ANNUAL PROGRAM REPORT ADULT BASIC … PROGRAM REPORT ADULT BASIC EDUCATION Program Year 2013-2014...

ANNUAL PROGRAM REPORT

ADULT BASIC EDUCATION

Program Year 2013-2014

Alamo Navajo ABE Program Alamo Navajo School Board, Inc.

FY2013-2014

Submitted

August 21, 2014

Marlene Herrera, Director P. O. Box 5907

Alamo, New Mexico 87825 575-854-2609 ext. 1403

575-854-2545 (fax) [email protected]

mailto:[email protected]

10/17/2014

Annual Program Report Checklist

2013-14

Complete Cover Page

Complete Program Overview & Narrative

Complete Section I (Student Data)

Complete Section II (Fiscal and Budget)

Complete Section III (Evaluation of Program Effectiveness)

Complete Section IV (WIA Activities, $$ spent, and partnerships).

Complete Section V (EL Civics activities)

Complete Section VI (Other – family literacy, workplace, distance, institutional, etc.).

Complete Section VII (Professional development).

Complete Section VIII (Cost Survey)

Attachments:

Attach list of the communities that your program now serves, showing the

number of students (with 12 + hours) served in each community, AND the list of

program sites where you offer services.

Attach waitlist of students requesting services (including wait-time).

Attach list of counties requesting services (including estimated number of students

served in each county).

Attach list of teacher qualifications with annual report.

Attach list of data technician certifications (e.g., LACES, NRS) with annual report.

Attach list of names of all staff certified on state approved assessments with annual

report (include type of assessment).

Are Time and Effort Reports on file at your institution/program? (Check if yes)

Attach complete, accurate NRS Tables 1-14.

Optional:

Student picture (and accompanying bio/story of a recent success story in your

program). Please be sure to have the student sign an information release, as this

information may be used in State or Legislative Awareness marketing activities.

Does your program have any relationship with a legislator (describe).

Describe specific support or technical assistance needed from the State Office

10/17/2014

Annual Report Narrative

Program Overview & Narrative

Please provide a program overview and narrative, including description of program,

geographic service area and demographics. (Maximum 3 pages).

Program Abstract

The Alamo Navajo School Board, Inc. (ANSB), is a non-profit 501(c)3 organization and the

applicant and lead partner/fiscal agent for this Adult Basic Education Program. ANSB

operates under resolutions from the Alamo Navajo Community and from the Navajo Tribe.

ANSB was organized within the Alamo Navajo Chapter Community to establish and operate

Federal and State programs that serve the people of Alamo under Contracts, Grants, or

Cooperative or Joint Powers Agreements.

The Adult Basic Education Program is located on the Alamo Navajo School Board,

Inc. campus in West Central, New Mexico. The Alamo ABE program primarily serves the

Alamo Navajo community. The ABE program welcomes surrounding areas and local

ranches, however, because of the distance and isolation factors, it is difficult to attend classes.

The ABE program is located in a two-story building and shares classrooms with the Alamo

Navajo Community High School. ABE basically has one dedicated classroom, one computer

lab with twelve computers, and shares a larger classroom that includes two polycoms, 15

computers, and a large monitor for ITV classes. TABE testing is conducted in the computer

lab. All computers have the PLATO computerized instructional program installed. For

Keyboarding (computer literacy) classes, a keyboarding pro deluxe software is installed for

Keyboarding I and II classes.

The Division of Community Services is home to the one-stop programs for Adult

Basic Education (ABE), Workforce Investment (WIA), and Native American Career and

Technical Education Programs (NACTEP). There are ten individuals who operate the

programs under the Division of Community Services. ABE federal and state funds support

one ABE instructor, a Data Tech/Case Manager, and one ABE Coordinator.

Direct instruction is based on individualized, small group, and depending on program

services, instruction can be large group instruction. Pre-GED and GED textbooks and

consumables are available to students who are studying for the GED. The Alamo ABE

program recruits for tutors in the local areas to run a tutoring or study skills class and/or to

meet with student individually on academic needs. The program is made available to

community each day Monday through Friday from 8AM to 5PM. Native American literature

is available to students for independent reading. A reading club is encouraged for students to

partake in.

The Alamo GED center is not yet fully approved. With the changes and requirements

of Pearson Vue, there are some elements that need to be put in place before an official visit

can be made to approve the site.

10/17/2014

Poverty and unemployment have been insurmountable obstacles to Alamo Community

members who have not been in the mainstream and have no experience interacting with the

mainstream. Historically, clients who went off-reservation had difficulty in completing these

programs due to barriers created by lack of transportation, affordable housing, childcare and

other support resources. A majority of clients requesting assistance in postsecondary

education or training are single parents with young children or older clients with families.

They do not have the support services to live off-reservation, maintain their program of

education, and maintain their family responsibilities. In addition, mainstream institutions do

not have services of personal counseling, etc. that assist clients in maintaining their

educational program as well as accessing the support services so necessary to their retention

and success.

DEMOGRAPHICS

The isolation, setting, and environment of the Alamo Navajo Reservation have a major impact

on the educational goals and aspirations of the Alamo Community. The Reservation consists

of 63,109 acres of arid rocky land in west central New Mexico. Alamo is one of the most

isolated reservation communities in the entire state. A paved road (1982) connects the

Reservation with the nearest town, Magdalena. Magdalena (pop. 800) is located 32 miles

south of the Alamo Navajo Chapter. Socorro, New Mexico is the county seat and only nearby

town of appreciable size. Socorro is 70 miles away. To seek services, clients must travel to

Albuquerque or Socorro. Travel time to Albuquerque alone is 5 hours roundtrip. The lack of

cars or cars in good repair and the rising costs of fuel also contribute to this problem

significantly. Geographic separation from the mainstream of the state has caused a

communications and services gap for the Alamo Navajo people. The distance to services for

postsecondary education, staff development, and curriculum diversity is financially and

physically prohibitive for community members who are already educationally and financially

disadvantaged.

Community Population and Economic Data

Alamo Socorro

County

New

Mexico

Navajo

Nation

USA

Population 2,0351 17866 2,059,179 178,100 308,745,528

Per Capita Income $8,481 $18,206 $23,537 $10,248 $27,915

% Unemployed 14.5% 6.2% 8.2% 24%

8.7%

% Not in Labor

Force

63.5% 53.2% 38.4% 54.2% 35.2%

% Native

American

96.7% 10.2% 9.1% 94% .9%

1 Source: Census 2010.

10/17/2014

%Living in

Poverty

43% 27.4% 19%% 37.2%% 10.5%%

% < HS Education 40.4% 22.2%% 17% 27.9% 14.6%

Some College 10.1% 19.2% 23.6% 20.9% 21%

Associate Degree 2.3% 4.7% 7.3% 9.6% 7.6%

Bachelors Degree 3% 11.3% 14.7% 5.1% 17.7%

Masters Degree 0.26% 9.8% 10.8% 4.2% 10.5%

% Limited English 43.7% 14.2% 9.7% 8.7%

Public Assistance 9% 4.1% 2.6% 9.4% 2.6%

Food Stamps 41.4% 17.8% 11.2% 28.5% 10.2%

Median Age 30.4 36.3 36.7 37.2

As seen on the above chart, the population of Alamo represents over 11% of the total

county population and the Native American population in the county primarily resides on the

Alamo Navajo Reservation. The data documents the isolation and poverty of the Alamo

Community in its relation to the rest of the county, the rest of the state, and the rest of the

Navajo Nation. Alamo is one of the poorest Reservation communities in the State of New

Mexico with a 14.5% unemployment rate, with an additional 63.5% of the population not in

the labor force, and 43% of the population living under the poverty level.

STUDENT DEMOGRAPHICS

At the end of Program Year 2014, The Alamo ABE program enrolled 68 students, which is a

decrease over the past five years as seen by the chart:

10/17/2014

There are several factors for the decrease in enrollment. One, is the lack of an ABE

Instructor. It is very challenging to recruit instructors from outside the reservation. Because

of the isolation and rural factor of the area, individuals are not committed to staying around

for longer than a year or two. The ABE Instructor left the ABE program once again in April

of 2014, leaving the program without an Instructor to start the new fiscal year. The existing

staff however, are familiar with administering the PLATO instructional software program and

TABE assessment. Recruitment of part-time instructors from the local school and Early

Childhood Center is a way of soliciting part-time instructional help.

