement studies using a distance learning

product. Students may enroll in online learning provided by the program through a learning

management system.

• Study time/study groups: Study time provides an opportunity for students to independently

study and/or complete work while at the center, an opportunity especially important for

students who do not have a home environment conducive to learning. Another option is

providing opportunities for students to gather pre- or post-class in a facilitated or un-

facilitated study group.

• Workshops: Short-term academic workshops on targeted areas allow new students, who

may be waiting for a scheduled class to start, to begin their academic work in targeted areas

such as multiplication tables, calculator use, ACT WorkKeys™ Curriculum, graphic

information, or other topics.

ATTENDANCE POLICY

The OAE requires 8 hours of instruction per week for day classes and a minimum of 6 hours

per week for night classes. This can be accomplished through a combination of face-to-face

and distance learning. Direct contact hours should be entered daily, but no later than the

end of the week. Hours must be entered for each individual day.

Distance learning hours can be entered in weekly totals and must be entered on a weekly basis.

For example: James Wilkinson attended face-to-face 4 hours a day on Monday, Wednesday, and

Friday. His hours must be entered as 4 hours on Monday, 4 hours on Wednesday, and 4 hours on

Friday. His hours can NOT be entered as a total of 12 hours for the week on Friday.

If a student stops attending class without informing program staff, the program staff should contact

the student to find out if they plan to return. If a student notifies you they have no plans to continue

attending class, they may be exited. Any participant with no activity for 90 calendar days must

be exited from the program and documented in the OAE Data Management System. According

to the Record Retention policy in Section 5, all attendance records are required to be retained for

a three-year period, and documentation should be available to the OAE upon request.

Attendance hours must be tracked, and sign-in sheets must contain: class name/site, class

start and stop time, instructor/s name, instructor/s signatures, students’ original signatures

and students’ arrival and exit time. If a student forgets to sign out, staff may enter the exit time

and initial the entry. The OAE suggests students “sign-in/out,” using ink as opposed to pencil.

Calculating Student Contact Hours:

• Daily: students’ contact hours should be rounded to the nearest quarter hour on a daily

basis. When rounding to the nearest quarter hour, 7 minutes is rounded down; 8 minutes is

rounded up. You may NOT round daily attendance to the nearest hour or half hour

• Different hour types:

• Instruction: this includes intake, orientation, and adult education instruction

• Instruction Distance Learning: all student work completed outside the adult education

center using software approved for distance learning or work in the program’s learning

management systems such as Canvas or Google Classroom. (see Distance learning section

in the Assessment Policy)

• Instruction Smart Start: this includes Smart Start instruction hours in a face-to-face or

hybrid setting, Canvas Smart Start hours

• Instruction MS Smart Start Online Only - this includes the entire work completed by

the student is outside the adult education program

For Smart Start Pathway Course attendance, see the manual here.

SECTION 3: PROGRAM DESIGN ELEMENTS

Additional Resources, Forms and Checklists

• Cumulative Folder Checklist

• Student Success Plan

• Personnel Confidentiality Agreement

STUDENT CUMULATIVE FOLDER CHECKLIST

Items Required for Student Cumulative Folder

The student’s cumulative folder is a compilation of legal and confidential student education

records. The folder should be kept in a locked file cabinet and only viewed by Adult Education

staff and contain the following:

• Student Success Plan

• MS Works Registration verification

• Copy of state-issued picture I.D.

• Copy of TABE or TABE CLAS E Profile

• Work samples available upon request

• All standardized test answer sheets/scores (locator – if applicable, TABE portfolio, pre-

test, post-test, official practice test)

• Transcripts, including HiSet

, GED

, Total Transcript, Competency-Based Diploma, and

college (MIBEST) transcripts, if applicable

• Copy of stackable credentials, i.e. Forklift, ServSafe, CPR, OSHA, North Star (examples)

• MS OAE Smart Start Student Record

• Copy of Smart Start Credential or Certificate, if applicable

• Copy of NCRC Scores

• Documentation of accommodations, if applicable

Additional Items Required for 16/17-Year-Olds Student Cumulative Folders:

• Verification of Withdrawal from school system or home school setting as indicated by

initials, signature, and stamp or seal

Mississippi Community College Board, Office of

Adult Education

Student Success Plan

Completion of this form is required for all adult learners in all programs. Required data is in bold

with an asterisk (*). Please print legibly. All signatures should be in ink.

STUDENT CONTACT INFORMATION

*Intake Date: ________________________ *Site/Teacher: _________________________________

*Social Security Number: ______ - ______ - ________ *Date of Birth: _______/_______/_______ Age: ______

Month / Day / Year

*Name: ______________________________________________________________________________________

Last First Middle/Former Name Suffix

*Address: _____________________________________________________________________________________

Street Address/ Apartment Number / PO Box *City *State *Zip

*County of residence: _________________________ *Email Address: __________________________________

*Cell: (______) ___________________ *Home: (______) _________________ Other: (______) ______________

EMERGENCY CONTACT INFORMATION

*Name: ______________________________________________________________________________________

Last First Middle/Former Name

*Cell: (______) ________________ Home: (______) _________________ Relationship: ___________________

STUDENT DATA

GOAL FOLLOW-UP

Program staff should conference with each currently enrolled student at least once per quarter. The topics of the

conference can include academic advisement, goal progress and completion, assessment results and diagnostics,

service referrals, and transition services (workforce and/or postsecondary education/training).

Date: Notes:

Mississippi Community College Board

Office of Adult Education

Personnel Confidentiality

Agreement

 I have read the Mississippi Community College Board, Office of Adult Education Program

Guidelines and understand the procedures for handling confidential information.

 I understand that no confidential student information should be shared either verbally, in

writing, or by electronic means (e.g., phone conversations, email, blogs, text messaging)

with other students, family members of students, adult education staff members, program

volunteers, or other agency personnel (e.g., MDRS, MDES, MDHS), without a signed

release of information.

 I understand that any Release of Information form must be read aloud because many

students read at a lower level and may not be able to understand the form by reading it

silently themselves.

 I understand that obtaining spoken consent is not sufficient to allow transmittal of

confidential information to anyone either in conversation or in writing.

 I understand and acknowledge that it is my legal and ethical responsibility to protect the

privacy, confidentiality, and security of all records relating to adult education students.

 I hereby acknowledge that I have read and understand the foregoing information and that

my signature below signifies my agreement to comply with the above terms.

_____________________________ _______________________

Instructor's Signature Date

SECTION 4: ASSESSMENT POLICY

INTRODUCTION

The National Reporting System (NRS) for Adult Education is the accountability system for the

federally funded, state-administered adult education program developed by the U.S. Department

of Education's Office of Career, Technical and Adult Education (OCTAE). The NRS produces a

set of indicators and measures that describe adult education students, their participation, and their

outcomes. These measures are used at the state and national levels to demonstrate whom the adult

education program serves and its impact on participants’ educational and employment-related

outcomes. The Mississippi Community College Board (MCCB), Office of Adult Education (OAE)

is responsible for training and implementing the NRS measures, methods, requirements, and for

ensuring that outcomes are reported as outlined in the NRS Technical Assistance Guide for

Performance Accountability under WIOA (https://www.nrsweb.org/policy-data/nrs-ta-guide). At

the local level, programs collect data and train staff according to policies and procedures set by

the OAE for program management and improvement activities and to report on performance.

The OAE Assessment Policy provides guidelines pertaining to standardized assessment practices

for all Title II, Adult Education Programs and meets the guidelines from the U.S. Department of

Education, Office of Career, Technical, and Adult Education (OCTAE). All local adult education

programs funded by the OAE with federal and/or state dollars are required to adhere to these

policies and guidelines to guarantee accurate and uniform assessment information. The assessment

information provided in this policy is invaluable when setting student goals, evaluating learner

progress, providing instruction, appraising program performance, and informing public policy.

Providers are responsible for any liabilities associated with their failure to follow those guidelines

and any applicable test material security requirements.

All programs are required to use the NRS approved Test of Adult Basic Education, TABE Online,

for assessing adult education students and the NRS approved Test of Adult Basic Education

Complete Language Assessment System-English (CLAS-E) Online for assessing English

language learners. Corrections (including jails) are allowed to administer the TABE using

paper/pencil. Written requests for exceptions should be made to the OAE.

Adult learners should be assessed at specific times during the educational process to:

• help learners understand their basic skill functioning levels and to explore the available

educational options;

• determine the appropriate program and instructional level for placement;

• identify learners’ strengths and gaps to guide instruction;

• monitor student learning in class and target instruction based on learners’ needs;

• assess and monitor learners’ educational gains after a period of instruction;

• examine classroom performance for planning and quality improvement purposes;

• evaluate the program performance; and

• acquire data that meets local, state, and federal accountability and reporting requirements.

A. Valid and Reliable Assessments

Adult education programs are required by law, the Workforce Innovation and Opportunity Act

(WIOA), and by regulation, the National Reporting System (NRS), to make sure the initial and

ongoing assessments of adult learners are valid, reliable, and comparable on national and state

levels. More specifically the assessments must:

● meet the standards of validity (the ability of a test to measure what it claims to

measure, and appropriateness of the conclusions made based on the scores),

reliability (the degree to which test scores are consistent) and comparability

(providing scores from all programs that describe the same levels of

performance and educational gain);

● align with Mississippi College and Career Readiness Standards (CCRS);

and

● provide useful program information to instructors and adult learners.

The OAE administers the programs for Adult Basic Education (ABE), Adult Secondary Education

(ASE), English as a Second Language (ESL), and Integrated English Literacy and Civics

Education (IELCE) via successful grantees identified through a Request for Application (RFA)

process. Grantees must adhere to policies and procedures identified in the RFA. One such

requirement is that local programs assess and advance adult learners according to national and

state policies and procedures.

It is critical all programs adhere to the policies and procedures outlined in this manual to ensure

uniform implementation and comparability across programs. Therefore, the OAE will provide

annual targeted technical assistance and training activities related to NRS policy, accountability,

definition of measures, conducting assessments, and data collection processes to promote

compliance with applicable testing policies and procedures, as well as federal and state

accountability reporting.

B. Purpose and Use of Assessments

The OAE approved assessments provide local program staff a structure for:

● developing rapport with adult learners;

● placing learners accurately into the appropriate program and instructional levels;

● analyzing diagnostic information to identify and implement appropriate instructional

strategies for the individual through an Educational Plan;

● establishing realistic goals and monitoring tests to gauge progress toward goals;

● creating and implementing the Student Success Plan; and

● certifying level and program completions.

Informal and Supplemental Assessments

In addition to standardized assessments, programs are encouraged to use a variety of informal

assessments to guide instruction. The use of teacher-made tests, unit tests, portfolios, applied

performance assessments, and learner observations can be used to monitor learning and guide

instruction. However, programs may only use approved assessments to report learner gains for the

NRS.

C. Resources for Information and Assistance

For clarification on Mississippi’s assessment policies or for other questions regarding the

appropriate assessment of adult learners, please contact the Director for the Office of Adult

Education.

GENERAL ASSESSMENT GUIDELINES

A. Initial Assessments (34 CFR 462.41 (b))

The initial assessment is for placing students in a beginning educational functioning level

according to the NRS. It is the baseline on which providers’ measure student level gains.

Providers should administer a locator test to determine the appropriate initial test (battery) to use.

The OAE requires students to be assessed during the first 12 hours of instruction. Student

contact hours should be entered daily.

When selecting an assessment for a student, keep in mind the student’s purpose for enrolling in

the adult education program. For example, the typical practice for assessing a student with the goal

of obtaining a High School Equivalency (HSE) Diploma is to assess him/her in all subject areas

in order to develop a solid diagnostic of the student’s skills needed for the specific HSE test. For

TABE, this means administering Reading, Math, and Language. Giving all three subtests is the

expected norm for most students with the goal of taking the HSE Test. If a student has a goal to

improve in one academic area only, an individual subject area test may be given.

For adult students who have low literacy skills or a lack of English proficiency and are unable to

be assessed using an approved assessment to measure their abilities, documentation must be kept

showing an attempt was made to assess the student. A record of this attempt must be kept in the

student permanent record for audit purposes.

B. Approved Assessments

The OAE has adopted the following assessment instruments from the NRS list of approved

assessments. Only scores from these assessment instruments will be accepted for data entry and

NRS reporting.

Assessment

Instruments

Adult Education Program Areas

TABE CLAS-E

● English as a Second

Language (ESL)

● Integrated English Literacy and

Civics Education (IELCE)

TABE 11 & 12

● Adult Basic Education

(ABE)

● Adult Secondary Education

(ASE)

All assessment data must be entered into LACES within 15 business days of the test

administration date. Keep in mind that all assessment data must be entered into LACES. This

applies to all assessment results, whether scores go up, down, or remain the same. The data

management system should be an electronic duplication of a student’s complete assessment

record.

Please note: Locator scores must be entered into the data management system for students being

tested with the paper/pencil version of TABE.

C. Expanding Testing Exemptions

Local programs unable to administer an NRS-approved test to a distance learning participant due

to the widespread effect of the COVID-19 pandemic may exempt that student from testing. Local

programs that exempt participants from NRS tests should put procedures in place to identify

students who were not tested due to an inability to conduct testing, so that the impact of COVID-

19 outbreak will be appropriately tracked.

Local programs must administer NRS-approved pre-tests as soon as feasible. A participant cannot

achieve an educational functioning level gain without an NRS pre and post-test.

D. Measuring Educational Functioning Level (EFL) Gains

Level gain is determined by comparing the student’s initial (pre-test) educational functioning level

with the educational functioning level measured by the post-test.

● Measuring EFL gain through pre- and post-testing is defined through a set of EFLs in

which participants are initially placed based on their abilities to perform literacy-related

tasks in specific content areas, as measured by a NRS-approved standardized test.

● After a number of instructional hours (set according to the requirements of the assessment

used and the policy established by the State) participants are again assessed to determine

the skill levels.

● If their skills have improved sufficiently to be placed in one or more levels higher

according to the assessment, an EFL gain is recorded for that participant.

Programs are encouraged to utilize informal assessments, e.g. teacher-made tests, unit tests,

applied performance assessments, and learner observations, which can be used to monitor learning

and guide instruction. Programs may only use approved assessments to report learner gains for

the NRS.

Please note: EFL gain can be demonstrated additionally by enrollment in post-secondary and

training after exit.

For additional information please visit https://nrsweb.org/sites/default/files/NRS-TA-Mar2021-

508.pdf

E. Expiration of Assessments

Assessments have an effective date of 270 calendar days (defined as weekdays, weekends, and

holidays) from the test administration date. Pre-test scores from students who stop-out from the

program are valid within the 270-calendar day period.

F. Periods of Participation

If the student has exited the program for at least 90 days and then begins a new Period of

Participation (PoP), his/her test scores are valid for calculating EFL gain as long as the scores have

not exceeded the 270-calendar day validity period. If the scores fall outside of this range, a new

assessment must be administered.

A returning student’s most recent test from the previous year may be brought forward into the new

fiscal year and considered the pre-test if the rollover date is within 270 calendar days of the test

administration date. The process of bringing forward assessments from the previous year is

detailed in the data management system user manual.

If OAE determines a program has administered assessments outside of the standards of the OAE

Assessment Policy and Procedure Manual and/or the test publishers’ guidelines or has

mismanaged student assessment records, the program will receive written notification of the

finding and be required to complete a corrective action plan.

G. Training for Test Administrators (34 CFR 462.41(d))

Training of personnel administering assessment instruments is required to ensure test security and

appropriate testing procedures, including accommodations for students with disabilities. Adult

educators and administrators designated to administer the state-approved assessments are required

to abide by the assessment standards of the test publishers, the American Psychological

Association, and the OAE established testing policies and guidelines.

TABE 11/12

All staff who administer the TABE 11/12 are required to complete the Online On-Demand

Training and Certification Training provided by Data Recognition Corporation (DRC) prior to

administering the TABE. TABE recertification is required every two years. All staff administering

the TABE 11/12 are required to attend annual TABE training provided by DRC and/or state staff.

All new program staff who will administer the TABE 11/12 must complete the DRC Quickstart

Guide Training for TABE Online and take the TABE 11/12 prior to attending the New Teacher

Academy. New Teacher Academy is conducted annually by the OAE and covers assessment

policy review, TABE assessment training, interpreting TABE scores, adult learning and

instruction, effective lesson planning, distance learning, digital literacy such as the Learning

Management System, Canvas, NRS Tables, and contextualized instruction, standards instruction

and other relevant topics. Assessment, NRS policy, accountability policies, indicators of

performance, definitions of measures, data collection and quality refresher courses are available

in the OAE Wednesday Webinar series via Canvas housed by the OAE and available to all local

program staff.

Certificates of Completion for each staff member should be filed with the local program records

and made available to OAE upon request. It is the responsibility of the local program to ensure

training and certifications have been completed successfully and to maintain a record of the

training in local records and the data management system.

TABE CLAS-E

All programs serving English Language Learner (ELL) students must be trained on the

administration of TABE CLAS-E. All new program staff working with ELLs must complete the

state’s TABE CLAS-E administrator training for certification. Only trained/certified staff

members are allowed to administer the TABE CLAS-E. In order to maintain consistency in

scoring, we recommend that your program have a small “testing team” that specializes in TABE

CLAS-E administration. Each program serving ELL students must have at least 2 individuals

trained in TABE CLAS-E administration at all times. For the speaking and writing tests, teachers

may NOT score responses on post-testing for students for whom they are providing instruction.

TABE CLAS-E administrators are required to recertify through the state training every three years.

Assessment, NRS policy, accountability policies, and data collection and quality refresher courses

are available in the OAE Wednesday Webinar series via Canvas.

H. Accommodations for Students with Disabilities or Other Special Needs

Students with documented disabilities who require accommodations are responsible for requesting

assessment instruments in alternative formats and alterations in test administration procedures.

Documented disabilities mean that the individual can present a formal document provided by a

qualified professional (physician, educational counselor, psychologist, special education teacher,

or a rehabilitation counselor) such as a doctor’s report, a diagnostic assessment, an Individual

Education Plan (IEP) or other formal record of disability that includes:

● A diagnosis of the disability, whether it be a medical, psychological, learning,

developmental, and /or attention deficit disorder.

