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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) marleneh@ansbi.org
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.
Please indicate the amount that has been expended from the
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
Please indicate the amount that has been expended from the
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
II. Fiscal and Budget Activities (continued)
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
II. Fiscal and Budget Activities (continued)
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.
EFL Total Enrolled Total
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.
EFL Total Enrolled Total
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
EFL Total Enrolled Total
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.
EFL Total Enrolled Total
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.
EFL Total Enrolled Total
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.
Core Outcome Alamo’s Projected
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
Core Outcome Alamo’s Projected
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.
Core Outcome Alamo’s Projected
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.
Please list your program’s participation in professional development activities that were
provided OUT-OF-STATE.
Please list your program’s participation in professional development activities that were
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
(ABE Personnel 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
(ABE Personnel 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
(ABE Personnel 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
(ABE Personnel 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 Personnel 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
(ABE Operating costs)
3. Please indicate Services costs
(ABE Operating costs)
4. Please indicate Travel costs
(ABE Operating costs)
5. Please indicate Other costs
(ABE Operating costs)
Costs include: Salaries, benefits, indirect costs, etc.
VIII. Cost Survey (continued)
ABE Operating Costs (continued)
6. Please indicate the amount of Equipment purchased
(ABE Operating costs)
(List items along with associated costs)
N No Equipment for ABE
7. Please indicate the amount of Other costs
(ABE Operating 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
VIII. Cost Survey (continued)
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
VIII. Cost Survey (continued)
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
STATE OF SCHOOLDISTRICT / AGENCY Program Year:
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.
OMB Number 1830-0027, Expires 8/31/14.
National Reporting System for Adult Education 1Page of 18/20/2014 10:40:01 AM
STATE OF SCHOOLDISTRICT / AGENCY Program Year:
Period Covered: 07/01-06/30
2013-2014
Alamo Navajo School Board Inc.New Mexico
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.
OMB Number 1830-0027, Expires 8/31/14.
National Reporting System for Adult Education 1Page of 18/20/2014 10:40:01 AM
STATE OF SCHOOLDISTRICT / AGENCY
Alamo Navajo School Board Inc.
Program Year:
Period Covered: 07/01-06/30
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.
OMB Number 1830-0027, Expires 8/31/14.
National Reporting System for Adult Education 1Page of 18/20/2014 10:40:02 AM
STATE OF SCHOOLDISTRICT / AGENCY
Alamo Navajo School Board Inc.
Program Year:
Period Covered: 07/01-06/30
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.
Entering EducationalFunctioning Level
(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
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
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 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 subset 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 they entered.
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.
OMB Number 1830-0027, Expires 8/31/14.
National Reporting System for Adult Education 1Page of 18/20/2014 10:40:03 AM
STATE OF SCHOOLDISTRICT / AGENCY
Alamo Navajo School Board Inc.
Program Year:
Period Covered: 07/01-06/30
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.
Entering EducationalFunctioning Level
(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
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
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 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 subset 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 they entered.
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.
OMB Number 1830-0027, Expires 8/31/14.
National Reporting System for Adult Education 1Page of 18/20/2014 10:40:03 AM
STATE OF SCHOOLDISTRICT / AGENCY Program Year:
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
Number ofParticipants
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)
Number ofParticipantsAchievingOutcome
(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
National Reporting System for Adult Education 1Page of 28/20/2014 10:40:04 AM
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.)
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.
OMB Number 1830-0027, Expires 8/31/14.
National Reporting System for Adult Education 2Page of 28/20/2014 10:40:04 AM
STATE OF SCHOOLDISTRICT / AGENCY Program Year:
Period Covered: 07/01-06/30
2013-2014
Alamo Navajo School Board Inc.New Mexico
Table 5A (for use beginning Program Year 2012)
Core Follow-up Outcome Achievement for Participants in Distance Education
N/AU
(B)
N/A
Core FollowupOutcome Measures
C
Number ofParticipants
Responding toSurvey or
Available forData Matching
Obtained a GED orSecondary SchoolDiploma ***
(D)
Retained Employment**
Number ofParticipantsAchievingOutcome
(Unweighted)
Entered Employment *
R
(A)
0.00%
Number ofParticipants in
Cohort
ResponseRate orPercent
Available forMatch
0.00%
(F)
N/A
Entered PostsecondaryEducation or Training -prior program year****
0.00%
PercentAchievingOutcome
(Weighted)
N/A
0.00%
(H)
C
R
N/A
Number ofParticipants
Used forRepresentative
Cohort
Number ofParticipantsAchievingOutcome
(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.
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.
**** 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.
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.
National Reporting System for Adult Education 1Page of 28/20/2014 10:40:06 AM
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.
**** 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.
OMB Number 1830-0027, Expires 8/31/14.
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.)
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.
National Reporting System for Adult Education 2Page of 28/20/2014 10:40:06 AM
STATE OF SCHOOLDISTRICT / AGENCY Program Year:
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.
OMB Number 1830-0027, Expires 8/31/14.
***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.
National Reporting System for Adult Education 1Page of 18/20/2014 10:40:08 AM
STATE OF SCHOOLDISTRICT / AGENCY
Alamo Navajo School Board Inc.