10/17/2014

Section I. Student Data

This section collects information related to student participation.

1. Please indicate total student count (active enrolled) 68

2. Please indicate the number of instructional hours.

3. Please enter the total number of students on waitlist

(Please breakdown by community)

There is no waiting list for the Alamo ABE program. The

Alamo community is the only population that receives ABE

Services. Local schools have been notified of the services,

However, because of the distance, it would be impossible for

Students to travel over 30 miles one way to attend classes.

Section I. Student Data (continued)

4583.80

0

10/17/2014

Please enter the following information regarding student count/hours.

Students with 12 hours or more

Total count of students with 12 + hours 68

Total contact hours for students with 12 + hours 4583.80

Average contact hours for students with 12 + hours 67.40

Average contact hours for students experiencing level gains 100 hrs.

Count of all HSE graduates with 12 + hours 6

Count of HSE en Español graduates with 12 + hours

Retention Rate (Divide Column B of Table 4b/Column B of Table 4) 50%

Students with less than 12 hours

Total count of students with less than 12 hours 0

Total contact hours for students with less than 12 hours 0

Count of all HSE graduates with less than 12 hours 0

Count of HSE en Español graduates with less than 12 hours N/A

All Students (regardless of hours)

Total student count 68

Number of total instructional hours 4583.80

II. Fiscal and Budget Activities

10/17/2014

This section collects program information related to fiscal management.

1. Please enter the frequency with which you monitor your budget

Semi-annually

Quarterly

Monthly

Other

2. Please indicate your relationship with the State ABE Division Business Office

5 = Strong, Responsive

4 = Very Good

3 = Fair

2 = Inconsistent

1 = Weak, Unresponsive

Please enter any comments/requests related to fiscal services

10/17/2014

II. Fiscal and Budget Activities (continued)

Initial State Allocation Amount and Expenditures

Please indicate the amount of your program’s initial STATE

ALLOCATION.

Please indicate the amount that has been expended from the

initial STATE ALLOCATION (to date).

Please indicate the OUTSTANDING BALANCE of STATE

FUNDS

Initial Federal Allocation Amount and Expenditures

Please indicate the amount of your program’s initial FEDERAL

ALLOCATION.


initial FEDERAL ALLOCATION (to date).

Please indicate the OUTSTANDING BALANCE of

FEDERAL FUNDS

EL Civics Allocation Amount and Expenditures

Please indicate the amount of your program’s initial EL

CIVICS ALLOCATION


initial EL CIVICS ALLOCATION

Please indicate the OUTSTANDING BALANCE of EL

CIVICS FUNDS

$17,514

$16,847.72

$85,194

$79,029.37

0.00

0.00

$666.28

$6,164.63

0.00

10/17/2014


Instructional Materials Allocation

Please indicate the amount of your program’s

INSTRUCTIONAL MATERIALS ALLOCATION

Please indicate the amount of your program’s

INSTRUCTIONAL MATERIALS CARRY-OVER from

previous year

Please indicate the INTEREST EARNED on INSTRUCTIONAL

MATERIALS funds

Please indicate the amount of RECOVERIES from

LOST/DAMAGED/DESTROYED INSTRUCTIONAL

MATERIALS

Please indicate the OUTSTANDING ENCUMBRANCES related

to INSTRUCTIONAL MATERIALS

Please indicate the EXPENDITURES related to

INSTRUCTIONAL MATERIALS

Please indicate the CASH BALANCE related to

INSTRUCTIONAL MATERIALS

Program Income Activities

Please indicate the amount of PROGRAM INCOME generated

from your program (this program year)

Please list the PROGRAM INCOME EXPENDITURES below:

$1,279.57

0.0

$3,617.74

0.0

0.0

0.0

$1,034.53

$3,862.78

10/17/2014


Total Program Expenditures

1. Please indicate the TOTAL EXPENDITURES

Cost per Student/Contact Hour

1. Please indicate the Cost per Student (ABE/ESL/EL Civics)

(Add State dollars + Federal Dollars spent / Total Number of Students with 12+ hours)

2. Please indicate the Cost per Contact Hour

(ABE/ESL EL Civics)

(Divide Total Expenditures / Total Number of Contact Hours)

$1,510

22.40

$95,877.09

10/17/2014

III. Evaluation of Program Effectiveness

This section collects program information related to program performance and demonstrated

effectiveness.

Program Standards

1. Please indicate your total NRS enrollment (from Table 4)

2. Please indicate your program’s overall level gains rate

(Column H from Table 4)

3. Please indicate your program’s attrition rate

(Column F/B on Table 4)

4. Please indicate your program’s retention rate (number of students

from Column B on Table 4 that are reported on Column B on

Table 4B)

5. Please indicate your program’s post-test rate

(Column H from Table 4B)

6. Please indicate the number of annual goals met (to date)

7. Please indicate if you are submitting this program performance

report by the deadline

Yes No

68

30.88%

49%

61.76%

7 of 10

34%

10/17/2014

III. Evaluation of Program Effectiveness (continued)

Program Effectiveness

1. Describe progress toward meeting 70% of annual goals 40% of overall level gains,

and reducing attrition. Use data, graphs, or charts to highlight points. (1 page).

EFL Total Enrolled Total

Attendance

Hours

Percentage

Completing

Level

Alamo’s

Projected Goal

State

Performance

Goals

ABE

Beginning

Literacy

4 253.30 50% 20% 43%

Comment: Alamo Navajo ABE exceeded this level. Two of the four adult learners

successfully made a level gain which is 50%. The two students were persistent in achieving

their goal of making a level gain. There was an average of 63 instructional hours.


Attendance

Hours

Percentage

Completing

Level

Alamo’s

Projected Goal

State

Performance

Goals

Beginning

Basic

Education

20 1800 40% 20% 40%

Comment: Alamo Navajo ABE met the 40% goal for the state and it over exceeded the local

program goal of 20%. Eight adult learners completed a level gain. Six adult learners made

two or more level gains, nine separated from the program and three remain at the same level.

There is an average of 90 instructional hours per individual.


Attendance

Hours

Percentage

Completing

Level

Alamo’s

Projected Goal

State

Performance

Goals

Low

Intermediate

Basic

Education

27 1730.25 40.74% 20% 38%

Comment: Alamo Navajo ABE met the goal for the state and local program goal. Eleven

ABE adult learners completed a level, Nine advanced one or more levels, Nine separated from

the program and seven remain in the level.

10/17/2014


Attendance

Hours

Percentage

Completing

Level

Alamo’s

Projected Goal

State

Performance

Goals

High

Interm.

Basic

Education

14 679.75 0 20% 27%

Comment: Fourteen Alamo ABE adult learners tested in the area, unfortunately, no one made

a level gain. This was probably due to lack of attendance and motivation to come to class.

On the average there is about 29 instructional hours.


Attendance

Hours

Percentage

Completing

Level

Alamo’s

Projected Goal

State

Performance

Goals

Low Adult

Secondary

Education

2 85.50 0 0 28%

Comment: There was no projection made for both low and high adult secondary education.

Two students enrolled at this level and instructional hours were not enough to make a level

gain. There was a break in communication that needs improvement. Normally the Alamo

ABE program does not project a percentage for this level. In the future this may change as we

are observing a few students testing in this level.


Attendance

Hours

Percentage

Completing

Level

Alamo’s

Projected Goal

State

Performance

Goals

Low Adult

Secondary

Education

1 35 0 0 28%

Comment: There was no projection made for both low and high adult secondary education.

One students enrolled at this level and instructional hours were not enough to make a level

gain. There was a break in communication that needs improvement. However, there were a

few students who tested in levels D or A and scored 3 and 4 on the NRS. Some of these

students were counted, but is appears one was counted. At this level it is hard to make a level

gain at those high levels and with 35 hours it is a challenge.

