Page 22 - profiles in civil service program 2018 version

U.S. DEPARTMENT OF EDUCATION

I am Joyce Campbell and I served for 32 years in the U.S. Department of
Education, Washington, D.C. I worked in the Division of Adult Education
and Literacy (DAEL) in the Office of Vocational and Adult Education

(OVAE). The Division administered the Adult Education and Family Literacy
Act (AEFLA), which provides formula grants to states, which is the major
source of Federal support for basic skills programs. The Basic Grant program
provides educational opportunities for adults over the age of 16 who were not

currently enrolled in school, lack a high school diploma, unable to speak,
read, or write in English, or lack basic literacy skills.

As the Leader for the Monitoring and Administration Team (MAT) for four or
five years, I was responsible for developing and implementing the Adult
Education and Family Literacy State Formula Grant Monitoring Plan,

preparing monitoring reports, and Corrective Action Plans (CAPs).
Depending on the fiscal year, there were as many as 13 monitoring visits
conducted to states and territories annually based on comprehensive risk

analysis factors and staff expertise. These week-long or targeted visits helped
states improve the evaluation of local programs, funding of local grants, and
collaboration with Workforce Investment Act partners, state leadership
activities, English Literacy/Civics education, National Reporting System

(NRS) implementation, financial considerations and organization status.
Monitoring processes, tools, and protocols helped guide compliance and
technical assistance topics during the visit. The monitoring and technical

assistance reviews assisted states in reporting accurate data in the National
Reporting System. NRS is the adult education accountability system, which
measures such things as core outcome measures on adults who achieved skills
to complete or advance to educational functioning levels, entered

employment, retained employment, entered postsecondary education or
training, and earned high school diploma or GED. In essence, the monitoring
process assisted states in identifying and solving fiscal program and

accountability problems, meeting the requirements of AEFLA, enhancing the
validity and reliability of data collection and data reporting, and increasing
student achievement.

19