Program Year:
Period Covered: 07/01-06/30
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.
Number ofParticipants
Used forRepresentative
Cohort
U
(D)
N/A
N/A
Number ofParticipantsAchievingOutcome
(Weighted)
U
ResponseRate orPercent
Available forMatch
U
R
(B)
Entered PostsecondaryEducation or Training -prior program year
Retained Employment
Number ofParticipantsAchievingOutcome
(Unweighted)
U
PercentAchievingOutcome
(Weighted)
(A)
C
Obtained a GED orSecondary SchoolDiploma R
(H)
R
R
C
U
R
C
C
Number ofParticipants in
Cohort
Number ofParticipants
Responding toSurvey or
Available forData Matching
(F)
Method
(G)
N/A
Entered PostsecondaryEducation or Training -current program year
(E)(C)
Core FollowupOutcome Measures
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%
National Reporting System for Adult Education 1Page of 28/20/2014 10:40:09 AM
* 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."
OMB Number 1830-0027, Expires 8/31/14.
For reporting completion of Educational Functioning Level:
For reporting Followup Measures:
National Reporting System for Adult Education 2Page of 28/20/2014 10:40:09 AM
STATE OF SCHOOLDISTRICT / AGENCY
Alamo Navajo School Board Inc.
Program Year:
Period Covered: 07/01-06/30
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
Number ofParticipantsAchievingOutcome
(Weighted)
C
Retained Employment
Obtained a GED orSecondary SchoolDiploma
Number ofParticipants in
Cohort
(E)
C
(G)
U
C
Core FollowupOutcome Measures
Method
(C)
R
N/A
Number ofParticipantsAchievingOutcome
(Unweighted)
R
U
(B)(A)
Entered Employment *
(F)
Entered PostsecondaryEducation or Training -prior program year
N/A
PercentAchievingOutcome
(Weighted)
U N/A
(D)
U
U
Entered PostsecondaryEducation or Training -current program year
N/A
N/A
ResponseRate orPercent
Available forMatch
R
C
Number ofParticipants
Used forRepresentative
Cohort
R
(H)
R
Number ofParticipants
Responding toSurvey or
Available forData Matching
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.
OMB Number 1830-0027, Expires 8/31/14.
Compute Column G for this row using the following formula: G = Column F / Column D
For reporting completion of Educational Functioning Level:
For reporting Followup Measures:
National Reporting System for Adult Education 1Page of 18/20/2014 10:40:11 AM
STATE OF SCHOOLDISTRICT / AGENCY
Alamo Navajo School Board Inc.
Program Year:
Period Covered: 07/01-06/30
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
Number ofParticipantsAchievingOutcome
(Weighted)
C
Retained Employment
Obtained a GED orSecondary SchoolDiploma
Number ofParticipants in
Cohort
(E)
C
(G)
U
C
Core FollowupOutcome Measures
Method
(C)
R
N/A
Number ofParticipantsAchievingOutcome
(Unweighted)
R
U
(B)(A)
Entered Employment *
(F)
Entered PostsecondaryEducation or Training -prior program year
N/A
PercentAchievingOutcome
(Weighted)
U N/A
(D)
U
U
Entered PostsecondaryEducation or Training -current program year
N/A
N/A
ResponseRate orPercent
Available forMatch
R
C
Number ofParticipants
Used forRepresentative
Cohort
R
(H)
R
Number ofParticipants
Responding toSurvey or
Available forData Matching
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.
OMB Number 1830-0027, Expires 8/31/14.
Compute Column G for this row using the following formula: G = Column F / Column B
For reporting completion of Educational Functioning Level:
For reporting Followup Measures:
National Reporting System for Adult Education 1Page of 18/20/2014 10:40:12 AM
STATE OF SCHOOLDISTRICT / AGENCY
Alamo Navajo School Board Inc.
Program Year:
Period Covered: 07/01-06/30
2013-2014
New Mexico
Table 11Secondary Outcome Measures (Optional)
Enter the number of participants for each of the categories listed.
Secondary Outcome Measures
(A)
Number ofParticipants
(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
OMB Number 1830-0027, Expires 8/31/14.
* 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.
National Reporting System for Adult Education 1Page of 18/20/2014 10:40:14 AM
STATE OF SCHOOLDISTRICT / AGENCY Program Year:
Period Covered: 07/01-06/30
2013-2014
Alamo Navajo School Board Inc.New Mexico
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.
OMB Number 1830-0027, Expires 8/31/14.
0 0
National Reporting System for Adult Education 1Page of 18/20/2014 10:40:15 AM
STATE OF SCHOOLDISTRICT / AGENCY
Alamo Navajo School Board Inc.
Program Year:
Period Covered: 07/01-06/30
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.
OMB Number 1830-0027, Expires 8/31/14.
1. In Column (B), report the number of providers receiving a grant award or contract for instructional services from eligible agency.
National Reporting System for Adult Education 1Page of 28/20/2014 10:40:17 AM
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.
National Reporting System for Adult Education 2Page of 28/20/2014 10:40:17 AM
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