Located in:
- Program-specific Requirements for Adult Education and Family Literacy Act Programs
The Unified or Combined State Plan must include a description of the following as it pertains to adult education and literacy programs and activities under title II of WIOA, the Adult Education and Family Literacy Act (AEFLA).
c. Corrections Education and other Education of Institutionalized Individuals
Describe how the State will establish and operate programs under section 225 of WIOA for corrections education and education of other institutionalized individuals, including how it will fund, in accordance with the requirements of title II subtitle C, any of the following academic programs for:
- Adult education and literacy activities;
- Special education, as determined by the eligible agency;
- Secondary school credit;
- Integrated education and training;
- Career pathways;
- Concurrent enrollment;
- Peer tutoring; and
- Transition to re-entry initiatives and other post release services with the goal of reducing recidivism.
Each eligible agency using funds provided under Programs for Corrections Education and Other Institutionalized Individuals to carry out a program for criminal offenders within a correctional institution must give priority to serving individuals who are likely to leave the correctional institution within 5 years of participation in the program.
Current Narrative:
- Competitive process Section III(b)5.B.(i)]: During grant year 2020-21, KYSU will develop a new competitive application process for federal AEFLA funding to determine the eligible providers that will be awarded funds starting July 1, 2021. The review of proposals will include rating responses addressing the 13 considerations in Title II of WIOA and other factors that indicate the applicants’ ability to produce measurable skill gains and other defined metrics. Through this process, KYSU will identify, assess, and award multi-year grants to eligible providers throughout the State. An eligible provider is an organization that has demonstrated effectiveness in providing adult education activities to eligible individuals. Eligible grant awardees may include institutions of higher education; public or private nonprofit agencies; libraries; local educational agencies, including educational cooperatives; community-based organizations; public housing authorities; nonprofit institutions, not aforementioned; consortia or coalitions of agencies described above; or partnerships between an entity(ies) described above and an employer(s). Funding will be distributed based on population needs and performance.
- Direct and equitable access Section III(b)5.B.(ii)]: All KYSU RFAs for grant/contract awards will be competed (as described above) and adhere to direct and equitable provisions to award funds under WIOA sections 225 (Corrections Education), 231 (Grants and Contracts for Eligible Providers), and 243 (Integrated English Literacy and Civics Education). All RFAs issued under AEFLA will prescribe to the competitive process outlined above. Applications will be evaluated by review teams using the same rubric and scoring criteria. The grant or contract announcement and application and application review processes will be in effect for all applicants; all applicants will be treated in the same manner. The application process will be designed so that direct application to the State eligible agency is clearly evident, customary, and non-negotiable. Grants will be awarded directly to eligible and approved service providers and not through third-party agreements. [See also III(b)5.B.i and III(b)5.B.ii - Distribution of Funds for Core Programs, Title II.]
With the reauthorization of WIOA, the RFA process included and will include the expectation that the following services are made accessible to inmates based on need and situational feasibility.
These services include:
- Adult education and literacy activities (as defined above), including preparation for earning a GED®/HSE;
- Appropriate instructional accommodations for inmates identified with learning differences/disabilities;
- Workforce preparation activities as defined above; and
- Transition coaching and CCR-standards-based instruction.
Each eligible agency using funds provided under Programs for Corrections Education and Other Institutionalized Individuals to carry out a program for criminal offenders within a correctional institution must give priority to serving individuals who are likely to leave the correctional institution within five years of participation in the program.
KYSU approaches corrections educational services through increasing educational levels and equipping inmates with skills to become self-sufficient in an effort to reduce the recidivism rate. Using a two-pronged approach to corrections education, inmates are served both in adult state correctional and local correctional facilities.
Local Corrections Education
In local areas where full-service jails exist, adult education providers are required to partner with their local jailer to offer incarcerated adults contextualized (workforce preparation skills), standards-based academic instruction (a minimum of 10 hours of instruction per week is recommended, however, discretion is given to the adult education program director to determine if less than 10 hours of instruction per week is sufficient time to advance students). Local providers serve in 69 jails. It is expected that jailers provide adequate space in a comfortable environment with student access to instructional materials to encourage additional study outside of the classroom setting.
State Correctional Institutions
Historically, the DOC employed KCTCS instructors to provide educational services in the 12 state correctional institutions. Currently, instructors are directly employed by the 12 institutions and primarily provide instruction during daytime hours. Four counties within four regional service areas serve inmates at five state institutions, primarily during evening hours. Correctional adult education students must meet the same eligibility criteria as any other adult student as described above.
While KYSU understands the value of other services, including integrated education and training, career pathways, concurrent enrollment, and peer tutoring; KYSU services focus on adult education and literacy activities, including preparation for earning a GED®/HSE diploma and preparation for incarcerated adults to transition with employability/essential skills. However, KYSU appreciates the benefits an accelerated co-enrollment program may have for inmates and have initiated preliminary discussions around the GED®+Plus model. While inmates may currently have an opportunity to avail themselves of vocational/occupation skills training, they most often must pursue these offerings subsequent to earning their GED®/HSE. A co-enrollment program may permit inmates, especially those nearest release, to accelerate the process of earning both a GED®/HSE diploma and industry-recognized technical/occupational credential. Additionally, where situationally feasible, instruction may include peer tutoring.
As re-entry services for ex-offenders has become a priority for DOC, KYSU has been diligent in identifying ways to recruit incarcerated individuals and re-entering ex-offenders without a GED®/ HSE diploma. KYSU partnered with DOC re-entry services to establish a referral system through probation and parole officers. Local program directors and regional probation and parole officers were invited to a joint “kickoff” event where they introduced themselves and were provided planning time to determine locally effective processes. In general, when ex-offenders are released and/or are required to meet with probation officers, they are given local adult education contact information and a referral to seek services. The probation officer also alerts the adult education provider through email and provides the individual’s contact information. The provider is obligated to contact the ex-offender up to three times within a 30-day period. If the ex-offender does not seek adult education services, the adult education provider alerts the probation officer for further follow-up.
While these steps have increased referrals, not all referrals seek services and of those who do seek services, they are plagued with insufficient hours of study to attain educational advancements. Therefore, KYSU continues to work closely with DOC to modify and refine the referral process to ensure better outcomes.
Our ultimate goal in partnering with DOC is to ensure all incarcerated individuals without a high school diploma or its equivalent earn a HSE credential – preferably prior to release. If a credential is not earned prior to release, partners need to make inmates aware of services at local learning centers upon their release. The potential impact on recidivism rates could be significant.
Unfortunately, Kentucky is a leading state in the opioid addiction epidemic. However, KYSU has connected with recovery programs through Strategic Partnership Coordinators (SPCs). Because recovery residents may be subject to restrictions to remain on campus and often do not possess a high school diploma or its equivalent, local KYSU providers are realizing efficiencies by serving cohorts of recovering clients on campus versus in-center instruction. (See also State Leadership, Alignment).
Not less than 82.5 percent of grant funds will be contractually awarded under section 231 to execute section 225, Programs of Corrections Education and Other Institutional Individuals, of which not more than 20 percent of such amount shall be available to execute section 225. Funds may also be used to serve eligible adults in reformatories, work farms, detention centers, or halfway houses.