10/17/2014

TABLE 4 - Comparison Data - Attendance by Educational Functioning Level for the last five

year. In review of the data it appears Alamo community members TABE into educational

functioning levels 2, 3, and 4. There is lower percentages in the beginning ABE literacy and

Low Adult Secondary and High Adult Secondary education. Attendance is based upon the

types of training programs that become available to students such as HEO (heavy equipment

operator) training. This type of training draws in the community for intake, etc. Selection for

training is based on completion of the intake process, TABE assessment, educational

placement on PLATO individualized instructional program and/or classroom training such as

a pre-requisite class, etc.

7

36

29

10

0 03

29

40

15

40

4

25

37

18

30

5

40 39

25

20

4

20

27

14

2 1

EFL 1 EFL 2 EFL 3 EFL 4 EFL 5 EFL 6

TABLE 4

FY2009/10 FY2010/11 FY2011/12 FY2012/13 FY2013/14

The above chart indicates the number of ABE participants enrolled in EFL levels for the past

five years (Table 4- Total Number Enrolled for each Educational Functioning Level). ABE

enrollment dropped dramatically over the past years, however, this year, there has been more

attention made to meeting the state goals. A staff member was replaced due to non-

performance and lack of motivation and knowledge in meeting the requirements as Data

Tech/Case Manager. Efforts are made to pay careful attention to the data collection and data

entry process aligned with hard copy files. Monthly reviews of the data will be made.

In comparison to the state ABE programs, Alamo Navajo ABE program came in sixth in

meeting 70% of the state annual goals.

10/17/2014

The following chart is from TABLE 4B Educational Gains and Attendance for Pre- and Post-

tested Participants for the past five years. According to TABLE 4B, there has been efforts to

get participants to pre and post-test. There are a couple of participants in EFL 5 and 6 who

probably should have not been entered because this was not part of the local measures. There

were no level gains for students in level 4 for FY2013-14.

EFL 1 EFL 2 EFL 3 EFL 4 EFL 5 EFL 6

FY09/10 4 13 9 8 0 0

Gains 75% 61.54% 33.33% 50% 0 0

FY10/11 0 7 8 3 1 0

Gains2 0 71.43% 50% 0 100% 0

FY11/12 2 8 8 3 2 0

Gains3 0 62.50% 87.50% 33.33% 50.00% 0

FY12/13 1 6 10 4 1 0

Gains4 100% 66.67% 66.67% 0 0 0

FY13/14 2 11 17 4 1 0

Gains5 50% 40% 40.74% 0 0 0

0

2

4

6

8

10

12

14

16

18

10/17/2014

CORE OUTCOMES:

Core Outcome Alamo’s Projected

Percentage

Alamo’s Actual

Percentage

State Performance

Goals

Attained GED 50% 50% 53%

Comment: The Alamo ABE program’s response rate is 66.67% and the Percent Achieving is

100%. This is the first time ever that the Alamo Navajo ABE program had six GED

graduates. The instructional method used during this time was individual one-to-one guidance

with the ABE Instructor. An educational plan was created for each student, they followed it

along with the Instructor.


Percentage

Alamo’s Actual

Percentage

State Performance

Goals

Entered

Postsecondary or

Training

50% 50% 42%

Comment: The Alamo ABE program’s response rate is 61.22% and the Percent Achieving is

41.18%. The Alamo ABE program did not met this performance measure. Many of the ABE

student including a few of the GED candidates enrolled in postsecondary education. It

appears the percentage rates would be higher. According to TABLE 5, 33 entered

postsecondary this year, while last year 36 students entered postsecondary


Percentage

Alamo’s Actual

Percentage

State Performance

Goals

Entered

Employment 20% 20% 25%

Comment: TABLE 5 reads that 49 out of our 68 total enrollment obtained employment for

fiscal year 2013/2014. This is currently being explored to determine if this is correct.

According to the FTP site, this data is also shown. It appears that 49 individuals who

completed the Intake form indicating they are not employed and looking for a job.

According to TABLE 5, 61.22% is the response rate and 83.33% achieved this outcome.


Percentage

Alamo’s Actual

Percentage

State Performance

Goals

Retained

Employment 20% 20% 45%

10/17/2014

Comment: TABLE 5 indicates that 12 individuals retained employment while enrolled in

ABE program. This appears to be correct as ANSBI employees are receiving ABE services

while enrolled in postsecondary education. Many employees need to take up postsecondary

classes to keep their employment and many are finding the work to be challenging and asked

for additional ABE services such as working on PLATO to help build basic skills. The

response rate is 8.33% while 100% is achieving this outcome.

2. Describe challenges and plans to correct program performance deficiencies, and any

professional development used to improve program performance. Provide a short

description and analysis of the trends or patterns based on the student data. For

example, compare data across years, types of curricula, student demographics, and list

the sites where the services were provided. (1 page).

It has been a challenge to work with the community of Alamo. We publicize Adult Basic

Education in the community via local Radio Station. We conduct annual events such as the

annual Community Recognition Day, Harvest Gatherings, Career/College Fair, etc. in the

community to promote Adult Education as well as our other programs. We report to the

School Board the importance of ABE services and make recommendations to the board on

making it a hiring process of local school substitutes to come through the ABE programs as a

referral process for TABE testing to determine basic skills deficiencies and make

recommendations for PLATO instruction and/or if need, small group instruction to help build

basic skills needed to be effective in the classroom. The emphasis behind the need for

workplace education especially for the substitutes is to help them become better prepared for

the classroom with the necessary skills needed to help the instructor with writing lesson plans,

being confident to read fluently to the children, being confident to help students with

homework and assignments, etc. Because we are an educational institution, ABE is a

valuable service to the community who may be thinking about applying for a substitute at the

school. In addition, the individual will gain the necessary academic skills to become

academically prepared to help their child or relative at home and gives them a sense of dignity

and honor to be successful. ANSBI as a venture can also benefit from the ABE programs to

help not only the school but the various divisions in need of basic skill development. There

are various divisions such as Early Childhood that need basic instruction to employees that

need to work on their basic CDA credential for Early Childhood. The Health Division is also

in need of ABE services to help staff members become more effective in report writing, etc.

There are so many benefits for Adult Basic Education, and the Alamo community needs to

recognize the need and start taking advantage of the services. In the future, Alamo will see

an increase in the use of ABE services to retain employees.

3. Describe program successes. Compare program performance between fiscal years,

and provide explanations for differences in data, training received, student

characteristics, retention, or administrative changes. Use data, graphs or charts to

highlight points. (1 page).

10/17/2014

For fiscal year 2013/14, Alamo recognized 6 students who passed their GED. This is the first

time Alamo has had so many graduates. The ABE instructor had a one-on-one instructional

relationship with the students. The students worked independently on the PLATO

computerized instructional program. Close monitoring of the number of hours on PLATO

and supplemental assignments were provided as well as meeting with the Instructor on

specific skills to focus learning. In addition, program staff from WIA (Workforce Investment

Act) and NACTEP (Native American Career and Technical Education Program) counseled

students on what awaits them when they attain their GED.

The Alamo Navajo ABE program performs well in regards to the Core Outcomes. Alamo

ABE prepares community members with the skills needed to prepare for the workforce. It

was surprising to see 49 out of 68 ABE students entered employment. Careful review of the

intake and how it’s completed needs a second look to determine if the intake process is

appropriately followed through. ANSBI, however, employs substitutes for the K-12 school,

Early Childhood, and other divisions. As a hiring requirement, Human Resources refers

students to the Division of Community Services, ABE program for employability skills

training. This is a 16-hour training to prepare local community members for basic

employment needs such as learning how to interview, this is a huge need as students really

don’t understand basic concepts of strengths and weaknesses. The training provides training

in writing a resume, interest letter, conduct mock interviews, communication skills, etc.

There is a huge section in the keytrain computerized software program. It has great

information on career readiness and employability skills. Because of a Native American

Career and Technical Education grant, several employees in the workplace education program

and community members enroll in distance learning classes, online learning, and/or ITV

classes. There are several agreements in place to offer postsecondary classes on the Alamo

Navajo reservation. ANSBI has in place a policy to support community members to work

towards their degree and earn up to 9 credit hours within the fiscal year to receive a step level

increase in pay.

10/17/2014

25

13

2

11

18

4 4

18

84

857

3 1

28

49

12

6

33

0

10

20

30

40

50

60

Enter Employ. Retain Employ. Obtain GED Enter PSEdu/Train.