● An evaluation of the educational implications of the diagnosis and the impact of the

disability on areas of functioning.

● Recommendations for the specific strategies and accommodations in education required

by the disability, which are reasonable and necessary as provided by ADA/Section 504.

Students with intellectual and/or developmental disabilities, served by local programs, are subject

to the standardized testing requirements as referenced in the state Assessment Policy.

A testing accommodation is a change made to the test administration procedure to provide equal

access for students with disabilities to demonstrate their knowledge and skills. If an

accommodation is employed, it is important that the selected accommodation minimize any

advantage or disadvantage of completing the test. In particular, if the accommodation under

consideration is not used in instruction, then it should not be used in the testing situation. Testing

accommodations may include, but are not limited to:

• Flexible scheduling: Several brief testing sessions during a day, frequent rest breaks,

testing at a different time of day, additional time.

• Flexible setting: Individually or in small groups with proctor, study carrel or separate

room, special lighting, equipment, acoustics.

• Flexible responding: Oral response, signed response, response on word processor, or

braille response.

• Flexible presentation: Mechanical aids, revised formats such as Braille, large print, or

signed or oral presentations for directions and items other than reading items.

Assistive devices: Assistive devices typically used in classroom instruction such as visual

magnification, auditory amplification devices, or calculators (if authorized in the test

administration manual).

The accommodations must not alter the underlying content that is being measured by the

assessment or negatively affect the assessment’s reliability and validity. These testing

accommodations must be provided to ensure equal access to programs and activities and in

compliance with provisions in Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) and

34 CFR, part 104, as applicable for adults. The accommodations provided in the assessment

should be the same accommodations used during instruction.

For specific information about accommodations related to an individual assessment, refer to the

Administrator’s Manual for each individual assessment.

GUIDELINES FOR EACH ASSESSMENT

A. The Tests of Adult Basic Education (TABE 11 & 12):

Description and Eligibility

The OAE has approved TABE 11 & 12 for use by local programs to meet the requirements of the

NRS. This assessment is administered for placement of adult basic education students enrolling or

continuing in an adult education program. The Tests of Adult Basic Education (TABE) is a

standardized test of silent reading comprehension, mathematics and language. TABE can be

administered either individually or in a group setting in accordance with approved testing

guidelines. TABE has two forms (11, 12) and five levels (L, E, M, D, A).

• Reading focuses on reading items from everyday life, work and other literary content.

Visual items are included in the reading items. With different levels, the information

increases in complexity. Questions are in a multiple-choice, drag and drop, multiple select,

evidence based selected response format. Administration time guidelines: 100 minutes

which includes two 50-minute sections depending on the test level.

• Total Mathematics focuses on mathematical items from everyday life, the world of work,

and other familiar contexts. Visual items are included, such as charts, graphs, or

documents. With different levels, the information increases in complexity. Questions are

in a multiple-choice format, gridded response, drag and drop and multiple select.

Administration time guidelines: 65 minutes depending on the test level. Levels M, D & A

has a designated calculator section.

• Language (Writing) addresses the use, mechanics, formation, and development of

English in life and the world of work. Items reflect the modern writing process, including

editing. With different levels, the information increases in complexity. Questions are in

multiple-choice, drag and drop, multiple select format. Administration time guidelines: 55

minutes depending on test level.

Pre-testing Guidelines

● The TABE Locator is required to be administered as the first part of the pre-test and must

be used to determine the appropriate difficulty level of each subject area of the pre-test.

The averaging of locator results in order to use a single test form is not permitted. The

lowest test level achieved by the student determines the educational functioning level

(EFL) and placement in the data management system. Administration time guidelines: 75

minutes.

Interpreting Locator Test Scores

Reading

Mathematics

Language

TABE Level to

Administer

0-5

6-11

6-9

6-10

12-15

10-12

11-13

16-19

13-16

14-16

Please note: If an examinee scores fewer than 6 points correct on the Locator Test, it may indicate

that Level L tests should be administered.

NRS and TABE Level Correlations

The following table shows the NRS EFL and TABE Scale Score Ranges.

NRS Educational Functioning Level Ranges

Educational

Functioning

Level

ABE EFL

Descriptor

TABE 11/12 Scale Score Ranges

Reading

Total

Math

Language

Level 1

ABE Beginning

Literacy

300-441

300-448

300-457

Level 2

ABE Beginning Basic

442-500

449-495

458-510

Level 3

ABE Intermediate

Low

501-535

496-536

511-546

Level 4

ABE Intermediate

High

536-575

537-595

547-583

Level 5

ASE Low

576-616

596-656

584-630

Level 6

ASE High

617-800

657-800

631-800

Post-testing Guidelines (34 CFR 462.41(c))

After a minimum number of instructional hours have been completed by a student, he/she must be

post-tested to determine educational gain and academic progress. Students must not be post-tested

prior to the allotted minimum hours per assessment and educational functioning level. Publisher

guidelines for post-testing are as follows:

Post-Testing Guidelines

Assessment

Minimum Hours before Post-testing

TABE for ABE students

40 hours of instruction

TABE for ASE students

30 hours of instruction

TABE CLAS-E for ELL students

40 hours of instruction

All students (100%) eligible for post-testing should be post-tested within 20 hours after reaching

the minimum hours required. Programs should also closely monitor reports to ensure that

NRS targets are reached for level gain. Additional post-tests must also follow the same

established post-testing guidelines and times. Students who were pre-tested with TABE must be

post-tested with TABE. Post-testing requires a different form (11 & 12) be used. For example, if a

student is pre-tested using 11D then they must be post-tested on 12D. The same difficulty level

of the assessment instrument must be used to pre- and post-test a student except when a

student’s pre-test scale score is near the top of the range. If a student’s scale score is near

the top of the range and no gain is achievable, the MS OAE recommends administering the

assessment at the next highest level.

A program staff member should meet with the student to determine if one, two, or three subject

tests should be administered during initial post-testing or in subsequent post-tests. Post-testing

provides the opportunity to meet with the student about his/her progress and goals. The student’s

success plan should be reviewed and updated, as needed.

TABE testing guidelines state that random and frequent testing is discouraged, as it will not

present valid gain scores and could create a practice effect, thus producing questionable or

inaccurate scores. Instructional intervention between testing periods is strongly recommended to

maximize gain. If a test is to be administered as a retest because the initial test session was invalid,

there is not a prescribed length of time that needs to occur.

Please note: Prior to post-testing students, ensure the pre-test scores have not exceeded the 270-

calendar day validity period.

Out-of-Range TABE 11/12 Test Scores

The following table shall be used to determine whether the student’s score is within the acceptable

range of scores on that test and level. If the score is within the acceptable range, the test can be

considered valid. If the score is outside of the acceptable range, the test administrator shall retest

with a more or less advanced test. The table indicates when more or less advanced tests may be

necessary.

TABE 11 & 12

Out of Range Levels

Test Level

NRS Educational

Functioning Level

Out of Range Levels

1, 2

3, 4, 5, 6

1, 2, 3

4, 5, 6

2, 3, 4

1, 5, 6

3, 4, 5

1, 2, 6

4, 5, 6

1, 2, 3

Use of Scale Scores for NRS Reporting

The OAE data management system is a web-based management information system that meets the

reporting needs of Mississippi’s adult education programs while meeting the needs of the NRS.

Local programs will record and track scale scores in student records and in the OAE data

management system. The scale score is the basic or primary score for TABE, and is used to

compute and derive all other scores. The OAE data management system translates the scale scores

into NRS levels stipulated by OCTAE. Programs may generate reports that portray student NRS

educational functioning levels and gains using the OAE data management system.

Please note: Each form of TABE 11&12 assesses only for a specific range of NRS levels and grade

levels. No one TABE test assesses for all levels of the test. Refer to Scale Score Guidance Chart

located at the end of this section.

Accommodations for TABE 11 & 12

DRC has developed a Test Administrator Manual that addresses general testing accommodations

for standardized assessments. This manual can be found on the MCCB, Adult Education

webpage at https://www.mccb.edu/offices/adult-education. Information on TABE

accommodations can be found at

https://tabetest.com/PDFs/TABE_Guidelines_to_Inclusive_Testing_2017.pdf.

B. TABE Complete Language Assessment System – English (TABE CLAS-E)

Description and Eligibility

TABE Complete Language Assessment System – English (TABE CLAS-E) measures the language

proficiency of adult English language learners in the areas of reading, listening, writing, and

speaking. The items are aligned with the NRS English as a Second Language (ESL) Educational

Functioning Levels. The system consists of a locator test for initial placement and four level tests.

The test has two forms (A & B) and four levels (1, 2, 3, and 4). DRC has developed an Online

Test Administration Manual and an Online Test Directions booklet. These documents can be

downloaded from the DRC Insight Portal.

Pre-testing Guidelines

Students are required to be assessed during the first 12 hours of instruction. The lowest test level

achieved by the student determines the EFL for placement in instruction and also in the state

data management system. The TABE CLAS-E Locator must be given prior to the administration

of any other part of the assessment. All assessment data must be entered into the OAE data

management system within 15 business days of the test administration date.

For adult students who have low literacy skills or a lack of English proficiency and are unable

to be assessed using an approved assessment to measure their abilities, documentation must be

kept showing an attempt was made to assess the student. These students will be unable to answer

the Locator questions or will receive a score of 5 or less on the Locator Part A. A record of this

attempt must be kept in the student permanent record for audit purposes. Documentation can

consist of a written statement on the Locator sheet that the student did not have enough English

skills to answer the test questions. Scores will need to be entered into the state data management

system. If the student could not verbally answer the Locator questions, then the lowest scores for

Listening/Speaking at TABE CLAS-E Level 1 will need to be entered. See the charts below for

the lowest scale scores for Level 1.

Level/Form

Skill Area

Scale Score

Level 1 Form A

Listening

230

Level 1 Form A

Speaking

231

Level 1 Form A

Total Speaking & Listening

Score

230

If the student will be working on all four skill areas, the following Reading and Writing scores

may be entered for the student who has documented low literacy skills and could not answer the

Locator questions.

Level/Form

Skill Area

Scale Score

Level 1 Form A

Reading

250

Level 1 Form A

Writing

200

Level 1 Form A

Total Reading & Writing

Score

225

When administering TABE CLAS-E, a participant may be assessed in one or all of the subject

areas. For example, a participant may be assessed only in Speaking or may choose to be

assessed in two, three, or all four subject areas. The Locator test must be administered first and

is used to determine the appropriate battery level of the pre-test(s). All four skill areas may be

given, but only the lowest skill area test score is used to place the student into an educational

functioning level. If a participant is pre-and post-tested in 1-4 subject areas and makes a gain

in any area, the participant will show an EFL gain on Table 4 and 4B.

Out-of-Range TABE CLAS-E Test Scores

The following table shall be used to determine whether the student’s score is within the acceptable

range of scores on that test and level. If the score is within the acceptable range, the test can be

considered valid. If the score is outside of the acceptable range, the test administrator shall retest

with a more or less advanced test. The table indicates when more or less advanced tests may be

necessary.

TABE CLAS-E

Out of Range Levels

Test Level

NRS ESL Educational

Functioning

Level

Out of Range Levels

1, 2, 3

4, 5, 6

1, 2, 3, 4

5, 6

1, 2, 3, 4, 5

1, 2, 3, 4, 5, 6

Post-testing Guidelines

An ESL student must have a minimum of 40 hours of instruction prior to post-testing with

TABE CLASE. All subsequent TABE CLAS–E post-tests may be administered when a student

has reached the minimum number of hours (40) of instruction from the time of the previous

assessment. All students (100%) eligible for post-testing should be post-tested within 20 hours

after reaching the minimum hours required. Additional posttests must also follow the same

established post-testing guidelines and times.

Students who were pre-tested with TABE CLAS-E must be post-tested with TABE CLAS-E. The

same difficulty level of the assessment instrument must be used to pre- and post-test a

student except when a student’s pre-test scale score is near the top of the range. If a student’s

scale score is near the top of the range and no gain is achievable, the MS OAE recommends

administering the assessment at the next highest level.

Post-testing provides the opportunity to meet with the student about his/her progress and goals.

The student’s success plan should be reviewed and updated, as needed.

TABE CLAS-E testing guidelines state that random and frequent testing is discouraged, as it will

not present valid gain scores and could create a practice effect, thus producing questionable or

spurious scores. Instructional intervention between testing periods is strongly recommended to

maximize gain. Therefore, a student must have a minimum of 40 hours of instruction between

each test administration.

Please note: Prior to post-testing students, ensure the pre-test scores have not exceeded the

270-calendar day validity period.

Use of Scale Scores for NRS Reporting

Assessment scale scores will be recorded and translated in EFLs in the data management system.

The data management system translates the scale scores into EFLs.

TABE CLAS-E

Forms A and B NRS ESL Educational Functioning Levels Ranges

ESL

Educational

Functioning

Level

Reading

Scale

Scores

Writing

Scale

Scores

Total

Reading

and

Writing

Scale

Scores

Listening

Scale

Scores

Speaking

Scale

Scores

Total

Listening

and

Speaking

Scale

Scores

EFL

ESL

Beginning

Literacy

250-392

200-396

225-394

230-389

231- 425

230- 407

0-1

ESL

Beginning

Low

393-436

397-445

395-441

390-437

426-460

408-449

ESL

Beginning

High

437-476

446-488

442-482

438-468

461-501

450-485

ESL

Intermediate

Low

477-508

489-520

483-514

469-514

502-536

486-525

ESL

Intermediate

High

509-557

521-555

515-556

515-549

537-567

526-558

Advanced

ESL

558-588

556-612

557-600

550-607

568-594

559-600

Accommodations for TABE CLAS-E

DRC has developed a Test Administrator Manual that addresses general testing accommodations

for standardized assessments. This manual can be found on the MCCB, Adult Education

webpage at https://www.mccb.edu/offices/adult-education.

Please note that these components of the TABE Complete Language System – English are

available: Large Print Edition Locator Test and Large Print Edition Language Proficiency Tests,

Forms A and B.

DISTANCE LEARNING

In Mississippi, distance and direct contact hours are recorded separately. Attendance hours for

students using approved online curricula at the local program will be reported as direct contact

hours. All student work completed outside of the adult education center will be counted as distance

learning/proxy hours and must follow the distance learning policy for determining contact and

proxy hours. (See below for more information on proxy hours.)

A. Distance Education

Distance Education defines distance learners as those students that receive formal learning

activities where students and instructors are separated by geography, time, or both for the majority

of the instructional period. The materials can be delivered through a variety of media including,

but not limited to, print, audio recording, video-recording, broadcasts, computer software, internet-

based programs and other online technology. Instructors support distance learners through

communication via mail, telephone, e-mail or online technologies and software. This definition

is consistent with the definition in the NRS Guidelines.

B. Distance Learners

Distance learners are defined as students receiving more of their instruction from a distance than

in the local adult education center. At separation, or the end of the fiscal year, the student’s status

as an adult education center student or distance learner will be determined. Student hours from

both online instruction and in the adult education center will be reported according to the NRS

Guidelines for Distance Education Learners.

Assessing Distance Learners

Local programs can administer pre-and post-tests to measure Measurable Skill Gains (MSG) of

distance education participants for NRS reporting in two ways: in person, at a secured, proctored

program, or through virtual proctoring (see Section V for remote/virtual testing). Distance

learners must be assessed under the same guidelines as all adult education students in Mississippi

using approved standardized assessment tools. These assessments are to be administered during

the first 12 hours of instruction to determine the educational functioning level of students.

C. Identifying and Reporting Contact Hours

Direct contact hours will be based on the number of hours of instructional activities by each learner

at the local adult education center.

In addition to direct contact hours, proxy contact hours for distance learners will also be

collected. Proxy Contact Hours (PCH) are defined as the time distance education students

spend engaged in state approved distance education activities. Proxy hours will be counted

using the Clock Time, the Learner Mastery, and/or the Teacher Verification Model as

defined by the NRS Guidelines: Documentation must be in the student’s cumulative folder

for all proxy contact hours.

● Clock Time Model — Assigns contact hours based on the elapsed time that a learner is

connected to, or engaged in either online or standalone software program. These hours are

taken from the activity statistics provided in the software. Documentation of the student’s

hours from the software management system should be in the student’s cumulative folder.

● Learner Mastery Model — (Smart Start Course & I-DEA Modules only) Assigns a fixed

number of hours of credit based on the participant passing test on the content of each

lesson. Participants work with the curriculum and materials, and when they feel they have

mastered the material, take a test. A high percentage of correct answers (typically 70%-

80%) earns the credit hours attached to the material. Documentation must be calculated for

the course or modules and not entered into LACES until the course or module is completed

including the percentage of correct answers. Verification of completion of the course or

module must be documented in the student’s cumulative folder.

● Teacher Verification Model — This model assigns a fixed number of hours of credit for

each assignment based on the teacher’s determination of the extent to which a learner

engaged in, or completed, the assignment. Documentation must be calculated for each

assignment with time credited and should be documented in the student’s cumulative

folder.

a. Programs may assign workbook pages and for each completed page 15 minutes

(depending on the subject and complexity) of instructional time may be given.

Samples of work should be in the cumulative folder.

b. For distance education, hours of credit for completion of modules and assignments

may be assigned.

i. eDULT – The OAE’s Attendance Tracker with hours assigned as well as hours

completed must be in the cumulative folder.

ii. Other distance education platforms, programs are required to assign hours to

activities identified in their Lesson Plan. Verification of hours assigned as well

as hours completed must be in the cumulative folder.

Software Programs Approved for Distance Learning

Curriculum

Model

Criteria for Awarding PCH

PCH

Credit

180 Skills

Achieve 3000

ACT WorkKeys

Curriculum

Aztec

Burlington English

Cambridge Ventures

Challenger Reading Series

ELLII

ENGEN

Essential Education

Google Applied Skills

KET FastForward

Learning Express Library

NorthStar Digital Literacy

PLATO

Reading Horizons

Rosetta Stone

Skills Tutor

Skills USA

Canvas

Clock

Time

Model

System tracks time.