Table 5 – Core Outcomes

FY09/10 FY10/11 FY11/12 FY12/13 FY13/14

Section IV WIA Activities

For this section, please describe how the program has provided or supported services in the

workplace development, career, employment and training arena. If there is no relationship,

please explain.

1. Please indicate the number of students (12+ hours) served

2. Please indicate the number of contact hours provided

3. Please provide an estimate of FEDERAL FUNDS used to support

WIA related activities and services.

Alamo received $65,000 to provide for in-school and out-of-school youth who are at-

risk of dropping out of high school. For those who are older youth (drop-out), the funds give

students a second chance at education.

4. Is the program is represented on the Local Workforce Development Board LWIB)?

15

180/student

$65,000

10/17/2014

Yes No

5. If your program is not represented on the LWIB, please explain.

6. Describe the kind of services that are provided in collaboration with or through the

local One-Stop.

The Alamo WIA program targets and enrolls at-risk youth 14-21 years of age. The program

will serve 15 youth for fiscal year 2014/15. 70% will be in-school and 30% will be out-of-

school. The WIA program provides youth an opportunity to receive a small stipend for

staying in school with the intent to attain a high school diploma, enter employment and/or

postsecondary institution, and for older youth to make literacy/numeracy gains. The WIA

program provides career assessments, counseling, career planning, job search, outreach

services, placement assistant, and labor market information. For the out-of-school, older

youth, many are referred to the Alamo ABE program for TABE testing and educational

placement on PLATO depending on their pre TABE scores. Many of these individuals do not

possess a high school diploma or GED and in need of educational services. This past

summer a, “None for the Road,” DWI awareness class for those who need a driver’s license

was offered to the youth. Six participants signed up for the class. The Case Manager/Data

Tech for ABE took it upon herself along with another staff member to assist the youth with

this initiative. The youth were recruited, TABE assessments were administered, classes were

scheduled to review the CDL manual along with basic skills up to about 40 hours of

instruction. With this instructional piece, the youth passed their Written Exam and Driving

test. They all received their driver’s license.

V. EL Civics Activities

For this section, if the program received EL Civics funding for 2013-14, please describe all

successful EL Civics activities and services provided by the program..

(If your program does not provide EL Civics services, just indicate N/A).

1. Please indicate the number of El Civics students (12+) served:

2. Please indicate the number of El Civics contact hours:

3. Please list the community partnerships involved in providing EL/Civics services:

N/A

N/A

N/A

10/17/2014

4. What were the intended goals of the program? N/A

5. What challenges were encountered? N/A

6. Describe any highlights or special achievements of the program. N/A

VI. Other Activities

For this section, please indicate the program’s activities in the following areas (if applicable):

Does the program provide Family Literacy services?

Yes No

Is the program involved in Health Literacy services for students?

Yes No

Is the program involved in Financial Literacy services for students?

Yes No

Does the program provide services to Institutionalized Adults?

(Please indicate Federal funds spent)

Yes No $$Federal Funds spent

Is the program involved with TANF-ABE?

Yes No

Does the program serve Distance Education students?

Yes No

Does the program provide Workplace Literacy services?

Yes No

10/17/2014

VII. Professional Development

Please list the professional development activities in which your program participated

(including whether they were in-state, out-of-state, or within your institution):

Please list your program’s participation in professional development activities that were

provided IN-STATE.


provided OUT-OF-STATE.


provided WITHIN YOUR INSTITUTION OR ORGANIZATION.

The staff of the Alamo ABE program attends the annual ABE/NMAEA

Conference held in Albuquerque and/or Santa Fe. The annual conference

provides valuable information in working with Adult Learners.

Staff attend webinars available to ABE, PLATO training when needed, TABE

certification, and Keytrain through the state program

Alamo ABE staff attended the 35th Annual Indian and Native American

Workforce Conference in Sioux Fall, South Dakota. Because of the various

programs operated, this is a required conference. Reporting information and

working with adult learners to gain employment, etc. was provided. Training and

Employment opportunities for the Native American population was provided.

PLATO Training with a PLATO representative

KeyTrain with the state program

Employability Skills Training

Ways to reduce the attrition rate

How to determine retention rates, attrition rates, and overall review of data to

support program and student success

10/17/2014

VII. Professional Development (continued)

Please add any comments related to professional development activities. Please include the

top three choices of professional development activities that you would like to see provided

by the State ABE Division.

1. Keeping up with the Data and improving report writing using Charts, Graphs, Powerpoint,

etc. A workshop on how to create Charts and Graphs will be different using Powerpoint, etc.

2. Ideas to lower Attrition Rates

3. Effective Adult Education Instructional Methods and Strategies – What instructional

materials are most effective for Pre-GED, GED, and basic skill development for the

workforce

Optional:

Student picture (and accompanying bio/story of a recent success story in your

program). Please be sure to have the student sign an information release, as this

information may be used in State or Legislative Awareness marketing activities.

Does your program have any relationship with a legislator (describe).

Describe specific support or technical assistance needed from the State Office

10/17/2014

VIII. Cost Survey

This section collects information that will help the State ABE Division determine the actual

cost of providing Adult Education services in New Mexico. This information ONLY

PERTAINS TO ALL FINANCIAL SOURCES OTHER THAN NMHED ABE

ALLOCATIONS.

DIRECT ORGANIZATIONAL/INSTITUTIONAL SUPPORT COSTS

1. Please indicate the amount of ABE Administration costs

(ABE Personnel costs)

Note: ABE Director/Coordinator, 0 allocation to ABE funds, 100% of salary is

allocated from other program funds. ABE Director is responsible for keeping in

compliance with ABE rules and regulations

2. Please indicate the amount of ABE Faculty costs


Note: ABE Instructor allocated 80% to ABE and 20% to another funding source

3. Please indicate the amount of ABE Classroom Aides/Tutors costs


There is a fee based on educational levels:

a. High School Diploma, $10.00

b. AA Degree, $15.00/hr

c. BA Degree, $30.00/hr

d. MA Degree, $35.00/hr

4. Please indicate he amount of ABE Data Technicians costs


Note: ABE Case Manager/Data Tech allocated 85% to ABE and to other funding

sources

5. Please indicate the amount of ABE Secretarial/Clerical costs


Note: ABE Secretary allocated 20% of ABE funds and 80% to other

source of funding

6. Please enter the amount of Other costs


ABE Operating Costs

1. Please indicate the amount of Instructional Materials/Supplies costs

(ABE Operating costs)

$2,950

10/17/2014

2. Please indicate the amount of Office Supplies costs


3. Please indicate Services costs


4. Please indicate Travel costs


5. Please indicate Other costs


Costs include: Salaries, benefits, indirect costs, etc.

VIII. Cost Survey (continued)

ABE Operating Costs (continued)

6. Please indicate the amount of Equipment purchased


(List items along with associated costs)

N No Equipment for ABE

7. Please indicate the amount of Other costs


$5,300

$5,300

$4,500

$89,858

10/17/2014

Donations

1. Please indicate annual hours contributed – Volunteer Tutors

(1:1 Tutors)

2. Please indicate annual hours contributed – Volunteer Admin

(Receptionist/Front Desk)

3. Please indicate annual hours contributed – Volunteer Vista

(Capacity Building)

4. Please indicate annual hours contributed – Board of Directors

(Organizational Development)

Annual Strategic Planning 24 hours; Board Meetings Monthly – 12 months


Supplies, Materials and Equipment Donated

1. Please indicate value of library donations

(e.g., books)

2. Please indicate value of student miscellaneous donations

(optional items)

INDIRECT (IN-KIND) INSTITUTIONAL CONTRIBUTIONS

Please estimate the annual indirect, in-kind expenses donated by your institution. This refers to all

types of space, infrastructure, and instructional support. For space cost calculations, you can 1)

estimate your institution's fair market rental value per square foot per month, or 2) you can provide the

institution's building renewal and replacement allocation (and cite the source document). At a

minimum, please indicate the approximate square footage of donated space (for NMHED to calculate

at an average rate).

1. Please indicate square footage of donated space

2. Please indicate value per square foot of donated space

N/A

N/A

N/A

$1,200

N/A

10/17/2014

Alternate option:

Please indicate institution’s building renewal and replacement allocation

(Please cite the source document for the amount)

3. Please indicate IT infrastructure and support cost

4. Please indicate number of IT infrastructure and support stations


INDIRECT (IN-KIND) INSTITUTIONAL CONTRIBUTIONS (continued)

5. Please indicate instructional materials (not provided by NMHED)

6. Please indicate mileage between sites

7. Please indicate cost per mile between sites

Other Sources of Support

Additional grants, funding from partnerships, literacy program contributions, etc.

1. Please list other sources of support and their contributions

10/17/2014

Please enter any additional comments that you have regarding program performance,

program support or technical assistance.

The Division of Community Services is home to Adult Basic Education, Workforce

Investment Act, and Native American Career and Technical Assistant Program. Each of

the programs provides assistance to the community of Alamo. Assistance includes a

comprehensive guidance and counseling program at intake to determine needs of the

individual. Community members seek information regarding how to attain a GED, how to

receive financial assistance for postsecondary needs, how to enter postsecondary

education (admission, registration, etc.), assisting students to attend classes at the college

campus, FAFSA for Pell Grants, Campus Visits, how to receive on-site training to attain

an industry-recognized credential (CDL B for Bus Drivers, CDL A for Rocky Mountain

Truck Driving Training, Certified Nursing Assistance Programs, Forestry), how to register

for on-site distance learning classes, employability skills training, TABE assessment,

online food handling training, how to attain a driver’s license, COMPASS assessment

(college entrance exam), secondary CTE for dual credit (DINE College, UNM VC,

WNMU, NTU), etc. etc. There is a wealth of assistance provided to the community of

Alamo.

10/17/2014

Attachments

List of communities served: Alamo Band of Navajo in Socorro County

Waitlist: No waiting list

No other counties requesting services

Data Tech Certifications include LACES, NRS, TABE, etc. (see attachments)

Teacher Qualifications (see attached Position Description)

Time and Effort Reports are on file (see attached sample)

NRS Tables are attached

ALAMO NAVAJO SCHOOL BOARD, INC. Adult Basic Education

Instructor PD

10/17/2014

POSITION DESCRIPTION

TITLE:Adult Basic Education Instructor EMPLOYMENT TERM: Full Time 12 Month

DIVISION: Community Services DEPARTMENT: Adult Education

EXEMPT/NON-EXEMPT: Exempt FUNDING SOURCE: NMABE

QUALIFICATIONS:

Minimum Requirements For Hiring In This Position:

BA/BS degree in education

Three or more years successfully teaching outside of the regular school classroom.

Demonstrates technology familiarity and proficiency, with computer assisted instructional

techniques, and basic knowledge of common adult educational attainment diagnostic tests and the

interpretation of results in terms of appropriate instructional objectives.

Demonstrates ability in developing, implementing and documenting progress on individualized

instructional programs (IEP).

The ability to effectively communicate orally and in writing.

Demonstrates ability to relate to professionals, paraprofessionals, and community people in a

bicultural setting.

INDIAN PREFERENCE: Preferential consideration for employment will be given to

persons of documented Navajo, American Indian or Alaskan Native Tribal membership who

meet the qualifications above, in accordance with the requirements of P.L. 93-638 and the

Navajo Nation Tribal Code.

ADDITIONAL PREFERENCE:

MS/MA degree in education

Valid current New Mexico Teachers License with endorsements in reading, writing, or math

instruction.

Ability to fluently speak both Navajo and English.

Successful working experience in English as a Second Language environment.

Experience working in non-traditional educational programs and minority language populations.

Working knowledge of appropriate professional inter-personal interactions with colleagues,

supervisors, other school staff, students, parents and community members.

SUPERVISED BY: Community Services Director

10/17/2014

SUPERVISES: Adult Basic Education Assistant

PAY RANGE: Grade M on the ANSB General Salary Scale

WORKING HOURS: 40 hours per week

LUNCH HOUR: 12:00 – 12:30 PM (flexible)

POSITION GOAL:

Conducts an effective instructional program for the Alamo adult learners and youth by

complying with yearly performance measures established by the New Mexico Adult

Basic Education Program in compliance with the State Plan for Adult Education and

Family Literacy and the NRS (National Reporting System) requirements.

DUTIES & RESPONSIBILITIES:

1 Exercises affirmative leadership in the development of educational opportunities for

clients enrolled in the Adult Education program.

2. Develops, publicizes and carries out a program of literacy, Adult Basic Education (ABE),

General Educational Development (GED) training, and competency-based

“developmental study” instruction for adult learners as funds are available for these

purposes.

3. Develops, organizes, communicates, and implements adult learning instruction that is

consistent with the ABE program mission and goals.

4. Uses a variety of instructional approaches and strategies that promote active learning and gives

students the opportunity to learn to their fullest potential.

5. Coordinates the Adult Education component with other ANSBI and Community programs,

which may serve as resources, or referral agencies to the Adult Education Program.

6. Manages the classroom environment to meet the individual needs of the participant (open entry

versus managed entry, multi-level classrooms, cultural awareness, time management,

appropriate textbooks and materials, etc.).

7. Is sensitive to and accommodates diverse learning styles, abilities, cultures and experiences,

including learners who have disabilities and other special needs.

10/17/2014

8. Monitors student learning on a regular basis to plan lessons, develop curricula, monitor

progress towards objectives and goals and to verify learning.

9. Collects and manages accurate NRS data for continuous program improvement and

accountability for the ABE program.

10. Conducts Alamo ABE/GED Orientations to include student rights & responsibilities, learning

styles, individual learning plans, goal setting, assessments, intake, and expectations.

11. Assists with completing the annual ABE annual report on student progress (level gains,

attendance, retention, post-testing, etc.) required of the state ABE program.

12. Collaborates and interacts with colleagues, supervisors, other school staff, students, parents,

and community members in a professional manner. Gets involved with the Advisory Council

in efforts to recruit Alamo learners.

13. Maintains knowledge base in adult learning and development and pursues own professionalism

14. Shares the responsibilities of counseling GED students in transition to postsecondary education

or job training initiatives.

15. Maintains and upgrades a written curriculum to include all academic subject areas (reading,

math, language arts, social studies, science, etc.) conducive to preparing participants for the

GED assessment.

16. Integrates technology in all academic subjects areas.

17. Assists with continuous recruitment and retention issues. Utilizes all resources available

to promote the Alamo ABE program.

18. Protects the confidentiality of student & personnel information.

19. Performs other duties as may be assigned by the supervisor.

SPECIAL CONDITIONS:

This position is subject to finger printing and a criminal/character background investigation.

10/17/2014

Board Approved: 12-22-11

CERTIFICATION

"I have carefully reviewed the above description of the qualifications, duties and responsibilities of

this position and certify acceptance of this description as complete and accurate.

___________________________________ ____________________

Employee Date

___________________________________ ____________________

Immediate Supervisor Date

10/17/2014

Alamo Navajo School Board, Inc.

P. O. BOX 5907

ALAMO, NEW MEXICO 87825

(575) 854-2543 Voice (575) 854-2545 Fax

Time-and-Effort Certification Form

Employee Name:

Position:

Division:

Certification Period:

From: To:

Biweekly (aligned with pay period)

Fixed Schedule, or single funding source ( 6 months: July 1 – Dec 31; Jan 1 – June 30

Program funding Code (as recorded on PAF) Distribution of Time

as Allocated on

P.A.F. (%)

Actual Distribution

of time (%)

I certify that I performed work consistent with the above noted distribution percentages

during the Certification Period.

_____________________________________ ______________________

Employee Signature Date

I certify that I have firsthand knowledge that the above employee performed work

consistent with the attached schedule and as distributed in the above percentages during

the Certification Period.

_____________________________________ _______________________

Supervisor Signature Date

Original: Business Office Copy: Division/Supervisor Working File

Sample Time

and Effort Form

10/17/2014

Data Tech/Case Manager Certifications – Alamo Navajo ABE

Attached are sent separately as an attachment (LACES, NRS, and TABE evidence of

certifications)

ATTACHED NRS TABLES

STATE OF SCHOOLDISTRICT / AGENCY Program Year:

Period Covered: 07/01-06/30Alamo Navajo School Board Inc.

2013-2014

New Mexico

Table 1

Participants by Entering Educational Functioning Level, Ethnicity, and Sex

Enter the number of participants * by educational functioning level, ** ethnicity, *** and sex.