Auto logout after preset period of

inactivity.

In-depth online courses.

Video: broadcast and online

streaming.

Interactive eBook: video to help

learners become familiar with test

preparation, content, and question

types.

Management system: for educators to

see how learners are progressing and

generate reports.

Recorded

time in

management

system.

*Smart Start

(Includes Canvas & ACT

WorkKeys Curriculum)

Clock &

Learner

Mastery

*Must pass Career Awareness,

Financial

Literacy, and Necessary Skills post-

tests with 75 or higher.

Recorded

time in

management

system.

eDULT

Teacher

Verification

Model

Completion of each assignment is

given a fixed number of hours of

credit. Online teachers provide an

attendance tracker to programs with

hours of credit.

THE ADDITION OF REMOTE TESTING FOR TABE 11/12 AND TABE CLAS-E

The MS OAE allows remote TABE 11&12 and CLAS-E testing according to the guidelines of

Data Recognition Corporation (DRC).

Remote testing must be administered by web conferencing only. Test Examiners must be trained

and familiar with using TABE Online.

Test Examiners must use a supported web conferencing platform and be familiar with the use of

that platform. Possible options are Zoom, WebEx, Google Meets, Microsoft TEAM, Skype,

GoToMeeting, Blackboard Collaborate, Computer audio, and webcam capabilities for both Test

Examiner and student.

Use a limit of five students to each Web Conferencing Session

• All tests and test materials must be kept secure.

• All tests must be proctored.

*Note: An option is available for remotely administering the TABE 11&12 Locator only in an un-

proctored environment.

Cell phones CANNOT be used for remote testing. iPads will not work with the CLAS-E Listening

test.

A. TESTING PROCEDURES

Prior to testing, the test administrator should create a test session in the DRC portal designated for

remote testing. Once the students are added to the test session, test administrators should email

each student directly to provide the following:

● Meeting Login Information Embedded in Link: https://wbte.drcedirect.com/TABE/#login

Students should be able to access the meeting directly from the link without having to

provide additional details. All participants utilize the same link.

● The date, time, and anticipated duration of the Web Meeting

● Contact information for the TABE Test Administrator

● Student Instructions for Remote Testing found at:

https://drive.google.com/file/d/14dSP6cvmqIJQKz8Smlc_FWVLWpTAUwBx/view

● General information on which tests the student will be required to take during the Web

Meeting

Calling into the meeting by cell phone should not be an option for students. Breakout/Private

Sessions with Private Chat and Screen Sharing Capability is required to privately authenticate an

individual student’s identity, to privately distribute test login credentials to individual students,

and to see/monitor student screens while restricting view from the rest of the group.

The MS OAE recommends completing the Online Tools Training with students who are new to

the DRC portal. The link is available at: https://wbte.drcedirect.com/TABE/portals/tabe.

B. USE OF TABE 11/12 AND TABE CLAS-E PROCTORING

Local programs may implement virtual test proctoring using the assessments identified in this

policy, in accordance with the test publisher’s procedures for virtual testing. Programs should

utilize regular face-to-face assessment procedures when the option is available.

MISSISSIPPI ADULT EDUCATION DATA MANAGEMENT SYSTEM

The purpose of the Mississippi adult education data management system is to provide a secure,

uniform, statewide adult education database. The OAE system is a web-based management

information system that is operated and maintained by local program personnel who are granted

access to the system in order to enter data, verify its accuracy, and use the data for program

management. The system is aligned with NRS and OAE policies and is designed with a series of

edit checks to ensure data quality.

A. Training and Technical Assistance

The OAE provides training, support and technical assistance for the OAE data management

system, TABE 11/12 and TABE CLAS-E. Local programs should have regular training to give

staff members the opportunity to discuss issues related to data or the database.

Technical assistance if offered during regular business hours provided through a helpdesk staffed

by qualified personnel. The OAE also provides technical assistance related to the assessment

policies, individual assessments, and data management system.

B. Data Entry Deadlines

All assessment data must be entered into the OAE data management system within 15

business days of the test administration date. All assessment data must be entered into the

system. This applies to all assessment results, whether scores go up, down, or remain the same.

The OAE data management system should be an electronic duplication of a student’s complete

assessment record. All programs are required to have a system for the timely entry of student data.

Timely data entry will allow staff to analyze data on a regular basis and use it for program planning

and continuous program improvement. Part of local data entry procedures should also include a

prompt, organized way to identify and resolve errors.

C. Reports

The OAE data management system provides a robust reporting module. The reports are real-time

and provide an invaluable tool for program administrators to manage their program and to provide

off-site monitoring by the OAE and other system office staff. The module also contains the reports

required by OCTAE for the National Reporting System (NRS).

Specific reports have been created to address assessments. These reports are used to audit

assessment data, verify level completions, and determine the appropriate time for post-testing.

D. Data Quality Reviews

Local program administrative and instructional staff members are provided different levels of

access to data. Local programs should specify at least one person whose job is to enter information

into the OAE data management system. Programs must have procedures for checking data for

completeness and accuracy at several times during the data entry process. One or more staff

members should be assigned to perform these data checking functions. He or she should have the

authority to request clarification and resolve errors.

It is the responsibility of local programs to review data on a continual basis. Programs can use data

reviews as an opportunity to examine issues. This process will improve data quality, and help staff

to see the importance of data collection and analysis for continuous program improvement.

Hard copies of all assessment records must be maintained in the student permanent record and be

made available for review, when requested. Assessment records include the following:

● TABE answer sheet and score report

● TABE CLAS-E answer book, writing folio and score report

CONTACT AND PURCHASING INFORMATION

TABE and TABE CLAS-E

For more information on ordering, please refer to your test manual, call 1-800-538-9547, or visit

https://tabetest.com/.

TEST SECURITY

The implementation of uniform policies is essential to standardized test security for all programs

funded by the OAE. Therefore, all grantees must adhere to the test security policies in this

manual as well as any test security policies stated by the test publishers.

A. Testing Materials

Tests or individual test questions must not be revealed, copied, or otherwise reproduced. Test

materials (current or previous), such as test booklets, answer keys, and answer sheets shall not be

used as an instructional tool or for test preparation. Test materials, such as test booklets, answer

keys, and answer sheets, must be inventoried and accounted for in accordance with program

inventory procedures. These records should be available for review by authorized personnel.

Test materials must be kept in secure, locked storage prior to and after administration of any test.

In the event test materials are determined to be missing, the program director or other designated

personnel must be notified. The program director or other designated personnel will determine the

appropriate action as needed.

In cases where testing materials need to be destroyed (due to deterioration or damage), the program

director or designated personnel will completely destroy the test (i.e. shredding) and update the

inventory. Unopened testing materials may be processed as defined by the test publisher’s return

policy and within established timelines.

B. Test Examinees

Examinees must not be assisted in answering test questions by any means. Examinees’ answers to

questions shall not be interfered with in any way. Examinees should not be allowed to leave the

test site with answer sheets or test books.

C. Test Administrators

Test administrators and instructors must not participate in, direct, assist, or encourage any activity

that could result in the inaccurate measurement or reporting of the examinees’ scores.

Each person who has access to tests must be informed of the specifications for maintaining test

security. Training for administering assessments is coordinated through the OAE and the local

program.

D. Testing Violations

In situations where a person is suspected of a test violation or observed committing a test violation,

the program director or other designated staff must be notified in order to determine the appropriate

action as needed.

SECTION 4: ASSESSMENT POLICY

Additional Resources, Forms and Checklists

• TABE 11 & 12 Charts

• Test Benchmarks for NRS Educational Functioning Levels

• TABE 11 & 12 Grade Range Scale Score Guidance

• TABE CLAS-E Charts

TABE 11 & 12 CHARTS

TABE 11/12

Interpreting Locator Test Scores

Reading

Mathematics

Language

TABE Level to

Administer

0-5

6-11

6-9

6-10

12-15

10-12

11-13

16-19

13-16

14-16

TABE 11/12 Out-of-Range EFL Levels

Test Level

NRS Educational

Functioning Level

Out-of-Range Levels

1, 2

3, 4, 5, 6

1, 2, 3

4, 5, 6

2, 3, 4

1, 5, 6

3, 4, 5

1, 2, 6

4, 5, 6

1, 2, 3

TABE 11/12

NRS Educational Functioning Level Ranges

Educational

Functioning

Level

ABE / EFL

Descriptor

TABE 11/12 Scale Score Ranges

Reading

Total Math

Language

Level 1

ABE Beginning Literacy

300-441

300-448

300-457

Level 2

ABE Beginning Basic

442-500

449-495

458-510

Level 3

ABE Intermediate Low

501-535

496-536

511-546

Level 4

ABE Intermediate High

536-575

537-595

547-583

Level 5

ASE Low

576-616

596-656

584-630

Level 6

ASE High

617-800

657-800

631-800

Post-Testing Guidelines

Assessment

Minimum Hours before Post-testing

TABE for ABE students

40 hours of instruction

TABE for ASE students

30 hours of instruction

TABE CLAS-E for ESL students

40 hours of instruction

A Project of the U.S. Department of Education

Test Benchmarks for NRS Educational Functioning Levels

Updated August 2019

Adult Basic Education (ABE)

Educational Functioning Level

(EFL)

Test Benchmarks

Beginning ABE

Literacy (ABE Level 1-

all subjects)

TABE

(11–12) scale scores

(grade level 0–1):

Reading: 300–441

Mathematics: 300–448

Language: 300–457

CASAS

Reading GOALS scale

scores:

Reading: 203 and below

CASAS Math GOALS scale

scores:

Mathematics: 193 and below

TABE = Tests of Adult Basic Education

CASAS = Comprehensive Adult Student Assessment System

Beginning Basic

Education (ABE Level

2—all subjects)

TABE (11–12) scale scores

(grade level 2–3):

Reading: 442–500

Mathematics: 449–495

Language: 458–510

CASAS Reading GOALS scale

scores:

Reading: 204-216

CASAS Math GOALS scale

scores:

Mathematics: 194-203

MAPT

scale

scores: All tests:

200–299

Educational Functioning Level

(EFL)

Test Benchmarks

Low Intermediate Basic

Education (ABE Level 3—all

subjects)

TABE (11–12) scale scores

(grade level 4–5):

Reading: 501–535

Mathematics: 496–536

Language: 511–546

CASAS Reading GOALS scale

scores:

Reading: 217-227

CASAS Math GOALS scale scores:

Mathematics: 204-214

MAPT scale scores:

All tests: 300–399

MAPT = Massachusetts Adult Proficiency Test

High Intermediate Basic

Education

(ABE Level 4-ELA)

Middle Intermediate Basic

Education

(ABE Level 4--Mathematics)

TABE (11–12) scale scores

(grade level 6–8):

Reading: 536–575

Mathematics: 537–595

Language: 547–583

CASAS Reading GOALS scale

scores:

Reading: 228-238

CASAS Math GOALS scale scores:

Mathematics: 215-225

MAPT scale scores:

All tests: 400–499

Low Adult Secondary

Education

(ABE Level 5-ELA)

High Intermediate Basic

Education

(ABE Level 5-Mathematics)

TABE (11–12) scale scores

(grade level 9–10):

Reading: 576–616

Language: 584–630

Mathematics:

596–656

CASAS Reading GOALS scale

scores:

Reading: 239 – 248

CASAS Math GOALS scale

scores: Mathematics: 226-235

MAPT scale scores:

All tests: 500–599

For mathematics, there is an additional intermediate level, Middle Intermediate (level 4), in addition to High

Intermediate (level 5), and only one secondary level (level 6), due to the complexity of the mathematics

descriptors. When reporting on NRS tables, use the level number.

Educational Functioning Level

(EFL)

Test Benchmarks

High Adult Secondary

Education

(ABE Level 6-ELA)

Adult Secondary

Education

(ABE Mathematics Level

TABE (11–12) scale scores

(grade level 11–12):

Reading: 617–800

Language: 631–800

Mathematics:

657–800

CASAS Reading GOALS scale

scores:

Reading: 249 and above

CASAS Math GOALS scale scores:

Mathematics: 236 and above

MAPT scale scores:

All tests: 600–700

English as a Second Language (ESL)

Educational Functioning

Level

(EFL)

Test Benchmarks

Beginning ESL Literacy

(ESL Level 1—all

subjects)

CASAS Life and Work Reading scale scores:

Reading: 180 and below

L&W Listening: 162–180

BEST

Plus 2.0: 88–361

BEST Literacy: 0–20 (SPL 0–1)

TABE CLAS-E

scale scores

Total Reading and Writing: 225–394

Total Listening and Speaking: 230–407

Low Beginning ESL

(ESL Level 2—all

subjects)

CASAS Life and Work Reading scale scores:

Reading: 181–190

L&W Listening: 181–189

BEST Plus 2.0: 362–427

BEST Literacy: 21–52 (SPL 2)

TABE CLAS-E scale scores:

Total Reading and Writing: 395–441

Total Listening and Speaking: 408–449

BEST = Basic English Skills Test

TABE CLAS–E = Test of Adult Basic Education Complete Language Assessment System – English

Refer to the TABE CLAS–E Technical Manual for score ranges for individual reading, writing, listening and speaking

tests. Table shows only total scores.

High Beginning ESL

(ESL Level 3—all

subjects)

CASAS Life and Work Reading scale scores:

Reading: 191–200

L&W Listening: 190–199

BEST Plus 2.0: 428–452

BEST Literacy: 53–63 (SPL 3)

TABE CLAS-E scale scores:

Total Reading and Writing: 442–482

Total Listening and Speaking: 450–485

Educational Functioning

Level

(EFL)

Test Benchmarks

Low Intermediate ESL

(ESL Level 4—all

subjects)

CASAS Life and Work Reading scale scores:

Reading: 201–210

L&W Listening: 200–209

BEST Plus 2.0: 453–484

BEST Literacy: 64–67 (SPL 4)

TABE CLAS-E scale scores:

Total Reading and Writing: 483–514

Total Listening and Speaking: 486–525

High Intermediate ESL

(ESL Level 5—all

subjects)

CASAS Life and Work Reading scale scores:

Reading: 211–220

L&W Listening: 210–218

BEST Plus 2.0: 485–524

BEST Literacy: 68–75 (SPL 5)

TABE CLAS-E scale scores:

Total Reading and Writing: 515–556

Total Listening and Speaking: 526–558

Advanced ESL

(ESL Level 6—all subjects)

CASAS Life and Work Reading scale scores:

Reading: 221–235

L&W Listening: 219–227

BEST Plus: 525–564 (exit 565 and

higher) BEST Literacy

: 76–78 (SPL

TABE CLAS-E scale scores:

Total Reading and Writing: 557–600

Total Listening and Speaking: 559–600

TABE 11 & 12 GRADE RANGE SCALE SCORE GUIDANCE

TABE 11 & 12 Grade Range Scale Score Guidance

Students can be placed into advanced ESL using Best Literacy but the test does not assess skills beyond this level

so students cannot exit Advanced ESL with this test. Retesting of students who enter this level with another

assessment is recommended.

TABE CLAS-E CHARTS

TABE CLAS-E

Out-of-Range Levels

Test Level

NRS ESL Educational

Functioning Level

Out-of-Range Levels

1, 2, 3

4, 5, 6

1, 2, 3, 4

5, 6

1, 2, 3, 4, 5

1, 2, 3, 4, 5, 6

TABE CLAS-E

Forms A and B

NRS ESL Educational Functioning Levels Ranges

ESL

Educational

Functioning

Level

Reading

Scale

Scores

Writing

Scale

Scores

Total

Readin

g and

Writin

Scale

Scores

Listening

Scale

Scores

Speaking

Scale

Scores

Total

Listeni

ng and

Speaki

Scale

Scores

EFL

ESL

Beginning

Literacy

250-392

200-396

225-

394

230-389

231- 425

230-

407

0-1

ESL

Beginning

Low

393-436

397-445

395-

441

390-437

426-460

408-

449

ESL

Beginning

High

437-476

446-488

442-

482

438-468

461-501

450-

485

ESL

Intermediate

Low

477-508

489-520

483-

514

469-514

502-536

486-

525

ESL

Intermediate

High

509-557

521-555

515-

556

515-549

537-567

526-

558

Advanced

ESL

558-588

556-612

557-

600

550-607

568-594

559-

600

SECTION 5: ADMINISTRATION OF THE AEFLA PROGRAM

FUNDING

Eligible program grant applicants may be a local educational agency, a community-based

organization of demonstrated effectiveness, a volunteer literacy organization of demonstrated

effectiveness, an institution of higher education, a public or nonprofit agency, a library, a public

housing authority, a nonprofit institution not listed above but equipped to provide literacy services

to adults and families, and a consortium of the agencies, organizations, libraries, or authorities

listed above. The OAE requires each program to have an advisory council or participate in a

cross agency collaborative council.

In order to receive funding, each agency applies for funds. Grants are awarded to successful

applicants. The eligible agency must provide services related to the 13 Considerations as outlined

in Adult Education and Family Literacy Act. The grant award is for a five-year period (July 1,

2020 to June 30, 2025) and must be renewed through a formal application process each fiscal year

the Grantee agrees to operate classes. Awarded agencies must comply with Scope and Conditions

of the grant and the specific Grant Assurances outlined in the application. Expenditures may not

be made outside of this contract period.

Advisory or Inter-Agency Council

Establish an advisory council or participate in a cross-agency collaborative council that addresses

adult education concerns. Hold meetings on a regular schedule at least twice a year. Keep meeting

agendas, sign-in sheets, and minutes on file.

Council members should represent local community groups:

• Postsecondary educational institutions (career-technical programs, community colleges,

universities) and training programs (apprenticeships, etc.)

• Business and industry (local businesses, Chamber of Commerce, etc.)

• Human Services (Mississippi Department Human Services, Department of Housing and

Urban Development, Homeless Shelters, etc.)