EnteringEducationalFunctioning

Level

(A)

AmericanIndian or

Alaskan Native

Male

(B)

Female

(C)

Asian

Male

(D)

Black orAfrican-

American

FemaleMale

(E) (F)

Female

(G)

Female

Hispanic/Latino

Male

(H) (I)

Native Hawaiianor Other Pacific

Islander

Male

(J)

Female

(L) (M)

FemaleMale

White

(K)

Total

(P)

ABE Beg Lit

ABE Beg B Ed

ABE Int Low

ABE Int High

ASE Low

ESL Beg Lit

ESL High Beg

ESL Int Low

ESL Int High

ESL Adv

TOTAL

ABE total

ASE total

ESL Low Beg

ESL total

3 1 0 0 0 0 0 0 0 0 0 0

ASE High

11 8 0 0 0 0 0 0 0 0 0 0

7 20 0 0 0 0 0 0 0 0 0 0

3 11 0 0 0 0 0 0 0 0 0 0

1 1 0 0 0 0 0 0 0 0 0 0

0 1 0 0 0 0 0 0 0 0 0 0

0

0

0

0

0

0

0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0

24 40 0 0 0 0 0 0 0 0 0 0

1 2 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0

25 42 0 0 0 0 0 0 0 0 0 0

4

20

27

14

65

2

1

3

0

0

0

0

0

0

0

68

0

0

0

Two or MoreRaces

Male

(N)

Female

(O)

0

1

0

0

1

0

0

0

0

0

0

0

0

0

0

1

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

OMB Number 1830-0027, Expires 8/31/14.

*A participant is an adult who receives at least twelve (12) hours of instruction. Work-based project learners are not included in this table.

**See definitions for educational functioning levels.

*** See definitions of race/ethnicity categories and examples that demonstrate how to report them. A participant should be included in the racial/ethnic group towhich he or she appears to belong, identifies with, or is regarded in the community as belonging. If a student does not self-identify a race/ethnicity, the program mustuse observer identification.

National Reporting System for Adult Education 1Page of 18/20/2014 10:39:59 AM


Period Covered: 07/01-06/30

2013-2014

Alamo Navajo School Board Inc.New Mexico

Table 2

Participants by Age, Ethnicity, and Sex

Enter the number of participants by age*, ethnicity**, and sex.

Age Group

(A)

AmericanIndian or

Alaskan Native

Male

(B)

Female

(C)

Asian

Male

(D)

Black orAfrican-

American

Female Male

(E) (F)

Female

(G)

Female

Hispanic/Latino

Male

(H) (I)

NativeHawaiian orOther Pacific

Islander

Male

(J)

Female

(L) (M)

FemaleMale

White

(K)

Total

(P)

Two or MoreRaces

Male

(N) (O)

Female

16-18 1 2 0 0 0 0 0 0 0 0 0 0 41 0

19-24 12 13 0 0 0 0 0 0 0 0 0 0 250 0

25-44 8 23 0 0 0 0 0 0 0 0 0 0 310 0

45-59 4 4 0 0 0 0 0 0 0 0 0 0 80 0

Total

*Participants should be classified based on their age at entry. Participants entering the program prior to the current program year should be classified based on theirage at the beginning of the current program year. Work-based project learners are not included in this table.

25 42 0 0 0 0 0 0 0 0 0 0 681 0

** See definitions of race/ethnic categories and examples that demonstrate how to report them.

The totals in Columns B - O should equal the totals in Column B - O of Table 1. Row totals in Column P should equal corresponding column totals in Table 3.





2013-2014


Table 3

Participants by Program Type and Age

Enter the number of participants by program type and age.

Program Type

(A)

16-18 19-24 25-44 45-59 60 and Older Total

(G)(B) (C) (D) (E) (F)

Adult Basic Education

Adult Secondary Education

English-as-a-Second Language

TOTAL

4 24 29 8 0

0 1 2 0 0

0 0 0 0 0

4 25 31 8 0

65

3

0

68

The total in Column G should equal the total in Column N of Table 1 for Program Years 2008-09 and 2009-10. The total in Column G should equal the total inColumn P of Table 1 beginning Program year 2010-2011.

The total in Columns B - F should equal the totals for the corresponding rows in Column N of Table 2 and the total in Column N of Table 1 for Program Years 2008-09 and 2009-10. The total in Columns B - F should equal the total for the corresponding rows in Column P of Table 2 beginning Program Year 2010-2011.



STATE OF SCHOOLDISTRICT / AGENCY

Alamo Navajo School Board Inc.

Program Year:


2013-2014

New Mexico

Table 4 (for use beginning Program Year 2013)Educational Gains and Attendance by Educational Functional Level

Enter number of participants for each category listed, total attendance hours, and calculate percentage of participants completing eachlevel.

Entering EducationalFunctioning Level

(A)

TotalNumberEnrolled

(B) (C)

TotalAttendance

Hours

(D)

NumberCompleted

Level

(E) (F) (G)

Number whoCompleted a

Level andAdvanced Oneor More Levels

NumberSeparated

BeforeCompleted

NumberRemaining

Within Level

PercentageCompleting

Level

(H)

ABE Beginning Literacy

ABE Beginning Basic Education

ABE Intermediate Low

ABE Intermediate High

ASE Low

ASE High *

ESL Beginning Literacy

ESL Low Beginning

ESL High Beginning

ESL Intermediate Low

ESL Intermediate High

ESL Advanced

TOTAL

4 253.30 2 0 2 0

20 1800.00 8 6 9 3

27 1730.25 11 9 9 7

14 679.75 0 0 11 3

2 85.50 0 0 2 0

1 35.00 0 0 0 1

0 0.00 0 0 0 0

0 0.00 0 0 0 0

0 0.00 0 0 0 0

0 0.00 0 0 0 0

0 0.00 0 0 0 0

0 0.00 0 0 0 0

68 21 15 33 14

50.00%

40.00%

40.74%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

30.88%4583.80

The total in Column B should equal the total in Column N of table 1 for Program Years 2008-09 and 2009-10. The total in Column B should equal the total inColumn P of Table 1 beginning Program Year 2010-2011.

Column D is the total number of learners who completed a level, including learners who left after completing and learners who remained enrolled and moved to oneor more higher levels.

Column E represents a sub-set of Column D (Number Completed Level) and is learners who completed a level and enrolled in one or more higher levels.

Column F is students who left the program or received no services for 90 consecutive days and have no scheduled services.

Column D + F + G should equal the total in column B.

Column G represents the number of learners still enrolled who are at the same educational level as when entering.

Each row total in column H is calculated using the following formula: H = Column D / Column B

Work-based project learners are not included in this table.

* Completion of ASE high level is attainment of a secondary credential or passing GED tests.





Program Year:


2013-2014

New Mexico

Table 4B (for use beginning Program Year 2013)Educational Gains and Attendance for Pre- and Posttested Participants

Enter number of pre- and posttested participants for each category listed, calculate percentage of posttested participants completingeach level, and enter total attendance hours for posttested completion.


(A)

Total NumberEnrolled Pre-

andPosttested

(B) (C)

TotalAttendance

Hours

(D)

NumberCompleted

Level

(E) (F) (G)

Number whoCompleted a Leveland Advanced One

or More Levels

NumberSeparated

BeforeCompleted

NumberRemaining

WithinLevel


Level

(H)





ASE Low

ASE High*


ESL Low Beginning

ESL High Beginning



ESL Advanced

2

11

17

4

0

0

0

0

0

0

0

0

223.30 2 0 0 0

1590.75 8 6 2 1

1288.00 11 9 3 3

310.50 0 0 3 1

0.00 0 0 0 0

0.00 0 0 0 0

0.00 0 0 0 0

0.00 0 0 0 0

0.00 0 0 0 0

0.00 0 0 0 0

0.00 0 0 0 0

0.00 0 0 0 0

100.00%

72.73%

64.71%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

Total 3412.5534 21 15 8 5 61.76%

Include in this table only students who are both pre- and posttested.


Column E represents a subset of Column D (Number Completed Level) and is learners who completed a level and enrolled in one or more higher levels.



Column G represents the number of learners still enrolled who are at the same educational level as when they entered.