• Family services (Head Start, Family Resource Network)

• Disability services (Department of Rehabilitation Services, mental health facilities)

• Employment services (Workforce Investment Board, One Stop Centers, Job Services)

• Public schools and libraries

• Volunteer organizations and service clubs

• Other community-based organizations (United Way, Senior Centers, Youth Services)

• Students and instructors from the program

Use the advisory council to:

• facilitate collaboration, referrals, and networking among agencies serving the needs of

adults with limited basic skills

• educate the community at large about the needs of this population

• assist your program with marketing, recruiting, student support services, special events

(graduation and awards ceremonies), grant writing, and establishing information

linkages

• provide input regarding appropriate course offerings, class locations, and schedules

Program Facilities and Services

To maximize the amount of funds available for direct instructional services, the OAE prefers adult

education programs to pay minimal or no rent for space, especially those located in publicly owned

buildings. State and federal funds are to be used for program services. Fiscal agents are encouraged

to seek donated or in-kind space to provide maximum resources to the students.

Grantees shall ensure the following:

• All instructional facilities and services comply with the Americans with Disabilities Act of

1990

• Facilities have appropriate exterior and interior signage clearly identifying the adult

education programs

• The learning environment is in good condition and properly maintained with adequate

space and equipment

• There is a separate room available for student assessment and counseling purposes

• The building and surroundings are safe, sanitary, and non-hazardous

• The location is easily accessible with adequate parking

OAE classrooms should have the following provisions:

• sufficient space to accommodate students (including classroom area and private

counseling/tutoring area)

• adequate safety provisions (approved by fire marshal, covered by fire/liability insurance)

• accessibility for people with disabilities

• adequate heating and cooling

• adequate furniture (desks, tables, chairs) designed for adults

• available storage space

• clean restrooms

• adequate indoor and outdoor lighting

• access to telephone and Internet

• visible signs or directions to the class location

If it is determined through an OAE site visit that the facility does not meet requirements, the grantee

may be asked to relocate the center to a more appropriate location or correct deficiencies.

FINANCIAL MANAGEMENT (2 CFR 200)

Programs must use funds for the intended purposes and must follow written policies and

procedures (including all required by Uniform Administrative Requirements, Cost Principles, and

Audit Requirements for Federal Awards) to ensure accurate, current, and complete disclosure of

the financial results of each grant project. All awarded funds will be allocated on a cost-

reimbursement basis. All grantees will be reimbursed for expenditures, as approved, by requesting

reimbursement through the Mississippi Community College Board’s (MCCB) financial budgeting

system. Requests for reimbursement should be submitted monthly. All documentation should be

available upon request.

Grant recipients must maintain adequate supporting documents for expenditures (federal and

nonfederal) and in-kind contributions under the grant. Costs must be shown in reports and must be

supported by a source document, such as a receipt, travel voucher, invoice, bill, in-kind voucher,

or similar document. Refer to the Uniform Administrative Requirements, Cost Principles, and

Audit Requirements for Federal Awards for specific requirements.

Funds received under the AEFLA grant must be maintained in a separate account. The

grantee must maintain all documents and other evidence pertaining to the costs and expenses of

implementing this application to the extent and in such detail to accurately reflect all gross costs

direct and indirect, equipment, supplies, services, and other costs and expenses. The grantee must

use generally accepted accounting principles. These records and financial statements are subject

to inspection, review, reproduction, and/or audit by the OAE.

Approved Budgets

At the beginning of each fiscal year, grantees are required to submit their approved budgets to the

OAE.

Grant Reimbursement

Funds for the Title II grant must be claimed on a reimbursement basis. Reimbursement requests

should be submitted monthly to the OAE. No payments in advance of or in anticipation of goods

or services provided under this grant can be requested or paid. All charges must be reported for

the current period. Grant reimbursements are contingent upon satisfactory completion and

submittal of all program deliverables.

Grantees shall ensure auditable and adequate records are maintained which support the expenditure

of all funds received through a contract with the MCCB, OAE. Programs will submit to periodic

fiscal audits, adhere to assurances, and will submit to periodic program review, monitoring, and/or

technical assistance on-site visits. Programs will respond in a timely manner to any request for

information from the OAE.

Budget Modification

Expenditures shall not exceed the line item allocations or budget total as specified in the contract.

Requests for budget modification to the current fiscal year must be pre-approved by the OAE.

Budget modifications must be submitted to the OAE.

Yearly Project Closeout

The OAE will provide the deadline date for the final reimbursement request at the end of the fiscal

year. During this reimbursement request, it is essential all funding categories have enough funds

to allow for proper reimbursement of all incurred costs for the final reporting period.

Supplement not Supplant

According to Title II Section 241(a), funds made available for adult education and literacy

activities under Title II must supplement and not supplant other state or local public funds

expended for adult education and literacy activities. “Supplement, not supplant” means the federal

funds are intended to augment or increase, not replace, monies that would have been used if the

federal funds had not been available.

Local Administrative Cost Limits

Administrative costs are those non-instructional costs considered reasonable, necessary, and

allowable for the overall project management. Not less than 95% shall be expended for carrying

out adult education and literacy activities. The remaining amount, not to exceed 5%, shall be used

for planning, administration, personnel development, and interagency coordination (administrative

costs).

In cases where the cost limits described are too restrictive to allow for adequate planning,

administration, personnel development, and interagency coordination, the eligible provider shall

negotiate with the Office of Adult Education (OAE) to determine an adequate level of funds for

non-instructional purposes. (Workforce Innovation and Opportunity Act [WIOA] Title II Section

233, 241(b); 34 CFR 463.25-.26).

Local Administrative Costs (34 CFR, 463.26)

An eligible provider receiving a grant or contract under this part may consider costs incurred in

connection with the following activities to be administrative costs (34 CFR, 463.26):

• Planning

• Administration, including carrying out performance accountability requirements

• Professional development

• Providing adult education and literacy services in alignment with local workforce plans,

including promoting co-enrollment in programs and activities under Title I, as appropriate

• Carrying out the one-stop partner responsibilities described in §678.420, including

contributing to the infrastructure costs of the one-stop delivery system

Allowable and Unallowable Expenses

Expenses must be reasonable, allowable, and allocable to the benefit received and not shifted from

another program or project. All expenditures submitted for reimbursement under this grant must

be for proper and efficient administration of the program. Allowable costs are determined by 2

CFR 200.

Adults enrolled in adult education programs, including programs for adults with limited English

proficiency, will not be charged tuition, fees, or any other charges or be required to purchase

any books or any other materials needed for participation in the program.

Basic Guidelines of Allowable expenses:

To be considered allowable under a federal award, costs must meet the following general criteria:

• be necessary and reasonable for proper and efficient performance and administration of

federal awards and be allocable thereto under these principles

• be authorized or not prohibited under state or local laws or regulations

• conform to any limitations or exclusions set forth in these principles, federal laws, or other

governing limitations as to types or amounts of cost items

• be consistent with policies, regulations, and procedures that apply uniformly to both

federally assisted and other activities of the governmental unit

• be accorded consistent treatment

Eligible Use of Funds

Eligible expenditures for actual program expenses may include wages, salaries, and fringe benefits;

books, materials, and supplies; clerical services; rental of facilities that are not owned by the

sponsoring program; rental of equipment not owned by the sponsoring program; training of

volunteers and tutors; student support services; outreach and recruitment activities; membership

dues for participation in organizations specifically focused on adult education; financing the costs

of online services; and administrative costs.

Ineligible Use of Funds

Expenditures under grants from the Office of Adult Education are subject to the Uniform

Administrative Requirements, Cost Principles, Audit Requirements for Federal Awards, Subpart

E—Cost Principles. In addition, State Adult and Family Literacy Education (Act 143) and federal

Adult Education and Family Literacy Act (Section 223 and 231) funds may not be used in, but not

limited to, the following cases:

• to supplant other existing public or private funds currently used for adult basic education

and/or family literacy services

• as funds commingled with other public or private funds, but may be used in conjunction

with such funds

• to pay high school equivalency testing fees

• to cover the cost of instruction at the postsecondary level. Exception: the division may

approve the use of federal grant funds for occupational training within a division-approved

Integrated Education and Training program

Matching Requirement (state requirement)

Grantees must provide a non-federal contribution in an amount equal to 25% of the total amount

of funds expended for adult education and literacy activities supportable by Title II. Non-federal

contributions may be provided in cash or in kind, fairly evaluated, and must include only non-

federal funds that are used for adult education and literacy activities in a manner that is consistent

with the purpose of Title II (WIOA Title II Section 222(b)).

Personnel Costs

Timesheets records must be maintained for all employees every payroll period. Payroll records

must be signed by both employee and supervisor. All employee earning records must be

maintained and contain cumulative amounts by pay period for the gross salary, payroll deductions,

and net pay. Documentation must support fringe benefits in the form of payroll records, payroll

tax reports, insurance policies and payment schedules, and vendor’s invoices, etc.

Fringe Benefits are an allowable cost that can include the following:

• Individual’s FICA taxes paid by the employer

• Medical and Life insurance coverage

• Unemployment insurance

• Worker’s compensation

Budgeting: Employee’s with Hours in One or More Grants

Programs may budget an employee’s hours in one or more grants or other funding source.

Documentation of employees’ hours must be available for review by OAE staff.

Time and Effort

Time and effort documentation is required when any part of the employee’s salary is charged to

the federal program or used as match for a federal program. The Office of Management and Budget

(OMB) regulations, codified as Title 2 of the Code of Federal Regulations (2 CFR) Part 200, were

incorporated into federal regulation on December 26, 2014. The new regulations govern all federal

grants awarded by the U.S. Department of Education (USDE) to the state or to a local program on

or after that date. In the area of time and effort, the Education Department General Administrative

Regulations (EDGAR) provides a description of the seven characteristics that must exist in your

written time and effort policies and procedures (2 CFR 200.430). Be familiar with these

characteristics and ensure that your current policies and procedures reflect them.

REPORTING REQUIREMENTS

Employees working on multiple activities or cost objectives are required to maintain time and

effort documentation if the employee’s work includes any of the following:

• more than one federal award

• federal and non-federal awards

• indirect and direct cost activities

• two or more indirect activities allocated using different allocation bases

• an unallowable activity and a direct or indirect cost activity

In addition, the report must meet the following requirements:

• be prepared after the work is performed

• account for the total activity for which the employee is compensated

• be prepared at least monthly and should coincide with one or more pay periods

• agree with supporting documentation

Each local program must use the same form for all of the employees which must include the

following elements:

• Employer’s name

• Job title/position

• Name of the federal program or cost objective under which the employee was 100% funded

o Reporting period (semiannual, at least)

• Statement that the employee worked solely on that program for the period covered by the

certification

• Dated signature of the employee or of a supervisor with firsthand knowledge of the

employee’s activities

In addition, the certification must meet the following requirements:

• be completed once in each six-month period

• be prepared after the work is performed

• account for total activity performed during the reporting period

Single Cost Objective

Employees whose salaries are funded under a single federal grant program are required to report

their time and effort through periodic (semiannual, at least) certifications.

Multiple Cost Objectives

Employees who work on multiple activities or cost objectives are required to maintain monthly

personnel activity reports to support the distribution of their salaries or wages.

If an employee spends time on adult education administrative and adult education instructional

activities, that employee must track administrative time separately from instructional time.

Allowable In-State Travel Costs

Each grantee should have written procedures for travel approval and reimbursement. All travel

costs or reimbursements must adhere to the MS Department of Finance Administration (DFA)

Guidelines and Regulations. Any local restrictions on travel costs also apply.

Instructors

Instructors report to work at first site of the day. Mileage may be charged for travel to second or

additional sites.

Allowable Out-of-State Travel Costs

All out-of-state travel utilizing adult education funds must be pre-approved by the OAE.

Amounts authorized for maximum recovery for travel and subsistence costs against any state or

federal funding source are restricted to those amounts which are approved by the State Auditor in

effect for the particular funding period. Any amount over this limit must come from local funding

sources.

EQUIPMENT (PURCHASE, INVENTORY, AND DISPOSAL)

Programs must have written policies and procedures for purchasing and expenditures to support

allowable activities. All equipment purchases must be consistent with the requests in the approved

budget. Inventory is subject to periodic program review and monitoring. Programs must respond

in a timely manner to any request for information from the OAE.

All equipment purchased with adult education funds shall remain the property of the State of

Mississippi and is subject to the rules and regulations of the DFA, through the life and disposition

of said property. If equipment purchased with federal funds becomes unusable or no longer needed,

the local entity must notify the OAE office. If the equipment is unusable, the equipment may be

disposed in accord with local policies/procedures. If the equipment is no longer needed, the OAE

office will locate another adult education program facility that can use the equipment. It will be

the responsibility of the two local programs to complete the transfer.

An inventory list of all equipment purchased with adult education funds must be maintained.

Equipment records must include:

• description of the property

• serial number or other identification number

• funding source of property

• who holds the title, if applicable

• acquisition date

• cost of the equipment

• percentage of federal participation

• location

• use and condition of the property

• any ultimate disposition data including the date of disposal and sale price of the property

Each program has a general obligation to safeguard and appropriately use inventory/property

purchased with adult education funds. This obligation includes, but not limited to, the following:

• notifying the program director of any movement of inventory/property

• exercising reasonable care in use to prevent damage and maintain the good condition of

the assigned property

• exercising reasonable security measures to prevent theft or misuse of the assigned property

• reporting lost, stolen, damaged, or otherwise impaired property to the program director

When property acquired with adult education funds is lost, damaged, or stolen, the program must

conduct and fully document an investigation. When appropriate, law enforcement authorities

should be notified, a police report should be filed and maintained for records, and if the item meets

the state’s capitalization threshold, insurance provider should be notified.

Any non-consumable items purchased with adult education funds shall revert to OAE at the

end of the project or at program closure. The OAE reserves the right to relocate the property

or direct its disposition in accordance with regulations established by the State of Mississippi.

Leased Equipment

Equipment may be leased for educational purposes and must be designated as such. Leased

equipment is a contractual expense. This equipment must be in a facility owned or operated by the

local program.

Capitalized Equipment Purchases

Reimbursement for equipment purchases will be considered on an individual project basis and

must be approved in advance. Any equipment purchased with federal funds for the purposes of

adult education must be maintained and located in adult education facilities.

Non-Capitalized Equipment

Items less than $1,000.00 which are not on the State Auditor’s Exception List and have a useful

life of more than one year are considered non-capitalized equipment. These items must be listed

under educational materials.

Record Retention

Financial records, supporting documents, statistical records, and all other non-Federal entity

records pertinent to a Federal award must be retained for a period of three years from the date of

submission of the final expenditure report or, for Federal awards that are renewed quarterly or

annually, from the date of the submission of the quarterly or annual financial report, respectively,

as reported to the Federal awarding agency or pass-through entity in the case of a sub-recipient.

To help clarify which programmatic information must be retained, the following guideline is

provided:

• Programs are not required to keep documents such as:

o progress plan

o homework

o informal testing papers/results

• Programs must retain documents such as:

o Student Success Plan

o Signed non-disclosure statement

o Student Individual Education Plan (IEP) from a school district

o Diagnostic results, i.e. (TABE)

o Attendance records

SECTION 5: ADMINISTRATION OF THE AEFLA PROGRAM

Additional Resources, Forms & Checklists

o WIOA 13 Considerations for Funding

o Sample Time and Effort Form

o Grant Assurances

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WIOA’s 13 Considerations

1. The degree to which the eligible provider would be responsive to: (a) regional needs as

identified in the local plan; and (b) serving individuals in the community who were

identified in such plan as most in need of adult education and literacy activities, including

individuals who have low levels of literacy skills or who are English language learners

2. the ability of the eligible provider to serve eligible individuals with disabilities, including

eligible individuals with learning disabilities

3. past effectiveness of the eligible provider in improving the literacy of eligible individuals,

to meet state-adjusted performance levels, especially with respect to eligible individuals

who have low levels of literacy

4. the extent to which the eligible provider demonstrates alignment between proposed

activities and services and the strategy and goals of the local plan, as well as the activities

and services of the one-stop partners

5. whether the eligible provider's program: (a) is of sufficient intensity and quality, and based

on the most rigorous research available so that participants achieve substantial learning

gains; and (b) uses instructional practices that include essential components of reading

instruction

6. whether the eligible provider's activities, including whether reading, writing, speaking,

mathematics, and English language acquisition instruction delivered by the eligible

provider, are based on the best practices derived from the most rigorous research available

and appropriate, including scientifically valid research and effective educational practice

7. whether the eligible provider's activities effectively use technology services and delivery

systems including distance

8. whether the eligible provider’s activities provide learning in context, including through

integrated education and training, so that an individual acquires the skills needed to

transition to and complete postsecondary education and training programs, obtain and

advance in employment leading to economic self-sufficiency, and to exercise the rights and

responsibilities of citizenship

9. whether the eligible provider's activities are delivered by well-trained instructors,

counselors, and administrators who meet any minimum qualifications established by the

State of Mississippi, where applicable, and who have access to high-quality development,

including through electronic means

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10. whether the eligible provider's activities coordinate with other available education,

training, and social service resources in the community, such as by establishing strong links

with elementary schools and secondary schools, postsecondary educational institutions,

institutions of higher education, local workforce investment boards, one-stop centers, job-

training programs, and social service agencies, businesses, industries, labor organizations,

community-based organizations, nonprofit organizations, and intermediaries, for the

development of career pathways

11. whether the eligible provider's activities offer flexible schedules and coordination with

federal, state, and local support services (such as child care, mental health services, and

career-planning) that enable individuals, including individuals with disabilities or other

special needs, to attend and complete programs

12. whether the eligible provider maintains a high-quality information management system

with the capacity to report measurable participant outcomes and monitor program

performance

13. whether the local areas in which the eligible provider is located have a demonstrated need

for additional English language acquisition programs and civics education programs

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TIME AND EFFORT REPORT

INSTITUTION NAME:

EMPLOYEE

NAME:

FISCAL

YEAR:

TITLE:

REPORT

PERIOD:

BUDGETED PAYROLL

DISTRIBUTION FOR

REPORT PERIOD

ACTUAL EFFORT DISTRIBUTION

FOR

REPORT PERIOD

GRANT/FUNDING

SOURCE

PERCENTAGES

GRANT/FUNDING

SOURCE

PERCENTAGES

100%

TO BE COMPLETED BY

EMPLOYEE,

SUPERVISOR, OR RESPONSIBLE

OFFICIAL

EXPLANATION AS NECESSARY

If the percentages of actual effort distribution for any grant or funding source differ from

the budgeted payroll distribution, please make the corrections before certifying below.

CONFIRMATION BY

☐Employee ☐Supervisor ☐Responsible Official

I certify that this report represents a reasonable estimate of the actual effort expended on

each grant or funding source as listed above for the period covered by this report.

Signature

Title

Date

Signature

Title

Date

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Grant Assurances

The Grantee accepts overall responsibility for ensuring grant funds are expended in accordance

with the tenths of the Workforce Innovation and Opportunity Act (WIOA)/Adult Education and

Family Literacy Act (AEFLA), the General Education Provisions Act (GEPA), and other statutes

applicable to the execution of a federally funded workforce/education program.

1. The Grantee agrees to manage funds prudently and maintain fiduciary control of federal

and state monies in compliance with:

a. Education Department General Administrative Regulations (EDGAR); and

b. Uniform Administrative Requirements, Cost Principles, and Audit requirements

for Federal Awards‐ 2CFR 200 (Office of Management and Budget).

2. Any funds received under this grant will not be used to supplant non-federal funds

normally provided for services of the same type, and the applicant will make provisions

for such fiscal control and fund accounting procedures as may be necessary to assure

proper disbursement and accounting for federal funds.

3. The Grantee agrees that funding provided by the Agency, pursuant to this contract, is

provided on a reimbursement basis. Amounts requested for reimbursement must be based

upon the actual expenses within the approved budgets. The grantee assures that funds will

be used only for financial obligations incurred during the grant period.

4. The Grantee will only charge the grant for the proportionate share of the costs of fringe

benefits for personnel whose duties are divided between this grant and other activities.

5. The Grantee assures that funds will only be expended on eligible activities outlined in the

Adult Education and Family Literacy Act as defined in the MS Workforce Innovation

Opportunity Act (WIOA) Combined plan and in the Adult Education Program Guidelines.

6. Costs associated with the HSE tests, test administration, proctoring, travel, or any other

activity relating to the actual HSE test process, are not allowable and cannot be reimbursed

by the federal or state grant. The only allowable costs are those associated with test

preparation (e.g. instruction, materials for instruction).

7. The Grantee understands that food and beverage is not an allowable expense with federal

and state dollars.

8. The Grantee will follow the State of Mississippi, Department of Finance regulations for

all travel.

9. Grantee will follow 2CFR §200.318 (Procurement Standards) through §200.326 (Contract

Provisions).

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10. The Grantee will comply with all provisions of the Office of Adult Education Program

Guidelines for Adult Education and Family Literacy Programs.

11. The Grantee will appoint a full-time (30+ hours / 75% time) Program Director of adult

education services for the specified Service Delivery Area. Waiver for requirement of full-

time Program Directors may be applied for under conditions outlined in EDGAR section

75.511. A decision on whether to grant the waiver will be determined by the Agency.

12. The Grantee assures ALL Adult Education instructors and the Program

Administrator/Director will have a minimum of a four-year degree from an accredited

college or university (state requirement).

13. The Grantee will submit a budget modification request prior to any material change

affecting the purpose, administration, organization, budget, or operation of an approved

project.

14. The Grantee agrees to maintain Time and Effort Reports or Semi-Annual Certification

forms for all federal and state-funded employees. These reports must be signed by the

employee and the supervisor.

15. The Grantee will give the grantor agency or access to all records or documents related to

the grant, including the submission of reports as may be required.

16. The Grantee will comply with the requirements of the Family Educational Rights and

Privacy Act of 1974.

17. As a state requirement, the Grantee will provide state and/or local matching expenditures

at a minimum of twenty-five percent (25%) of AEFLA federal funding per year (state

requirement).

18. The Grantee agrees to adhere to the Records Retention Schedule, which stipulates that

records must be maintained for a period of current program year plus 3 years after the

final reporting period for the grant.

19. The grant award is for a five-year period (July 1, 2020 to June 30, 2025) and must be

renewed through a formal application process each fiscal year the Grantee agrees to

operate classes. The Grantee understands that classes may not be closed for more than

two-consecutive weeks without written approval from the OAE. Request & written

approval must be received at least 45 days prior to the date of closing. This includes

continuation into the new fiscal year (state requirement).

20. The Grantee will schedule all students a minimum of eight hours of instruction per week

(state requirement).

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21. The Grantee will provide the Smart Start Pathway Course and assure all participants meet

the requirements of the course.

22. The Grantee assures that the program will:

a. utilize qualified administrative personnel and instructional staff;

b. provide guidance and counseling services;

c. provide year-round instruction as feasible;

d. develop effective recruitment and retention strategies; and provide adequate ADA

and 504 accessible facilities, equipment, and materials meeting student needs.

23. As a state requirement, the Grantee assures that the state-approved standards for English

for Speakers of Other Languages (ESOL) and the Mississippi College and Career

Readiness (CRC) standards are used throughout the duration of the grant.

24. The Grantee will provide local professional development for staff and faculty and assure

participation in state-provided professional development meetings as appropriate and

deemed mandatory by the agency.

25. The Grantee assures all program staff assigned to administer state-approved assessments

obtain initial, ongoing, and/or refresher training as required and defined in the OAE policy

and procedures manual for adult education.

26. The Grantee assures state-required program data, including students’ social security

numbers as feasible, will be entered into the OAE data management system for data

matching purposes.

27. The Grantee assures that National Reporting System (NRS) of Adult Education data

quality standards will be met, including academic performance, HSE, and transition goals.

28. The Grantee assures requests for reimbursement with supporting expenditure back-up

documentation and appropriate agency signatures shall be submitted monthly to the MS

Community College Board.

29. The Grantee assures that receipts and expenditures of all funds associated with adult

education will be documented, accounted for, and available for review as required by the

Office of Adult Education.

30. The Grantee agrees to implement activities to meet or exceed the Mississippi Adult Basic

Education primary indicators of performance and other measures.

31. The Grantee will organize an advisory committee of citizens from its defined service area

with representation from each county and adhere to the guidelines as specified by the

Agency (state requirement).

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32. The Grantee will coordinate with other WIOA partners to ensure non-duplication of

service(s) and align activities to the Local Workforce Development Plan for WIOA

providers, collaborate to provide supportive services, and partner to promote concurrent

enrollment with Title I programs.

33. The Grantee will work collaboratively with other adult education local grantees within a

given Local Workforce Development Region to negotiate One-Stop infrastructure cost,

and other shared costs.

34. In accordance with the General Education Provisions Act (GEPA), the Grantee will

implement specific measures to remove barriers to success and participation in the

program’s services. Specific consideration will be given to persons who may experience

a barrier based upon factors such as gender, race, national origin, color, disability, or age.

35. Integrated English Literacy & Civics Education (IELCE) grantees are required to record

the students’ secondary goals of “Achieve Citizenship Skills and/or Achieve U.S.

Citizenship” into OAE data management system and track the completion of these goals

(IELCE APPLICANTS ONLY).

36. The Grantee also agrees to:

a. take responsibility for performance that does not meet the standards designated

by OAE;

b. write program improvement plans when designated by OAE; and

c. participate in an agency evaluation/monitoring visit once every three (3) years,

involving local and state staff.

37. The undersigned officer understands failure to comply with the above policies and/or

requirements may result in a reduction and/or termination of subsequent AEFLA funding.

38. The Grantee certifies that, to the best of his/her knowledge and belief, the debarments

statements are true and accurate, and that he/she fully endorses and supports the

submission of this application.

39. If Grantee, in Agency’s sole determination, fails or refuses for any reason to perform any

of its obligations under this contract or violates the grant policies, procedures or

assurances (e.g. fulltime teachers not teaching the hours required by the grant), Agency

may impose sanctions as it may deem appropriate. Sanctions may include, but not limited

to, placing the grantee on a Corrective Action Plan (CAP), cancellation or termination of

the contract, repayment of funds to the Agency, reduction in current year funds, reduction

in future funds, withholding of payments to Contractor until Contractor complies, or

suspension of this contract in whole or in part, and the seeking of other remedies as may

be provided by this contract law. Any cancellation, termination, or suspension of this

contract, if imposed, shall become effective at the close of business on the day of

Contractor’s receipt of written notice thereof from Agency.

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SECTION 6: PROGRAM PERSONNEL

AND PROFESSIONAL DEVELOPMENT REQUIREMENTS

Adult education and family literacy programs must comply with all of the requirements of the state

and federal grants. Programs are required to maintain certain program staffing to ensure the quality

of grant administration; supervision; data collection, entry and reporting; student support; and

instruction. All staff must be properly qualified to fulfill the duties listed in their written job

description through training, education, or experience and must complete required training and

professional development activities.

Local professional development is an integral, required component of grant-funded adult education

programs. Professional development participation is key in ensuring that federal and state policies

and procedures are executed, state initiatives are implemented, and instructional best practices are

learned and incorporated in the classroom. Professional development opportunities are provided

to faculty and staff to ensure job preparedness and to support student needs.

To meet the professional development requirements of the grant, a local education program will:

• Develop an annual Professional Development Plan which identifies local/state professional

development events that will support key program goals.

• Provide local professional development to ALL faculty (part time and full time) and

program staff (leadership, administrative, data management, college and career navigator,

etc.).

• Participate in OAE professional development offerings as appropriate and/or deemed

mandatory by the agency.

• Track and document all professional development activities including:

o sign-in sheets

o agenda

o handouts

o PowerPoint Presentations

The OAE has provided the Professional Development Framework template to be utilized as a tool

if needed when determining professional development. The framework is not required to be

submitted to the OAE for approval. The PD Framework is provided in the appendix for this

section.

PERSONNEL: ROLES AND QUALIFICATIONS

Director

The program director is responsible for the overall day-to-day coordination, administration, and

instructional leadership of the adult and/or family literacy education program. Program directors

must be full-time, salaried employees of the grantee agency spending at a minimum 75% of

scheduled time in the operations and management of the adult education program. These

duties include, but are not limited to, ensuring compliance with division policies; providing

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adequate staffing; program-specific orientation for all staff; fiscal oversight; leadership in program

improvement/professional development; maintaining contact with institutions of postsecondary

education and training, local businesses, and community service organizations; and coordinating

adult basic education services with local workforce development system partners.

Program Directors are expected to be instructional leaders by leading and supporting in:

• ensuring the highest quality of instruction

• achieving full implementation of CCR standards-based instruction

• integrating instructional technology

• fostering instructor effectiveness through building knowledge and professionalism

• nurturing an environment of professional growth, collaborative learning, and participative

decision-making

• engaging students through instruction relevant to their life experiences and empowering

students to achieve next steps

• analyzing and using data to guide instructional practice

• providing constructive feedback and reinforcement to advance continuous improvement

Supervision of Adult Education Instructors/Staff

Program Directors are required to:

• Evaluate instructors on an annual basis, using the OAE Educator Evaluation form located

at the end of this section.

• Provide a minimum of at least two classroom observations per instructor (annually) and

provide timely feedback to instructors/staff.

• Inform instructors of professional development opportunities and requirements.

• Encourage and support the professional development of instructors.

• Ensure all program staff meet professional development requirements.

• Ensure all instructors complete the two-assessment refresher courses every two years:

o TABE Online Refresher Course

o Back to the Basics Online Course

• Offer release time and travel reimbursement for attendance at professional development

activities.

• Allow for release time for online activities as well as face-to-face training.

• Review the NRS Core Measures with staff and examine accountability reports.

• Ensure all personnel sign annual agreements maintained in personnel files listed below:

o Personnel Confidentiality Agreement

o Employee Technology Acceptable Use Policy

The Adult Education Director needs to hold a master’s degree or a four-year degree from an

accredited college/university combined with one year of experience in a related field. A copy of

his or her transcript(s) is required to be on file at the local director’s office. Applicants should have

knowledge of and experience in adult education, program development, supervision, grants

management, and fiscal program management.

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Instructor (Adult Education, ESL, Smart Start)

Classroom instructor responsibilities include lesson planning, instruction, professional

development, recruitment, and program improvement efforts. Instructors are also responsible for

providing supplemental computer-based distance learning opportunities to interested students in

their classes. Other duties include, but not limited to, periodically reviewing goals, adjusting

student placement, if needed, and coordinating with the student support staff.

An instructor is required to:

• Have a bachelor’s degree (Education, Adult Education, or related field preferred).

• Provide a copy of his or her transcript(s) to the local director’s office.

• Attend the New Teacher Academy to learn basic instructional competencies, take the state

competency test required for new instructors, and receive training on CCR standards.

• Take the following assessments:

o AE & ESL Instructors take the TABE 11/12 to include Locator and all subject

areas. Test results need to be on file with the director.

o Smart Start Instructors take the WorkKeys Assessments Applied Math, Graphic

Literacy, and Workplace Documents. Verification of NCRC to be on file with the

director.

College and Career Navigator (CCN)

The College and Career Navigator (CCN) is an integral part of the adult education program. They

serve as the main liaison for students while they matriculate through the program.

Mentor

The Mentor is responsible for supporting the growth and development of instructors at the local

adult education program. They will guide, train, and provide technical support to ensure effective

and efficient instruction in relevant subjects. Additionally, this person may provide professional

development for teachers in areas, related to classroom management, such as instructional

strategies, classroom management, differentiated instruction for supporting ELL students and

students with special needs.

Lead Instructor

The Lead Instructor should be a staff member with current or prior adult education teaching

experience. This person works with other staff to develop and implement individual professional

development plans in order to improve program performance. Moreover, the lead instructor

supports staff in implementing new skills and knowledge, and works closely with the program

director regarding instructional quality.

Academic Assistant

The Academic Assistant must work under the daily supervision of a qualified instructor, assistant

program director, or program director. They may provide one-on-one instruction at the discretion

of the instructor or program director. They may not develop or determine curricula or provide

classroom and/or group instruction.

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Support Staff (Data Specialist, Intake Specialist)

Support staff must work on-site under the direct, daily supervision of the program director. This

position will assist in the overall functioning of the program to ensure quality services for students.

All support staff must have a minimum of a high school diploma or its equivalent.

Data Specialist must have data entry skills, knowledge of the assessments used by the program,

training in use of the OAE data management system, and a complete understanding of services

offered by the program to ensure accurate data entry. Data specialist is not a clerical role.

Therefore, programs are encouraged to have several additional staff members trained in data entry.

PROFESSIONAL DEVELOPMENT

The purpose of professional development (PD) is to raise the level of expertise of Mississippi’s

adult educators through continuing learning opportunities. Program directors shall ensure

program’s compliance with the PD requirements set by the OAE. Each year Mississippi’s Adult

Education program directors and instructors are required to complete annual in-service PD.

Completing the annual requirements re-qualifies the directors and instructors to serve Mississippi’s

adult population.

The professional development initiative builds a systemic approach incorporating all aspects of

adult education. Professional development will focus on the following:

• Instructor, program director, staff standards—define what teachers, directors, and

support staff need to know and be able to do in order to provide quality programs.

• Content standards—define the skills and knowledge that adult learners need to know and

be able to do in their roles as workers, parents, and citizens.

• Program standards—define the characteristics that exemplary local programs should

demonstrate

• Professional development standards—define the essential elements of meaningful

professional growth activities.

• Performance standards—define expectations for program outcomes.

• Data quality standards—ensure reliable and valid data are available to make informed

decisions and guide program management.

REQUIRED PROFESSIONAL DEVELOPMENT:

Mississippi’s Adult Education PD utilizes multiple media to provide PD to support the growth of

local programs.

Annual Professional Development Requirements

Full-Time Staff

30 hours

Part-Time Staff

20 hours

Support Staff

10 hours

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• New Directors must attend New Directors Training within 12 months of hire.

• New Instructors must attend the New Teachers Academy within 12 months of hire.

• All staff must complete the Back 2 Basics course.

• All staff who administer the TABE must have DRC TABE certification updated every

two years.

• All staff who administer the TABE CLAS-E must complete the state certification every

three years.

• All data specialists must attend the annual LACES training.

• Annual requirements must be met within the fiscal/program year (July to June), not the

calendar year (January to December).

• Professional Development should be attended throughout the year.

• New staff hired after March 1 are not subject to the annual in-service requirement for

the first fiscal/program year.

• Failure to meet annual professional development requirements will result in a CAP.

Evaluating Professional Development

In order to promote continuous improvement of professional development activities and the impact

on student learning outcomes, OAE will include ongoing and systematic needs assessments and

evaluation processes to not only provide information about the impact of professional

development, but also provide data for refining and adjusting professional development activities.

• Participant evaluations/surveys will be collected for all professional development

activities. These evaluations will reflect the response of participants to the objectives,

material, presentation, and the trainer providers.

• Evaluations/surveys will be aggregated and evaluated to determine quality of training, and

adjustments will be made according to the results. These results will be analyzed for areas

in need of improvement, and changes will be made accordingly.

To support local programs and instructors, a Program’s Mentor/Lead Instructor will provide

ongoing classroom observation, feedback, and support to ensure the objectives of professional

development are effectively implemented in the classroom.

Attendance shall be documented for all local and state-level training and maintained in the OAE

data management system for verification. All sign-in sheets, agendas, and resource documentation

is required for all PD activities and should be available during monitoring visits.

PROGRAM PERSONNEL BUDGET

The following guidelines should be used in developing job descriptions to recruit, employ, and

retain personnel. The minimum requirements for each position are mandatory. Local program

fiscal agents must ensure all employees meet the minimum requirements for each position.