Program Year:


2013-2014

New Mexico

Table 4CEducational Gains and Attendance for Participants in Distance Education

Enter number of distance education participants for each category listed, calculate percentage of participants completing each level,and enter total proxy and direct attendance hours.


(A)

Total NumberEnrolled inDistance

Education

(B) (C)

TotalEstimatedand ActualAttendance

Hours

(D)

NumberCompleted

Level

(E) (F) (G)

Number whoCompleted a Leveland Advanced One

or More Levels

NumberSeparated

BeforeCompleted

NumberRemaining

WithinLevel


Level

(H)





ASE Low

ASE High*


ESL Low Beginning

ESL High Beginning



ESL Advanced

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

Total 0 0 0 0 0

Include in this table only students who are counted as distance education students.


Column E represents a subset of Column D (Number Completed Level) and is learners who completed a level and enrolled in one or more higher levels.



Column G represents the number of learners still enrolled who are at the same educational level as when they entered.







Period Covered:

2013-2014

Alamo Navajo School Board Inc.New Mexico 07/01-06/30

Table 5 (for use beginning Program Year 2012):

Core Follow-up Outcome Achievement

Core FollowupOutcome Measures

(A)

Number ofParticipants in

Cohort

Number ofParticipants

Used forRepresentative

Cohort


Responding toSurvey or

Available forData Matching

ResponseRate orPercent

Available forMatch

Number ofParticipantsAchievingOutcome

(Unweighted)

PercentAchievingOutcome

(Weighted)

(H)(B) (C) (D) (E) (F)

Entered Employment *

Retained Employment**

Obtained a GED orSecondary SchoolDiploma ***

Entered PostsecondaryEducation or Training -current programyear****

49

12

6

33

N/A

N/A

N/A

N/A

30

1

4

17

25

1

4

7

61.22%

8.33%

66.67%

51.52%

N/A 2036 55.56% 8Entered PostsecondaryEducation or Training -prior program year****

Method

U

C

R

U

R

C

U

R

C

U

R

C

U

R

C

(G)


(Weighted)

41

12

6

14

14

83.33%

100.00%

100.00%

41.18%

40.00%

* Report in Column B the number of participants who were unemployed at entry and in the labor force who exited during the program year. Do not excludestudents because of missing Social Security numbers or other missing data.

** Report in Column B: (1) the number of participants who were unemployed at entry and who were in the labor force who exited during the program year and whoentered employment by the end of the first quarter after program exit and (2) the number of participants employed at entry who exited during the program year.

*** Report in Column B the number of participants who (1) took all five subject area GED tests or (2) were enrolled in adult high school at the high ASE level or (3)were enrolled in the assessment phase of the EDP, who exited during the program year.

**** Report in Column B the number of participants who (1) have earned a GED or high school diploma, or (2) have a secondary credential at entry, or (3) areenrolled in a class specifically designed for transitioning to community college, who exited during the program year. Enter the number of these participants whoenrolled during the current program year in the row labeled current program year. Enter the number of these participants who enrolled during the program yearimmediately prior to the current year in the row labeled prior program year. However, this row is not to be completed until the PY 2013 report. Leave blank for PY2012 reporting.

For Columns B through D and Column F, enter the information separately for programs that attempted to collect data from all eligible participants in each cohort(i.e., the universe cohort) and for programs that used representative cohorts. The first row for each follow-up outcome measure should be used to reportinformation based on universe cohorts, and the second row should be used to report information based on representative cohorts. If no programs usedrepresentative cohorts, the “R” rows should be left blank.

If survey is used, then the number in Column D should be less than Column C, unless there was a 100-percent response rate to the survey. If data matching isused, then the number reported in Column D should be the total number of records available for the data match. That number is normally less than the number inColumn B. (If the numbers in these two columns are equal, then it means that all Social Security numbers are valid and that there are no missing Social Securitynumbers.)

Instructions for Completing Table 5

Note: All shaded columns (E, G, and H) and rows for cohort totals will be calculated automatically by OVAE’s data system.

U = Universe cohort; programs attempted to collect data for all eligible participants either by survey, data match or bothR = Representative cohort; programs attempted to collect data for a representative subset of eligible participantsC = Combined universe and representative cohort totals; these numbers will be calculated automatically by OVAE’s data system




Column E = Column D / Column B, for programs used universe cohorts. For programs using representative cohorts, Column E = Column D / Column c.

Column H is the number in Column G divided by the number in Column B. Column H should never be greater than 100 percent. If the response rate is less than50 percent (Column E) for universe cohorts or less than 70 percent for representative cohorts, then the data system will not return a valid percent in Column H.





2013-2014


Table 5A (for use beginning Program Year 2012)

Core Follow-up Outcome Achievement for Participants in Distance Education

N/AU

(B)

N/A


C




Obtained a GED orSecondary SchoolDiploma ***

(D)

Retained Employment**


(Unweighted)


R

(A)

0.00%


Cohort


Available forMatch

0.00%

(F)

N/A

Entered PostsecondaryEducation or Training -prior program year****

0.00%


(Weighted)

N/A

0.00%

(H)

C

R

N/A



Cohort


(Weighted)

U

Method

U

(G)

R

(E)

UEntered PostsecondaryEducation or Training -current programyear****

(C)

C

C

U

C

R

R

0.00%

Include in this table only students who are counted as distance education students.

Follow the same instructions for Completing Table 5 to complete Table 5a, repeated below.

U = Universe cohort; programs attempted to collect data for all eligible participants either by survey, data match or bothR = Representative cohort; programs attempted to collect data for a representative subset of eligible participantsC = Combined universe and representative cohort totals; these numbers will be calculated automatically by OVAE’s data system

*** Report in Column B the number of participants who (1) took all five subject area GED tests or (2) were enrolled in adult high school at the high ASE level or (3)were enrolled in the assessment phase of the EDP, who exited during the program year.

* Report in Column B the number of participants who were unemployed at entry and in the labor force who exited during the program year. Do not excludestudents because of missing Social Security numbers or other missing data.



Note: All shaded columns (E, G, and H) and rows for cohort totals will be calculated automatically by OVAE’s data system.

** Report in Column B: (1) the number of participants who were unemployed at entry and who were in the labor force who exited during the program year and whoentered employment by the end of the first quarter after program exit and (2) the number of participants employed at entry who exited during the program year.






Column H is the number in Column G divided by the number in Column B. Column H should never be greater than 100 percent. If the response rate is less than50 percent (Column E) for universe cohorts or less than 70 percent for representative cohorts, then the data system will not return a valid percent in Column H.

Column E = Column D / Column B, for programs used universe cohorts. For programs using representative cohorts, Column E = Column D / Column c.



Period Covered: 07/01-06/30Alamo Navajo School Board Inc.New Mexico

2013-2014

Table 6 (for use beginning Program year 2012)

Participant Status and Program Enrollment

Enter the number of participants for each of the categories listed.

Participant Status on Entry into the Program

(A)

Number

(B)

Disabled

Employed

Unemployed

Not in Labor Force

On Public Assistance

Living in Rural Area*

Program Type

In Family Literacy Program**

In Workplace Literacy Program**

In Program for the Homeless**

In Program for Work-based Project Learners**

Institutional Programs

In Correctional Facility

In Community Correctional Program

In Other Institutional Setting

Secondary Status Measures (Optional)

Low Income

Displaced Homemaker

Single Parent

Dislocated Worker

Learning Disabled Adults

29

33

6

0

1

0

5

0

0

0

0

1

0

0

1

0

68

17

Highest Degree or Level of School Completed ***US BasedSchooling

Non-US BasedSchooling

Grades 1-5

No schooling

Grades 6-8

Grades 9-12 (no diploma)

High School Diploma or alternate credential

Some college, no degree

GED

College or professional degree

Unknown

0 0

0 0

2 0

11 0

45 0

010

0 0

0 0

00

*Rural areas are places with less than 2,500 inhabitants and located outside urbanized areas.

**Participants counted here must be in a program specifically designed for that purpose.


***Enter the highest level of schooling or degree attained for each student in US or non-us-based schooling. Provide only one entry perstudent. The total number of students reported here must be the same as the table total reported in Table 1, Column P.