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To ensure quality of programs and performance requirements, the OAE recommends the following

minimum staff to support the adult education program:

• Adult Education Director/Administrator (1)

• College and Career Navigator (1) (based on student enrollment/need)

• Mentor/Lead Instructor (1) (based on student enrollment/need)

• Instructors: Full-time and/or part-time Instructors (10:1 student teacher ratio minimum per

class)

• Academic Assistant (based on student enrollment/need)

• Data Specialist/Intake Specialist (1) (based on student enrollment/need)

Position

Hourly Rate

Range

Director

Administration costs are

limited to 5% of total grant

College and Career

Navigator

$ 18.00 – $ 24.00

Lead Instructor/Mentor

$ 18.00 - $ 25.00

Must have Adult Education

Teaching experience

Instructors

$ 18.00 – $ 24.00

Academic Assistant (Aide)

$ 11.00 - $ 16.00

Data /Intake Specialist

$ 11.00 - $ 16.00

Planning Time

Reasonable planning time should be made available for instructors to research and prepare for

differentiated instructional strategies implemented within the content of College and Career

Readiness Standards. The purpose of planning time is to give instructors the opportunity to

develop activities based on different learning styles, WEBB’s Depth of Knowledge and/or

Bloom’s Taxonomy. A suggested guide for an instructor teaching one or two content areas:

Instructional Time

Planning Time

5 hours per week

1 hour per week

10 hours per week

2 hours per week

15 hours per week

3 hours per week

20 hours per week

4 hours per week

25 hours per week

5 hours per week

*For instructors who teach in more than two content areas, additional planning time may be

necessary.

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Instructional Time: instructional time is defined as time spent with students, including in-take,

orientation, testing, and instruction.

Non-Instructional Time: non-instructional time is defined as time spent without students,

including data entry, paperwork, preparation for orientation, and assessments.

Open labs, individualized instruction, tutoring or counseling does not qualify for planning

time. Classes should be scheduled on a year-round basis to include summer. When students are

not in attendance, instructors are expected to use this time to plan, recruit, provide student follow-

up, prepare for orientation, assessment, etc.

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SECTION 6: PROGRAM PERSONNEL AND

PROFESSIONAL DEVELOPMENT REQUIREMENTS

Additional Resources, Forms & Checklists

• Professional Development Framework

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Date: ____________

Professional Development Framework

Planning effective professional development requires many skills by instructional leaders.

Leaders have to consider the content, identify the need, and structure the professional

development so that the learning is clear and implemented effectively.

Purpose (Why is this PD needed?) (Is it based on Program Performance Data or Teacher

Observations?)

Plan (How will the PD be delivered?) (What are the objectives to be met during the PD

delivery?)

Outcomes (What will be the teacher learning outcome? Example: Teachers will understand or

know and that will result in students achieving .

Presentation (Who will lead the presentation? Who will attend? How will the PD be structured

(whole group, pairs, etc.?) What are the learning activities for the instructors?)

Expectations (What do I expect teachers to do based on this professional development? How

will I know that they are doing it? E.g., lesson plans, observations, student work, & etc.) (List “I

Can” Statements here)

Reflect (How will you assess the success of the professional development? E.g. survey,

conference, evaluation, & etc. Provide reflections on the training here also. How was the

training? What was good/not so good? What activities need adapting? Etc.)

Follow up (How will you ensure the teachers have an opportunity to share strengths and

opportunities of improvement from the learned teaching?)

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SECTION 7: MONITORING AND TECHNICAL ASSISTANCE

Fiscal and compliance monitoring is conducted throughout the year to determine compliance with

federal and state requirements. During the course of the fiscal year, all programs will be monitored

in the following ways:

• Data Reviews — The OAE conducts frequent and ongoing data reviews, using the

designated statewide OAE data management system. Areas of review include overall

performance and outcomes, assessment data, attendance, and compliance.

• Monitoring Visits — The OAE has established a monitoring schedule for all programs.

During site visits, compliance team members meet with program directors and/or staff,

observe classroom instruction, tour facilities, and meet with stakeholders (optional). Areas

of concern are addressed with the program director either through informal feedback, or in

some cases, a formal plan.

• On-Site Program Reviews – Programs identified for review will be evaluated on the

quality of instruction, adherence to policies and procedures, and the overall quality of

program administration. A formal written report will be provided, and each program will

be asked to respond to areas that need improvement.

• Virtual Monitoring – In the event the On-site Program Review is not conducive, the

OAE will implement virtual monitoring as it did when responding to the COVID19

pandemic. The components of the monitoring process remain intact; however,

submission of the Monitoring Tool and documentation is done via Canvas. Program

interviews, class observations, and stakeholder interviews are conducted via the Zoom

web-conferencing platform. Additional technical assistance and submission deadlines are

provided throughout.

One hundred percent of AEFLA funded programs will be monitored annually through the use of

desktop monitoring. The OAE monitoring program is risk-based; however, all recipients will

receive an on-site monitoring visit at least once every three years.

Programs are identified for on-site monitoring through a comprehensive risk analysis based on the

following factors:

• desktop monitoring

• need to verify data quality and program expenditures

• consistent low performance on National Reporting System (NRS) indicators in several

categories

• noncompliance with grant requirements identified through review of programmatic and

fiscal reports, or ongoing communications with the program

• unresolved audit findings

• ongoing lack of progress in resolving required actions from a prior monitoring visit

• significant staff turnover

• recent or newly establish programs

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Local eligible providers are responsible to meet all programmatic goals and outcomes required in

their approved Request for Application (RFA). Performance outcomes for each provider will meet

or exceed the levels of performance for each of the established National Reporting System

benchmarks. The OAE will assess the quality of providers of adult education and literacy activities

through data reviews, monitoring visits and performance reports. If a program fails to meet

performance indicators or other programmatic requirements, specific actions will be taken to

improve the quality of the program. The OAE uses two plans to improve the quality of the adult

education and literacy activities:

1. Corrective Action Plan (CAP) - A CAP will be implemented with programs out of

compliance with state and/or federal policies. The OAE will provide technical assistance

throughout the corrective process, and by the end of a designated time frame , programs

should be able to correct the identified issues and end their respective CAP.

2. Performance Improvement Plan (PIP) – Local programs that fail to meet or exceed

negotiated performance targets are subject to a program improvement plan with clearly

defined goals and actions. A PIP will be required for programs which are identified as low-

performing when compared to the state performance on federal or state benchmarks. The

PIP will include specific action steps, such as student retention, post-testing and

assessment, data analysis, training and professional development which will be designed

to improve program performance.

As a part of both plans, the OAE will provide ongoing technical assistance, professional

development, and other support until the required steps of the plans are completed. The type of

technical assistance, professional development, and other support will be based upon the specific

area(s) of deficiency or need at an individual program.

Notification of Visit

Recipients selected for monitoring will be notified in writing 4-6 weeks prior to the scheduled

visit. Each program director will receive the written notification along with the monitoring tool.

The notification will provide a general timeline of the monitoring process and identify areas to be

reviewed for compliance. The completed monitoring tool needs to be returned to the Assistant

Director of WIOA Compliance 14 days prior to the visit.

No OAE staff member will participate in a monitoring visit for an agency or institution in which

they have been previously employed. In extreme circumstances where there is no alternative, the

local director will be notified in advance and have the option to allow the previously employed

state staff member to participate in the monitoring visit or choose a new date for monitoring.

Pre-Visit Call

Upon receipt of the completed monitoring tool, the Assistant Director of WIOA Compliance

will discuss logistics and other details of the visit with the program director.

Exit Interview

After the completion of the review, the compliance team will address any preliminary findings and

any areas of concern with the program director.

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Post-Visit Report

After the programmatic monitoring visit and exit interview have been completed, the OAE staff

will issue a monitoring report within 4 weeks outlining the visit and any findings of noncompliance

or recommendations.

The report will state the scope of the review and the basis of each finding or recommendation. The

report will be sent to the local program director. The recipient has 60 business days, from the date

of the cover letter, to provide a written response and Corrective Action Plan, if applicable, that

addresses each finding. Once the recipient’s response is received and reviewed, a follow-up visit

may be scheduled. If no findings are indicated, a final report will be issued within four (4) weeks

of the visit.

Non-Compliance

For grantees who fail to comply with federal statutes, regulations, or the terms and conditions of a

federal award, the state may impose additional conditions as described in (2 CFR 200.207) Specific

Conditions (Uniform Guidance, Cost Principles, and Audit Requirements for Federal Awards). If

it is determined that noncompliance cannot be remedied by imposing additional conditions, the

OAE may take one or more of the following actions, as appropriate in the circumstances:

• temporarily withhold reimbursements, pending correction of the deficiency by the grantee

or more severe enforcement action

• disallow (deny both use of funds and any applicable matching credit for) all or part of the

cost of the activity or action not in compliance

• wholly or partly suspend or terminate the federal award

• initiate suspension or debarment proceedings as authorized under (2 CFR 180) and federal

awarding agency regulations, (or in the case of a pass-through entity, recommend such a

proceeding be initiated by a federal-awarding agency)

• withhold further federal awards for the project or program

• take other resolutions legally available

The MCCB, OAE reserves the right, at all reasonable times, to conduct site visits during and after

the grant period to review and evaluate grantee records, accomplishments, organizational

procedures, financial control systems, and performance of the program; to conduct interviews; and

to provide technical assistance.

Additional resources and checklists can be found here.

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SECTION 8: HIGH SCHOOL EQUIVALENCY OPTIONS,

COMPETENCY-BASED DIPLOMA & DIPLOMA SENDER

HIGH SCHOOL EQUIVALENCY OPTIONS

The State of Mississippi offers four (4) high school equivalency options: General Educational

Development (GED

) Test, provided by the GED

Testing Service (GED

), the High School

Equivalency Test (HiSET

), provided by PSI Services (PSI). the Competency-Based High School

Equivalency Diploma, provided by the Mississippi Community College Board, and Total

Transcript, provided by Diploma Sender. These four (4) options are used as a qualifying instrument

for the awarding of the Mississippi High School Equivalency Diploma (HSED). The MCCB,

Office of Adult Education (OAE) coordinates administration of the four approved options in

Mississippi.

Presentation of an official diploma or transcript received after passing one of these state‐authorized

options is considered equivalent to a high school diploma. It may be beneficial to also show your

HSE or transcript when seeking certain jobs and admittance into some postsecondary institutions.

This section outlines the policies and procedures for each option administered at testing centers

approved by the state. In addition to the policies and procedures outlined in this section, all testing

centers involved in the High School Equivalency (HSE) program are required to comply with the

policies described in each vendor’s HSE policy manual.

ELIGIBILITY: ENROLLMENT, AGE, RESIDENCY, AND PREPARATION

To be eligible to take an HSE test or earn a Competency-Based Diploma, testers must not be

enrolled in or have graduated from an accredited high school. HSE testing is available to

individuals 16 and 17 years old if the following requirements are met:

• not currently enrolled in K-12 school

• provide documentation (withdrawal form) signed by the superintendent/designee certifying

the applicant has been released from compulsory school attendance by the school board

• provide a signed written consent form from a parent or legal guardian

Persons 18 years or older do not have to meet the above requirements.

*** Individuals under the age of 16 are not eligible to test under any circumstances.

***All required documentation for 16- and 17-year-olds should be kept on file.

Additional Requirements for 16-year-olds

16-year‐olds are only able to take an HSE test if they are approved for an age waiver. The age

waiver requires 16‐year‐old testers to meet one of the conditions below and provide an original,

typed letter on the letterhead of the requesting institution/agency, addressed to the applicant and

supporting one of the conditions below. If none of the conditions in the age waiver apply, the

tester cannot be approved and must wait to test until the age of 17.

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Conditions allowing a 16‐year‐old applicant to take an HSE Test (must meet at least 1

condition):

1. Home-School examinees: proof of registration as a home-schooled student from local

school district or home school association

2. An applicant with documentation verifying any one of the following conditions:

a. incarcerated in a correctional institution, correctional youth center, training school

for adjudicated youth, or similar institution

b. confined as a patient or resident of a state-operated hospital or alcoholic

rehabilitation center

c. enrolled in or has completed a program of instruction provided by the Job Corps or

other such agency, or an apprenticeship training program

d. married with minor status removed

e. a member of the United States Armed Forces

f. an emancipated minor (Court order with case number)

g. enrolled in an official Option/Alternative Education Program as stipulated in Senate

Bill #2855 from the 1997 legislative session

h. extenuating or extreme personal circumstances, including, but not limited to, the

following: an illness of long-range duration; sole support of family; or untenable

situation at home which required the person to leave school to support themselves

or family

Note: Any situation in which the local Chief Examiner cannot render a determination on granting

a waiver will be referred to the MCCB, Office of Adult Education, for guidance.

Testers are not required to be residents of Mississippi to test in the state. Mississippi does not

require testers to participate in an adult education preparation program or take an official practice

test prior to testing; however, it is strongly recommended that testers prepare and study to better

the content and skills that will be measured on the test.

Identification Requirements must:

• be an original document; photocopied documents are not acceptable

• show full name

• meet ID requirements for the state or jurisdiction in which applicants are testing

• Not be expired

• meet test vendor ID requirements

Additionally, the name used when creating the HSE test taker account and scheduling the

appointment must exactly match what is on the ID presented on test day at the test center.

The identification must also include:

• Name

• Address

• Date of birth

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• Signature

• Photograph

The following types of identification will be accepted:

• Passport

• Driver’s license

• Learner’s permit

• National/State/Country Identification Card

• Any other form of government-issued ID that meets test vendor ID requirements

Testers may be required to provide more than one form of identification to meet the requirements

above. If a tester does not provide the proper ID at the testing center, the tester will not be allowed

to test and will likely lose their payment.

Alternate Identification Approval

Test takers should provide a supplemental ID if the test center administrator questions the primary

ID document provided.

Importantly, Supplemental ID documents may not be used to resolve last name discrepancies. The

last name on applicant’s primary ID must match (excluding hyphens and accents) the name on

applicant’s registration confirmation.

The following ID documents are generally acceptable as supplemental ID:

• Government‐issued ID card (including, but not limited to, Primary ID Documents on

• Student ID card

The following documents are not acceptable as primary or supplemental ID under any

circumstances:

• Any document that is photocopied

• International driver's license

• Draft classification card

• International student ID

• Credit/debit card of any kind

• Notary‐prepared letter or document

• Birth certificate

• Social Security card

GED

ASSESSMENT

The GED

assessment is composed of four content area tests. In order to earn Mississippi’s HSED

testers must receive a passing score in all four content area tests. The entire 4‐module 2014 GED

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test is approximately eight hours (modules can be taken one or more at a time) with the timing as

follows:

1. Reasoning through Language Arts – 150 minutes (including an optional 10‐minute break)

2. Mathematical Reasoning – 115 minutes

3. Science – 90 minutes

4. Social Studies – 70 minutes

Scoring

A minimum score of 145 is required for each test module (580 overall) to obtain a HSED. The

scoring levels are as follows:

• Below passing: 100‐144

• Passing: 145‐164

• GED

College Ready: 165 or higher

• GED

College Ready + Credit: 175 or higher

Registering

Registration to take the GED

is done online at www.GED.com. However, the tests are

administered on computers at an official GED

testing site selected during scheduling. All testing

fees must be paid at the time of scheduling.

Due to public health concerns, the GED test can be taken at home in a proctored environment. This

option is called the Online Proctored GED. This option requires a computer, camera, speakers,

and Internet connectivity. For more information on this option go to https://ged.com/take-the-ged-

testonline/.

Fees & Retakes

The GED

examination is composed of four content area test modules. Each individual test

module costs $36.00, for a total of $144.00 for the complete examination.

Retake Policy

Applicants will receive one discounted retake for every GED

test subject they purchase but do

not pass. Applicants have 365 days after the initial test to use the discounted retakes. After

receiving one retake at the reduced price, the price of the test subject reverts to the regular price.

If applicants do not pass that subject again, the retake offer of one full price to one discount will

repeat until the applicant passes the test. GED

Testing Service waives its $26 testing fee;

however, additional testing fees may still apply in applicant’s state.

*In Mississippi, there is a $10 test center fee for test retakes. OP GED® remote testing retakes are

not discounted. Every attempt is full price.

The General Education Development Testing Service (GEDTS) allows individuals to take the test

three times (First attempt + two retakes) without any waiting period. After the third attempt, testers

must wait 60 days after their last attempt before taking retests. The OP GED® remote testing has

one (1) retake available before the 60-day wait period applies. This is a GEDTS policy; therefore,

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the state cannot make any exceptions for reducing this waiting period. Testers are advised to take

this waiting period into account before attempting a test for a third time, as this could impact the

timing of being able to apply for admission to a postsecondary institution or begin employment.

The 60-day waiting period resets each calendar year.

Accommodations

The General Education Development (GED®) Testing Service provides reasonable and

appropriate accommodations to individuals with documented disabilities who demonstrate a need.

Test accommodations are individualized and considered on a case‐by‐case basis. All

accommodation requests are processed through GEDTS Accommodations. The Mississippi HSE

Office does not approve any accommodation requests.

Procedure: Before requesting testing accommodations, testers must complete the following steps:

1. Create a MyGED

account by signing up on http://www.GED.com or login to their

MyGED

account, if already have an active account.

2. Answer “Yes” on the GED

Testing Service Registration form on the last question asking,

“Do you need to request accommodated testing conditions for a documented disability?”

3. Once the registration form is submitted, testers will receive more information from

GEDTS, indicating how to submit accommodations request form and supporting

documentation.

4. The accommodations request decision will be communicated by GEDTS to the email

account provided during the registration process. In most cases, a decision will be

communicated within 30 days of receipt of all required documents.

A list of accommodation types that can be requested, along with the procedure for delivering the

accommodated tests can be viewed at https://GED.com/about_test/accommodations/.

Paper & Pencil/Braille Accommodations

In very limited circumstances, a test taker may request an accommodation to take the GED

test

on paper & pencil or in Braille. Testers approved for a paper & pencil or Braille accommodation

take the exam in a separate room with the assistance of a recorder who enters the tester’s responses

into the computer as the tester takes the paper exam. Even though the tester’s responses are

recorded in the computer, the tester records his or her answers on the paper exam as well. For

Braille testers and those otherwise physically unable to record answers on paper, the recorder must

record the tester’s response on the paper exam as well as the computer.

Testers may appeal an accommodations decision. Testers must complete the “Request for Testing

Accommodations Appeal” and provide additional documentation to review. Disability experts

review all appeal requests. GEDTS is the contact for all accommodations requests, including

appeals. GEDTS accommodations questions can be sent to [email protected]. For

more information, visit the GED

Testing Accommodations webpage.

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Language Versions and Combination of Scores

The GED

test is available in English and Spanish versions. The Spanish version of the test is

available at any authorized testing center. The MS High School Equivalency Diploma (HSED)

can be earned in English and Spanish versions. Examinees can combine English and Spanish tests

together to earn an HSE credential.

Test Center Approval

Official testing centers are approved by the test publisher, in consultation with the State

Administrator, when the following have been documented:

• need for a new testing site, based on geographic location and testing volume in the region

• willingness of center personnel to meet all testing center requirements specified by the test

publisher as determined by the authorizing agency

Test Center Approval information: https://GED.com/exhibit4/

Any testing center seeking approval should complete the Request for Testing Center Approval

form to be submitted to the State Administrator and must complete the test publisher’s application

and requirements.

In determining need, a new testing center seeking to be approved should consider the following:

• Centers must meet all requirements of the test publisher.

• Centers must be open to the public and serve a geographic area, not a particular school or

program.

• A new center should not reduce testing significantly at a previously established center. If a

center seeking to be approved is in close proximity to an established center, both centers

should work together to establish testing schedules that complement, not compete with

each other.

• The distance that testers must travel should be considered, as should the population of

urban areas.

• Centers should seek the advice of adult education programs, community-based

organizations, and other testing centers in the area concerning the need for testing.

• Supportive documentation from other testing centers in proximity, adult education

programs, and/or community-based organizations, verifying need for testing will be taken

into consideration.

Corrections Testing Centers

Testing centers serving youth or adults within corrections facilities where testers are not able to

access the internet may establish testing centers for use only for those within the facility.

Correction facility testing centers must be approved by the test publisher and in consultation with

the State Administrator. It should be indicated that the testing center is within a corrections facility

on the Request for Testing Center Approval form. More information on the test publisher’s

requirements for corrections facilities can be found at

https://GED.com/educators_admins/test_admin/corrections/.

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HISET

ASSESSMENT

The HiSET

is composed of five subject tests. The total testing time is approximately seven hours

and five minutes. Below are details about the subtests:

Subject Test

Number of

Questions

Item Type

Test Length

Language Arts-Reading

100% multiple choice

65 minutes

Language Arts-Writing

Part 1: 100% multiple

choice Part 2: 100 %

constructed response/essay

120 minutes

Mathematics

100% multiple choice

90 minutes

Science

100% multiple choice

80 minutes

Social Studies

100% multiple choice

70 minutes

Scoring

Each of the five subtests in the HiSET

battery is scored on a scale of 1–20. In order to pass, tester

must do all three of the following:

1. Achieve a score of at least eight on each of the five individual subtests (a pass for Total

Transcript must be an average of nine)

2. Score at least two out of six on the essay portion of the writing test

3. Have a total combined score on all five tests of at least 45

For the Writing test, the total score of eight and essay score of two has to be earned on the same

test date. Scores from multiple test dates cannot be combined.

Registering

Registration and scheduling to take the HiSET

is done online at https://hiset.org/. The HiSET

test is administered at an official HiSET

testing site. Test takers can find the nearest test center

by using the “Find a Test Center” link on the HiSET

website. A test center can offer either paper‐

based and/or computer‐based testing or both. All testing fees must be paid at the time of

scheduling. For more information, visit the link above.

Fees & Retakes

The HiSET

is composed of five content area test modules and is offered in a paper-based and

computer-based format.

Paper-Based Option

• Individual modules: $22.00 each ($15 PSI fee, $7 test center fee)

• Complete battery test: $110.00

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Computer-Based Option

• Individual modules: $17.75 each ($10.75 PSI fee, $7 test center fee)

• Complete battery test: $88.75

HiSET at Home Option (Online version of the test)

• https://www.psiexams.com/test-takers/online-proctoring-guide/ (fees are different so go

to site for pricing)

• This option requires a computer, camera, speakers, and Internet connectivity.

The fees assessed for the HiSET

include a test center fee of $35.00 for the complete battery test

($7.00 per individual module). Test center fees will be imposed for every test scheduled, including

retakes.

Note: HiSET

policy has discontinued renewing unused test vouchers. There is also an additional

charge of $1.50 per voucher to programs when ordered.

Retake Policy

If a tester does not pass a HiSET

subject test, they have two more attempts per subtest in the

calendar year (January to December) to pass. If they have exhausted all three attempts allowed for

each year, tester must wait until the next calendar year to retest.

Regarding fees, the initial HiSET

subtest fee of $22.00 (paper-based) and $17.75 (computer-

based) includes two retakes for 12 months. However, the test center fee of $7.00 will be imposed

for every test scheduled including retakes. Example: test taker retaking Math will be charged

$7.00 after scheduling. Test vouchers purchased by programs include an additional $1.50 per

voucher processing fee.

Accommodations

The PSI Services (PSI) is committed to serving test takers with disabilities and health‐related needs

by providing services and reasonable accommodations. Accommodations are available for test

takers with diagnosed disabilities that include, but not limited to, the following:

• Attention deficit/hyperactivity disorder

• Psychological or psychiatric disorders

• Learning and other cognitive disabilities

• Physical disorders/chronic health disabilities

• Intellectual disabilities

• Hearing and visual impairment

Below is a list of commonly approved accommodations for paper‐ and computer‐based tests. Test

takers must request these accommodations and get approval from PSI prior to scheduling their test

appointments. This list includes some, but not all, of the available accommodations.

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Disability Accommodations for the HiSET Exam

Testing Accommodation

Paper

Computer

Extended time

✓

Separate room

✓

Audiocassette or other form of recorded audio

✓

Large print

✓

Screen magnification

✓

Calculator/talking calculator

✓

Scribe or keyboard entry aide

✓

Additional supervised break time

✓

Sign language‐interpreted instructions for test takers who are deaf

or hard of hearing

✓

HiSET

Items Not Requiring Approval

The items in these lists do not require approval. Test takers can bring them or have access to them

on test day without making prior arrangements with PSI. If noted below, test center staff should

inspect or collect the item.

Items Provided by PSI or Test Center

Your test center must have the following items available to test takers:

• large print test book (14‐point) and answer sheet (for paper-based testing)

• scrap paper (to be collected by test center personnel at end of testing session)

• wheelchair access

If possible, test center should also provide preferential seating to those test takers who are hearing

impaired or easily distracted.

Items Provided by Test Taker

Test centers are not required to provide the following, thus testers are responsible for bringing

them, if necessary:

• colored transparent overlays (for paper‐based testing only)

• colored scrap paper (to be collected by test center personnel at end of testing session)

• earplugs (not attached to any electronic device)

• plain, unmarked straightedge to assist with keeping place while reading. You may use a

piece of scrap paper for this purpose but it must be returned at the end of the testing session

• handheld magnifying device (without memory)

• seat cushion/back pillow or footstool. Item will be inspected by test center personnel before

and after testing

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• prescription medication. Must be in the prescription bottle indicating your name, dosage,

and directions

• service animals

• medical devices (asthma inhaler, hearing aid, pacemaker, insulin pump on vibrate or silent,

oxygen tank, TENS stimulator)

• highlighter or black felt pen for essays and scratch work only

How Test Takers Request Accommodations and Schedule Appointments

Test takers must request accommodations prior to scheduling. Once approved, appointments can

be scheduled.

All requests for accommodations or any changes to schedule or appointments, must be completed

through PSI. These requests cannot be completed through online accounts or test centers.

For more information:

• Disability Accommodations for Test Takers — information for test takers about the

accommodations request process

• Disability Documentation Policy Statements and Forms — information about what

documentation is necessary to support requests for accommodations

Test Preparation Materials in Accessible Formats

To order accessible test preparation materials, contact PSI Disability Services.

Contacting PSI Disability Services

M-F: 6:30 am – 5:00 pm CT

Sat and Sun: 8:00 am – 4:30 pm CT

Phone: 1-855-MyHiSET (1-855-694-4738)

Email: [email protected]

Language Versions and Combination of Scores

The HiSET

test is available in English and Spanish versions. The Spanish version of the test is

available at any authorized testing center. Examinees can combine English and Spanish tests

together to earn HSE credential.

Tester Data

The OAE and Test Center Administrators can access tester data through the HiSET administrator

portal. The State HSE HISET Test Administrator approves access to these systems for all users.

At such point that these systems limit access to data for individual testing centers and for collecting

consent for release of information to preparation programs, the HSE Administrator will reevaluate

access to these systems. Test Takers can access score results online via the HiSET

Test Taker

Portal.

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COMPETENCY-BASED DIPLOMA

The MS Competency-Based High School Equivalency Diploma Option is an alternate HSED. It is

embedded with both academic standards and industry recognized credentials for students enrolled

in the Mississippi Integrated Basic Education and Skills Training (MIBEST) program or an

Integrated Education and Training (IET) Pathway. Instruction is designed to recognize the

academic learning that occurs within the training programs. Essentially, the academic learning

occurs through authentic, real-world problems and projects completed within the industry

credential training. Mastery of content and competencies, as well as use of existing assessments

for pre- and post-testing, such as TABE (Test of Adult Basic Education) and ACT WorkKeys®,

is the form of assessment used in lieu of the GED or HiSET norm testing.

Competency-Based Diploma Model

Eligibility

• must be a Mississippi resident

• not enrolled or required to be enrolled in school under the compulsory school law

• has not received a valid high school diploma or a High School Equivalency Diploma

(HSED)

Enrollment in Adult Education Program

• Meet with College and Career Navigator

• Create Student Success Plan

• Student portfolio

• Register with MS WORKS

• WIOA Common Case Management Technology (Hub)

• Identify Barriers

• Referrals to core agencies, if applicable

Upon completion of the following components, participants will be awarded a Mississippi High

School Equivalency Diploma (HSED) validated and issued by the State of Mississippi. All

HSED’s are distributed through Diploma Sender.

Industry

Recognized

Credential

National

Career

Readiness

Certificate

MIBEST

IETP*

Hours of

College Credit

Smart Start

Credential

Instruction/

CCRS

Intake /

Orientation /

Assessment

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COMPETENCY-BASED DIPLOMA COMPLETION REQUIREMENTS

1. Obtain a minimum scale score in two subjects: Reading 563 and Total Mathematics 577

on the Test of Adult Basic Education (TABE) for Educational Functional Level 4.

2. Enroll and complete a minimum of 12 hours of instruction in an Adult Education

Program which includes the following:

• College & Career Readiness Standards - All students will receive instruction in reading,

writing, and math aligned with the College and Career Readiness Standards required by

the Office of Career, Technical and Adult Education

• https://lincs.ed.gov/professional-development/resource-collections/profile-521

• Attainment of a Smart Start Credential

3. Earn 15 college credit hours through a MIBEST program or designated Integrated

Education and Training Pathway

• Prior Learning Assessment/Credit by Examination college credits are allowable

• Developmental education credits are excluded

• Minimum GPA 2.0 or higher

4. Earn a National Career Readiness Certificate – Silver

• Applied Math – Level 4

• Workplace Documents – Level 4

• Graphic Literacy – Level 4

5. Earn an Industry Recognized Credential.

Applications for the Competency-Based Diploma should be completed and signed by the local

adult education director. Complete applications should be mailed to:

Mississippi Community College Board

Office of Adult Education

3825 Ridgewood Road

Jackson, MS 39211

Upon receipt and approval, the Office of Adult Education will upload documents via a secure site

to Diploma Sender. Applicants will receive an email from Diploma Sender with instructions for

ordering a complimentary diploma and transcript. The $25.00 application processing fee will be

paid directly to Diploma Sender at the time of order.

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TOTAL TRANSCRIPT

The Total Transcript option is an alternate HSED by Diploma Sender. Total Transcript combines

passing scores from the GED ® test and the HiSET ® test beginning 01/01/2014 to present to

result in a credential status or HSED.

Diploma Sender uses an algorithm to create a four-point Grade Point Indicator (GPI) letter scale

to determine best test scores across all publishers and to assist with credit recovery in K-12.

Total Transcript retains state testing requirements. The state testing requirements for GED® is a

minimum score of 145 for each test with an overall score of 580. The HiSET® test requires testers

to score a minimum of eight (8) for each test with an overall average of nine (9).

Total Transcript opportunity by reducing the impact when one or more of the publishers of HSE

testing are not readily available during the lifespan of testing: and, creating a standard to analyze

HSE results to satisfy K-12 credit recovery and to qualify for enrollment in post-secondary.

Applicants will receive an email from Diploma Sender with the initial diploma and transcript at no

cost. There is a $20 fee for an additional copy of the diploma and transcript. The application

processing fee will be paid directly to Diploma Sender at the time of order.

Testers who need additional information may contact Diploma Sender via phone at 1-855-313-

5799 or chat at www.diplomasender.com.

ESTABLISHING A HIGH SCHOOL EQUIVALENCY TESTING CENTER

All High School Equivalency Test Centers are subject to the approval of the High School

Equivalency State Administrator and the guidelines set forth by each test vendor. For specific Test

Center vendor requirements, visit the websites below:

• GED Testing Service: https://ged.com/exhibit4/

• PSI, HISET: https://hiset.org/test-centers-adult-ed-prep/

HSE testing centers provide standard secure testing administration to eligible candidates who wish

to earn their state-issued High School Equivalency Diploma. HSE tests may be administered only

at HSE testing centers or addendum sites approved by the MCCB, Office of Adult Education and

High School Equivalency.

MCCB is responsible for the administration of the High School Equivalency testing program and

may authorize the establishment of HSE testing centers in eligible local agencies and institutions

within Mississippi. MCCB will consider HSE testing center applications based upon need for

service in the local area and on the ability of the eligible agency or institution to follow MCCB

and HSE assessment publishers’ mandatory policies and requirements for establishing and

operating an HSE testing center.

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MCCB must provide formal approval prior to HSE test administration by any prospective HSE

testing center, including any required signed agreements between the test publisher or publishers,

MCCB, and the HSE testing center.

HSE Program Definitions:

• Test Center – Testing site that holds an HSE test center agreement with the MCCB, Office

of Adult Education and High School Equivalency and their respective HSE assessment

vendors.

• Addendum Site – Site at which testing can occur, but the site does not have a separate test

center agreement. Test centers are responsible for the addendum sites.

• Chief Examiner/Administrator – Individual responsible for conducting a secure and

legally defensible HSE testing program. Chief Examiners must have a high school diploma

or equivalent; must not receive material compensation from any HSE vendor; and must be

trained as an HSE Chief Examiner and an HSE Examiner.

• Examiner – A role responsible for administering and conducting HSE testing in a secure

and legally defensible manner. Examiners must have a high school diploma or equivalent;

must not receive material compensation from any HSE vendor; and must be trained as an

HSE Examiner and an HSE Proctor. A testing program may have several examiners.

• Proctor – A role responsible for conducting an HSE test session in a secure and legally

defensible manner. Proctors must have a high school diploma or equivalent, must not

receive material compensation from any HSE vendor, and must be trained as an HSE

Proctor. A testing program may have several proctors.

• Candidates – Individuals who are eligible to sit for an HSE test.

MCCB will consider the establishment of HSE testing centers at the following locations:

• State and local government education entities such as colleges and school districts

• Nonprofit organizations focused on education or workforce development

• Nonprofit organizations with a community-based mission

• For-profit organizations.

• The State Administrator may consider an application from a for-profit organization only

when a demonstrated need is not met by nonprofit or governmental organizations

*** The testing center must be open to the public, unless it is housed in an institutional, residential

program such a correctional facility.

Requirements for Opening HSE Test Centers Testing centers must:

• Follow all MCCB and state-approved HSE test publisher policies and guidelines.

• Provide suitable physical facilities, according to the requirements outlined by state-

approved HSE test publishers.

• Provide unbiased, qualified testing program staff to administer and oversee the testing

program. in accordance with state-approved HSE test publisher guidelines.

• Participate in any training required by MCCB and state-approved test publishers.

• Participate in required MCCB meetings for HSE testing centers.

• Agree to the test price schedule set by MCCB.

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• Provide full HSE testing support services, which include:

a. convenient testing schedules based on community need

b. an emergency plan for handling testing interruptions and irregularities

c. information to help candidates make informed decisions about testing, remediation, and

transitioning to postsecondary education

d. accessibility and availability of information on test accommodations for HSE

candidates who qualify, and

e. sign all appropriate agreements and memoranda of understanding.

• Assure test security by:

a. complying with all security policies and procedures required by state-approved HSE

test publishers

b. providing secure storage, handling, and shipment of state-approved HSE testing

materials

c. promptly returning all restricted testing materials to state-approved HSE test publishers

upon request

d. conducting all required inventories, and

e. cooperating with state-approved HSE test publisher in the event of a test compromise.

MCCB will review applications of prospective HSE test centers on an as-needed basis.

Organizations that wish to establish a new state-approved HSE testing center must contact the

MCCB High School Equivalency program at:

Mississippi Community College Board

Office of Adult Education & High School Equivalency

3825 Ridgewood Rd.

Jackson, MS 39211

601-432-6518

• The proposed test center will submit a New Test Center Questionnaire form and any other

documentation required by the State HSE Administrator.

• The State HSE Administrator may request addition information and may schedule a site

visit by MCCB staff.

• The MCCB will review application information and make a final determination with

regards to approving a prospective HSE test center.

• If the MCCB determines an additional state-approved HSE test center is not warranted, the

State HSE Administrator will notify the applicant of the decision in writing.

• If the MCCB determines an additional state-approved HSE test center is warranted and the

proposed test center meets the qualifications, the State HSE Administrator will contact

local area test centers to inform them that another test center may be opening, and contact

the representative of the proposed test center to discuss expenses, the vendor application

process, timeline, and related startup activities.

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Establishing an Addendum Test Center

When establishing a new HSE test center is not an option, an established HSE test center may

request approval from MCCB for a transportation addendum. This addendum would allow

Examiners to transport testing materials to conduct testing at an approved off-site location, called

an addendum testing site. The main testing center would be responsible for the location and all

HSE testing occurring at the addendum site.

Eligible Addendum Site Locations

Examples of acceptable addendum sites include, but not limited to, the following:

• public libraries

• local jails and corrections camps

• workplaces that provide instruction

• nonprofit and other community organizations

• educational institutions where a low overall testing volume would not justify establishing

an HSE testing center

All test administration at addendum sites must be performed by trained examiners and proctors

that meet all the requirements established by the state and the respective test publishers.