Program Year:


2013-2014

New Mexico

Table 8Outcomes for Adults in Family Literacy Programs (Optional)

Enter the number of participants in family literacy programs for each of the categories listed.



Cohort

U

(D)

N/A

N/A


(Weighted)

U


Available forMatch

U

R

(B)

Entered PostsecondaryEducation or Training -prior program year

Retained Employment


(Unweighted)

U


(Weighted)

(A)

C

Obtained a GED orSecondary SchoolDiploma R

(H)

R

R

C

U

R

C

C


Cohort




(F)

Method

(G)

N/A

Entered PostsecondaryEducation or Training -current program year

(E)(C)


N/A

Entered Employment

N/A

C

Completed EducationalFunctioning Level*

N/A

Increased Involvementin Children's LiteracyActivities

Increased Involvementin Children's Education

R

U

C

R

U

C

Helped more frequentlywith school

Increased contact withchildren's teachers

More involved in children'sschool activities

Reading to children

Visiting library

Purchasing books ormagazines

N/A

N/A

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%


* Report in Column B for this row all family literacy program participants who received 12 or more hours of service. Column F should include all participantsreported in Column B who advanced one or more levels.

Compute Column H for this row using the following formula: H = Column F / Column B

Follow instructions for completing Table 5 to report these outcomes. However, include only family literacy program participants in Table 8.

Achievement of one or more of the increased involvement in children's education or children's literacy activities measures should be counted only once perparticipant. However, the specific outcome should be recorded in the subcategory and more than one outcome may be reported, so that the total for the threesubcategories may be greater than the total reported for the overall category. For example, a participant who helped more frequently with schoolwork andincreased contact with child's teachers would be recorded in both categories but would be counted only once in the overall category of "increased involvementin children's education."


For reporting completion of Educational Functioning Level:

For reporting Followup Measures:




Program Year:


2013-2014

New Mexico

Table 9Outcomes for Adults in Workplace Literacy Programs (Optional)

5

4

3

0

4

3

1

0

3

1

3

1

0

1

3 03


(Weighted)

C

Retained Employment

Obtained a GED orSecondary SchoolDiploma


Cohort

(E)

C

(G)

U

C


Method

(C)

R

N/A


(Unweighted)

R

U

(B)(A)


(F)


N/A


(Weighted)

U N/A

(D)

U

U


N/A

N/A


Available forMatch

R

C



Cohort

R

(H)

R




C

Completed an EducationalFunctioning Level*

75.00%

33.33%

0.00%

75.00%

* Report in Column B for this row all workplace literacy program participants who received 12 or more hours of service. Column F should include allparticipants reported in Column B who advanced one or more levels.

Follow instructions for completing Table 5 to report the outcomes. However, include only workplace literacy program participants in Table 9.


Compute Column G for this row using the following formula: G = Column F / Column D






Program Year:


2013-2014

New Mexico

Table 10Outcomes for Adults in Correctional Education Programs

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0 00


(Weighted)

C

Retained Employment

Obtained a GED orSecondary SchoolDiploma


Cohort

(E)

C

(G)

U

C


Method

(C)

R

N/A


(Unweighted)

R

U

(B)(A)


(F)


N/A


(Weighted)

U N/A

(D)

U

U


N/A

N/A


Available forMatch

R

C



Cohort

R

(H)

R




C

Completed an EducationalFunctioning Level*

Enter the number of participants in correctional education programs for each of the categories listed.

0.00%

0.00%

0.00%

0.00%

* Report in Column B for this row all workplace literacy program participants who received 12 or more hours of service. Column F should include allparticipants reported in Column B who advanced one or more levels.

Follow instructions for completing Table 5 to report the outcomes. However, include only correctional educational program participants in Table 10.


Compute Column G for this row using the following formula: G = Column F / Column B






Program Year:


2013-2014

New Mexico

Table 11Secondary Outcome Measures (Optional)

Enter the number of participants for each of the categories listed.

Secondary Outcome Measures

(A)


(B) (C)

Number ofParticipantsObtainingOutcome

(D)

Percentage AchievingOutcome

Achieved Work-Based Project Learning Goal

Left Public Assistance

Achieved Citizenship Skills

Increased Involvement in Children's Education*

Increased Involvement in Children's Literacy Activities*

Voted or Registered To Vote

Increased Involvement in Community Activities

0

0

0

0

0

0

0

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0

0

0

0

0

0

0

Each row total in column D is calculated using the following formula: D = Column C / Column B


* Enter the total number of participants who achieved this goal regardless of whether the participant was in a family literacy program. UseTable 8 to enter achievements of family literacy participants. The number reported here may be higher than reported in Table 8 because itincludes all participants who achieved this goal.




2013-2014


Table 12 (Optional)

Work-based Project Learners by Age, Ethnicity, and Sex

Enter the number of work-based project learners by age*, ethnicity, and sex.

AgeGroup

(A)

AmericanIndian or

Alaskan Native

Male

(B)

Female

(C)

Asian

Male

(D)

Black orAfrican-

American

Female Male

(E) (F)

Female

(G)

Female

Hispanic/Latino

Male

(H) (I)

NativeHawaiian orOther Pacific

Islander

Male

(J)

Female

(L) (M)

FemaleMale

White

(K)

Total

(P)

Two or MoreRaces

Male

(N)

Female

(O)

Total

Only participants designated as work-based project learners should be included in this table. These participants should not be included in Tables 1 - 5.

The total in Column N should equal the number of work-based project learners reported in Table 6.

0 0 0 0 0 0 0 0 0 0 0 0 0

*Participants should be classified based on their age at entry.


0 0




Program Year:


2013-2014

New Mexico

(E)

% of Total

Table 14 (Template Only)

% of Total

(B)

Local Grantees by Funding Source

Total Number ofProviders

(A) (G)(D)

Total

(C)

Total Numberof Sub-

Recipients

Enter the number of each type of grantee (see attached definitions) directly funded by the state and the amount of federaland state funding they receive.

Total

(F)

Provider Agency

WIA Funding State Funding

Local Education Agencies

Public or Private Nonprofit Agency

Community-basedOrganizations

Faith-based Organizations

Libraries

Institutions of Higher Education

Community, Junior orTechnical Colleges

Four-year Colleges orUniversities

Other Institutions of HigherEducation

Other Agencies

Correctional Institutions

Other Institutions(non-correctional)

All Other Agencies

Total

3. In Column (E), the percentage is to be calculated use the following formula: Col (E) = Column D / Total WIA

2. In Column (C), report the total number of each entity receiving funds as a sub-recipient. (Entities receiving funds from a grantee as part of a consortiumare to reported in column (C).

5. In Column (G), the percentage is to be calculated using the following formula: Col (G) = Column F / Total State

4. In Column (F), report total amount of state funds contributed. This amount need not necessarily equal the non-federal expenditure report on the FinancialStatus Report.


1. In Column (B), report the number of providers receiving a grant award or contract for instructional services from eligible agency.


Grantee Definitions for Table 14

Local Education Agencies

Community-based Organizations

Faith-based Organizations

Libraries

Community, Junior or Technical Colleges

Four Year Colleges or Universities

Other Institution of Higher Education

Correctional Institutions

Other Institutions (Non-Correctional)

All Other Agencies

are publicly funded entities designated to adminster and provide

primary and secondary education instruction and services within a city, county, school district, township or region.

(CBOs) are private nonprofit organizations of demonstrated

effectiveness that are representative of a community or significant segment of a community.

(FBO) are non-profit organizations associated with a

are public, state and community funded institutions that offer education and community

services in addition to providing access to print, audio-visual and technology resources.

are public institutions of higher education that offer

associate's degree and certificate programs but, with few exceptions, award no baccalaureate degrees.

that primarily offers baccalaureate degree programs.

are a public or private non-profit institution of higher education

is a public or private non-profit institution that is not a community,

junior, or technical college or a four-year college or university.

These include prisons, jails, and other correctional detention centers.

refer to state or federal penal institutions for criminal offenders.

are any medical or special institutions not designed for criminal offenders.

include other public (federal, state, local) agencies not listed in the categories above.

faith community or multiple faith ministries.


ANNUAL PROGRAM REPORT ADULT BASIC … PROGRAM REPORT ADULT BASIC EDUCATION Program Year 2013-2014...

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