Requirements to Establish an Addendum Testing Site

The Test Center Chief Examiner must provide justification in writing of the need to test at the

proposed site and assurance that the addendum site is a suitable facility for HSE testing. The Chief

Examiner must also ensure that only approved HSE Examiners will transport secure testing

materials, and that appropriate inventory procedures will be followed for any testing materials

transported to an addendum site.

When establishing an addendum site, test coordinators are expected to ensure that:

• secure materials are always transported in a locked container

• proper inventories of testing materials occur at the following intervals:

• before leaving the main testing center

• upon arrival at the addendum site

• immediately before and after administering the tests

• upon returning to the main testing site

• secure materials are never stored at an addendum site

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SECTION 8: HIGH SCHOOL EQUIVALENCY ASSESSEMENTS,

COMPETENCY-BASED DIPLOMA, & DIPLOMA SENDER

Additional Resources, Forms, & Checklists

• HSE Resources

• High School Equivalency Diploma Options

• Competency-Based Diploma – Fact Sheet

• Competency-Based Diploma Application

• Test Center Application

• Transcripts/Diplomas Requests

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HSE RESOURCES

Diploma Sender

www.diplomasender.com

Phone: 855-313-5799

Email: [email protected]

Address: PO Box 722050, Norman, OK 73069

GED Testing Service

Tester Registration: www.ged.com

Educators & Administrators: www.gedtestingservice.com

Customer Service Phone: 877-392-6433,

help@gedtestingservice.com

Testing Center Service line: 1-866-389-3665

Pearson VUE Support for Testing Centers: 800-704-3613

Transcripts: https://parchmentsupport.force.com/GED/s/test-takers

HISET

Test Administration Services

Email: [email protected]

Website: http://hiset.org/

Address: PSI 3210 E Tropicana, Las Vegas, NV 89121

NOTE:

When contacting test publishers, please be prepared to provide your name, site name, site number

(if known), the system in question (i.e. Online Registration System, Online Assessment System,

or the Online Reporting System), and your username and password.

Please keep a record of the date, time, name of the customer service representative, and your case

number (if applicable).

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MISSISSIPPI HIGH SCHOOL EQUIVALENCY DIPLOMA OPTIONS

Mississippi Community College Board

Office of Adult Education and High School Equivalency

3825 Ridgewood Road, Jackson, MS 39211

601-432-6518 www.mccb.edu or

www.skillupmississippi.com

Email: [email protected]

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Mississippi Community College Board

Office of Adult Education & High School Equivalency

Competency-Based High School Equivalency Diploma

Fact Sheet

What is the Mississippi Competency-Based High School Equivalency Diploma (HSED)

Option? The MS Competency-Based High School Equivalency Diploma Option is an alternate

HSED. It is embedded with both academic standards and industry recognized credentials for

students enrolled in the Mississippi Integrated Basic Education and Skills Training (MIBEST)

program or an Integrated Education and Training (IET) Pathway. Instruction is designed to

recognize the academic learning that occurs within the training programs. Essentially, the

academic learning occurs through authentic, real-world problems and projects completed within

the industry credential training. Mastery of content and competencies, as well as use of existing

assessments for pre- and post-testing, such as TABE (Test of Adult Basic Education) and ACT

WorkKeys®, is the form of assessment used in lieu of the GED or HiSET norm testing.

Why is this option important for participants? A postsecondary degree or relevant job

certification is the “new minimum” needed to meet the demands of an increasing knowledge-based

workforce with the means to excel in rewarding careers and growing family incomes. However,

the route to postsecondary education comes to an abrupt halt if an individual does not have a high

school diploma or HSED.

Who is this option for? This option is for participants looking to complete their high school

equivalency through a local adult education program.

How can participants register for this option? Participants may contact any local adult

education program to learn more about participating in this option.

What is the cost? $25.00 processing fee paid directly to Diploma Sender.

What instruction will students receive? All adult education instruction has been federally

mandated to include College and Career Readiness Standards (CCRS). The CCRS for Adult

Education report presents content most relevant to preparing adult students for success in college,

technical training programs, work, and citizenship with emphasis in the areas of English language

arts/literacy and mathematics.

Is this option recognized by the State of Mississippi and transferable outside of Mississippi?

Yes. Mississippi Code: 37-5. Participants completing this option, will receive the Mississippi

High School Equivalency Diploma (HSED).

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What credit hours will be accepted? Credit hours earned in a MIBEST program or designated

Integrated and Training Pathway will qualify for this completion option as long as it meets the

definition of an IET as defined by WIOA. WIOA definition of Integrated Education and

Training: means a service approach that provides adult education and literacy activities

concurrently and contextually with workforce preparation activities and workforce training for a

specific occupation or occupational cluster for the purpose of educational and career advancement.

IET represents a wide spectrum of services to build foundational, employability, and occupational

skills.

What are Industry-Recognized Credentials? High-quality credentials are recognized by

multiple employers across an industry. To help better identify and prioritize such credentials, the

following uniform definition of “industry-recognized” is the standard definition to be used to

determine if a credential meets the requirements for awarding a Competency-Based High School

Diploma. The term ‘‘industry-recognized,’’ used with respect to a credential, means a credential

that:

● must be awarded in "recognition of an individual's attainment of measurable technical or

occupational skills necessary to gain employment or advance within an occupation” (ETA)

● is sought or accepted by employers within the industry or sector involved as a recognized,

preferred, or required credential for recruitment, screening, hiring, retention, or

advancement purposes

● is endorsed by a nationally recognized trade association or organization representing a

significant part of the industry or sector

What are the minimum requirements for achieving a Mississippi Competency-Based HSED?

Upon completion of the following components, participants will be awarded a MS High School

Equivalency Diploma (HSED) validated and issued by the State of Mississippi, Mississippi

Community College Board. All HSEDs are distributed through Diploma Sender.

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Completion Requirements

1. Eligibility

• Must be a Mississippi resident

• Not enrolled or required to be enrolled in school under the compulsory school law

• Has not received a valid high school diploma or a High School Equivalency Diploma

(HSED)

2. Enrollment in Adult Education Program

• Meet with College and Career Navigator

• Create Student Success Plan

• Student portfolio

• Register with MS WORKS

• WIOA Common Case Management Technology (Hub)

• Identify Barriers

• Referrals to core agencies

3. Obtain a minimum scale score of 563 in Reading and 577 for Total Mathematics on

the Test of Adult Basic Education (TABE) for Educational Functioning Level 4. ***

Applicants are required to submit TABE Portfolio for all assessments. TABE

Assessments submitted must comply with the Mississippi Adult Education Assessment

Policy to be valid.

4. Enroll and complete a minimum of 12 hours of instruction in an Adult Education

Program.

College & Career Readiness Standards - All students will receive instruction in reading,

writing, and math aligned with the College and Career Readiness Standards required by the

Office of Career, Technical and

Adult Education https://lincs.ed.gov/professional-development/resource-

collections/profile-521

5. Earn 15 college credit hours through a MIBEST program or designated Integrated

Education and Training Pathway.

● Prior Learning Assessment/Credit by Examination college credits are

allowable

● Developmental education credits excluded

● Minimum GPA: 2.0 or higher

6. Earn a Mississippi Smart Start Credential

● Basic Skills – National Career Readiness Certificate

● Career Exploration/Employment Preparation

● Necessary Skills – (soft skills)

7. Earn a National Career Readiness Certificate (NCRC)

Applied Math

Level 4 or higher Silver

Workplace Documents

Level 4 or higher Silver

Graphic Literacy

Level 4 or higher Silver

8. Earn an Industry-Recognized Credential

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COMPETENCY-BASED HIGH SCHOOL EQUIVALENCY

DIPLOMA OPTION

Application

Date of Application: ________________Adult Education Program: ____________________

Student Name:

_____________________________

SSN: _____ -____-_____ DOB: _____/_____/_____

Address: ______________________ City: ___________ State: MS Zip Code: __________

Student Email Address: ___________________ Student Phone Number: ________________

Applications will be processed by the Office of Adult Education. Incomplete applications will

be returned.

Application and all documentation should be mailed to:

Mississippi Community College Board Office of Adult Education

3825 Ridgewood Road Jackson, MS 39211

Application Requirements:

__________ Copy of Driver’s License or state-issued I.D.

__________ For 16- and 17-year-olds Only: Attach a copy of withdrawal form from

school district in which the student resides)

__________ Copy of Student’s TABE Testing Portfolio. (Minimum scale scores:

563 for Reading and 577 for Total Mathematics for Educational

Functioning Level 4)

__________ Copy of college transcript verifying 15 hours of college credit earned

__________ Copy of Mississippi Smart Start Credential including credential number

__________ Copy of National Career Readiness Certificate: SILVER

__________ Copy of Industry Recognized Credential

Adult Education Director: ____________________ ____________ Date: ____________

Print Name Signature

Office of Adult Education ONLY:

Date Uploaded Diploma Sender: _____________ Verified by: ___________________

HSE Director: ________________________________

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Note: The Office of Adult Education will upload documents via a secure site to Diploma Sender.

Applicants will receive an email from Diploma Sender with instructions for ordering a

complimentary diploma and transcript. The $25.00 application processing fee will be paid directly

to Diploma Sender at the time of order.

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Mississippi Community College Board

Office of Adult Education & High School Equivalency

Prospective Mississippi High School Equivalency Test Center Application

Official testing centers are approved by the test publisher, in consultation with the State HSE

administrator when the following have been documented:

Name of the proposed test center:

Click here to enter text.

Contact for Proposed Test Center:

Click here to enter text.

Proposed start date:

Click here to enter a date.

Test center physical location:

Click here to enter text.

Proximity to nearest HSE test center:

Click here to enter text.

Planned test taker annual volume:

Click here to enter text.

Tests proposed to be offered:

 GED Computer-Based

 HiSET Computer-Based

 HiSET Paper-Based

Is there dedicated space for

computer-based testing?

 Yes

 No

 Planned

Number of computer test stations:

 Current: ___________

 Planned: ___________

 Total (Current & Planned): _________

Do you have at least two staff who

are not involved in HSE instruction?

 Yes

 No

Does your test center propose to

serve the community, or a specific

group of testers?

 Community

 Specific group of test takers or students

 Both

Please outline and document the

need for a high school equivalency

testing center at your proposed

site, based on geographic location

and testing volume in the region.

Attach additional documentation

as necessary.

Click here to enter text.

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Please submit photos of your proposed testing center.

● Floor Plan

● Test Administrators Position

● Test Administration Area

● Test Delivery Area

● Reception/Check-in Area

● Neutral Background at Reception/Check-In Area (*Pearson VUE only)

● Lockable Area

● Photo-Other

● Special Accommodations Testing Area

● Building Exterior

If one video illustrates all aspects of your test center, submit one file under Video - Other.

The application is not considered complete until photos/videos have been submitted.

● Preferred photo formats: .jpg, jpeg, png, gif, pdf. Also acceptable: doc, docx, xls, xlsx.

● Acceptable video formats: mpg, flv, avi, mov, mp4.

As Test Center Administrator, I agree to fulfill all state and test vendor requirements in

this application and the Memorandum of Agreement.

______________________ ___________ _______________________ ___________

Test Center Administrator/ Date State Administrator Date

Chief Examiner

Submit completed questionnaire and any supporting documentation by email, [email protected],

or by postal mail to:

Mississippi Community College Board

Office of Adult Education & HSE

Attn: Beth Little

3825 Ridgewood Rd.

Jackson, MS 39211

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Testing Area Set-Up

Photo/video checklist for HSE Test Centers

If the photos/videos are not ready, proceed to the end of the application, print a copy for yourself,

then click Submit. A confirmation email that contains a link for submitting the photos/videos at a

later time.

● Submit either photos, videos, or a combination of both - whatever is easiest.

● If one video illustrates all aspects of the test center, submit one file under video - other.

● The application is not considered complete until photos/videos have been submitted.

● Preferred photo formats: .jpg, jpeg, png, gif, pdf.

● Also acceptable: doc, docx, xls, xlsx.

● Acceptable video formats: mpg, flv, avi, mov, mp4.

Floor Plan

Submit a floor plan (hand-sketched or digital) of test center layout, showing the location of the

check-in, test administrator, lockable storage, and testing stations.

Test Administrator’s Position

This photo should indicate where the administrator will be located during delivery of the exams.

The photo should also indicate the administrator's table and chair in the test room if monitoring

will be done in the test room during exams.

Test Administration Area

This photo should indicate the administrator's view of the candidates. All of the delivery

workstations, including the desktop of each workstation, should be visible. If monitoring will be

done via a viewing window, the photo should be taken from the test administrator's position,

showing what can be seen through the window from that position. If monitoring will be done via

camera, the photo should be of the screen the test administrator sees, showing that all candidates

can be continuously and simultaneously monitored. If monitoring will be done in-room, please

provide photo(s) taken from the test administrator’s seated position of all testing stations.

Test Delivery Area

This photo should indicate all test PCs being requested for approval.

● Each workstation must be separated from the neighboring workstation by at least 4 feet

(1.2m), or a partition.

● Partitions should be solid, permanent partitions or walls that are at least 1.5m (5’) in height

and extend outward from the wall at least 1.2m (4’).

● Desktop partitions are acceptable as long as the height measured from the floor is at least

● 1.5m (5’), and the width measured outward from the wall is 1.2m (4’).

● Cardboard partitions are not acceptable.

● If there is not enough space between the workstations, you may use alternate workstations.

Reception and Check-In Area (Pearson VUE Only)

The check-in/reception area must be near, but not inside, the test room. The check-in process must

be performed before allowing a candidate to go into the test room. The check-in/reception area

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must show that there is a desktop PC for checking in candidates. Photos should also show available

seating for candidates who arrive early.

Neutral Background at Reception / Check-In Area

A neutral background is required in the check-in area to provide a background for the digital photo

of the candidate (e.g., white painted wall).

Lockable Area

Provide a photo of the lockable area where candidates will secure items outside of the testing area

(e.g., lockers, lockable cabinet, lockable drawer). The locking mechanism must be visible in the

photo (e.g., if it's a key lock, the key must be in the lock).

Photo - Other

To be used if there are any additional photos.

Special Accommodation Testing Area

Provide a photo of the test delivery workstation that can accommodate candidates with disabilities.

This photo should illustrate how the candidate will be monitored as described in the Test

Administration Area above.

Building Exterior

Provide a photo of the exterior of the building showing the address, school/company signage, and

the parking area. If the testing site is located in a building without individual signage, please

provide a photo of the building directory, which clearly lists your company’s name.

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COMMUNITY COLLEGE BOARD

3825 Ridgewood Road • Jackson, MS 39211

(601)432-6518 • skillupmississippi.com

The Mississippi Community College Board no longer processes High School Equivalency

Transcripts and Diplomas. All requests should be completed through Diploma Sender.

Please follow the directions below to request copies of your documents. Note: GED requests

from federal corrections and military bases require specific procedures.

Requests for High School Equivalency (HSE) Transcripts & Diplomas

DIPLOMA SENDER

All requests for official copies of HSE Diplomas and Transcripts, as well as verification of

completion of an HSE Diploma, are completed through Diploma Sender at

www.diplomasender.com. This includes verification for third‐party agencies such as employers

and verification agencies. Adult education programs may not provide scores or verification for

employers or other agencies (including schools). No HSE Diplomas or Transcripts can be

provided by the Mississippi HSE office.

Note: Use your First/Last name, Date of Birth, and unique ID number assigned by the test provider

to register. If you’re unsure of your ID number, see guide below for help.

Information about ID numbers:

● GED ID- 16-digit ID beginning with the year you tested. i.e. 2016xxxx-xxxx-xxxx

● HiSET ID- 8-character ID number containing letters and numbers. i.e. ABC12345

GED

- www.ged.com

HiSET

- https://hiset.org/

Directions for Requests:

1. Go to the following website: www.diplomasender.com

2. Login or Register to Create an Account

3. Select the state in which you took your test: Mississippi

4. Choose Continue

5. Select “No” when asked, “Did you graduate from a local or 4-year high school?”

6. Select Continue

7. Create a User Name and Password

a. Enter your email address as your username for Diploma Sender

b. Enter your phone number

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c. Click on the box to accept the Conditions of Use and Privacy Policy

d. Select Continue

e. Create a password to use for Diploma Sender

f. Must be a minimum of eight (8) characters long (case sensitive)

8. Provide the requested information (test date(s), identification/security questions)

a. If candidate took the test before 2013, the (GEDTS, HISET, or TASC) I.D. is

their social security number. If tested in 2014 or later, use the test provider’s

unique ID number. (Directions will be on the screen.)

9. Select Continue

10. Diploma Sender will generate your documents

11. Select the desired documents (diploma or transcript), include ordering details, provide

consent, and make payment (see website for amount.)

Technical Support: For technical support regarding requests for transcripts and diplomas, contact

ITsupport@diplomasender.com.

State Corrections and Probation Offices

Diploma Sender will process requests for all HSE transcripts and/or diplomas from state

correctional facilities and probation offices. Follow the same steps listed above.

Federal Corrections

Testers who took the HiSET or TASC exam in a federal correctional facility can obtain their HSE

documents through Diploma Sender. Follow the same steps listed above.

Note: Testers who took the GED exam in a federal correctional facility can obtain their GED

credential through GED Testing Service. Follow the steps listed below.

Directions for Requests through GED Testing Service:

1. Go to www.GED.com

2. Click on the top tool bar, “Grads and Transcripts”

3. On the page, “Request Your Transcript,” select the appropriate option:

4. If you earned your GED credential in 2014 or later, login to request your transcripts

5. If you earned your GED credential before 2014, enter your location in the drop-down to

request your transcript. Importantly, select “Federal Bureau of Prisons”

6. Once logged in, select which documents (diploma or transcript) you want, including

ordering details, giving consent, and making payment (see website for amount.)

Military

Testers who took the GED test at military testing centers can obtain their HSE documents through

DANTES (Defense Activity for Non‐Traditional Education Support).

For additional information and resources, visit www.mccb.edu, or www.skillupmississippi.com.