Narrative Analysis Tool
Instructions
The Narrative Report responses below can be further filtered by one or more states, as well as keywords.
For more information on Narrative Reports please see the technical assistance documents.
| State | Describe your State efforts in meeting the requirement to provide IELCE services in combination with integrated education and training activities; |
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| Alabama | To meet the requirement of providing IELCE services in combination with integrated education and training, the State team has provided training to the programs regarding the requirements, as well as access to resources and toolkits available through LINCS and other sources. Targeted technical assistance is provided to help local programs with designing and delivering high quality IELCE instructional activities, such as the integration of literacy and English language instruction with occupational skill training, which lead to employment. Local program activities have reflected the local, regional, and state specific workforce sector strategies. Incorporating work-based learning opportunities into IELCE services, such as pre-apprenticeship, worksite tours, and scaffolding stackable certifications such as the Manufacturing Skills Standards Council Certified Production Technician credential (MSSC CPT), helps to matriculate IELCE participants into integrated education and training activities. Pairing adult education services and the acquisition of digital literacy with work skills literacy and additional manufacturing certification through an IET, lead to job placement. Key activities associated with the ACCS Adult Education Division and local providers to enhance the quality of IETs have been noted, and are an integral part of the efforts with the eight awarded Section 243 providers including the design camp participation and the upcoming PY23-24 training with AIR. |
| Alaska | The IELCE provider, ALP, is a full-service English as a Second Language (ESL) Program. It employs full- and part-time staff to recruit, train, certify, and support volunteer teachers and tutors to teach reading, writing, and speaking English to adults, as well as workplace literacy and test preparation. Through PY 2022, ALP offered 124 in-person classes and 73 online classes over four eight-week quarters and a summer session. By June 30, 2023, the provider had offered classes in English, Citizenship, and Workforce Development to 892 students. ALP began planning for a new IET in entrepreneurship in PY 2022 to be implemented in PY 2023. With small business accounting for 99.1 percent of all business in Alaska and 52.3 percent of employees in Alaska in calendar year 2022, ALP recognized that small businesses are important to the Alaska economy and is working with a national certification agency to provide certification in entrepreneurship. Upon completion, students would be referred to Anchorage Community Land Trust’s Set-up Shop program to start their businesses. ALP continues to grow their Peer Leader Navigator (PLN) program and graduated nine new PLNs in Cohort 10 to assist community members navigate barriers in health access, food, housing, and financial insecurity. In PY 2022, ALP began expansion of the program into other regions of Alaska; specifically, Fairbanks, Juneau, Valdez, and MatSu. The expansion includes educating regional adult education programs and local partners, but also recruitment of new PLNs in the regions to participate in training in PY 2023. Finally, in partnership with Alaska Primary Care Associates, ALP conducted Pre-Apprenticeship Training in Healthcare (PATH) classes to ESL students using the IET model. During PY 2022, two new classes were successfully completed with 15 new graduates. Eighty-six percent of the graduates continued to additional training, post-secondary education, or employment. |
| American Samoa | |
| Arizona | PY 2022-2023 saw the trend of increased IET registrations for participants in ESL programming; however, the percentage was lower than in PY 2021-2022. This is most likely due to a significant increase in English Language Learner enrollment, particularly in programs who have not been providing IET. While we anticipate in the next grant cycle that these programs will have several IET offerings, 243 funds were not applied for in the current grant, and multiple changes in program directors impeded incorporating IET and Workplace Literacy programming using 231 funds. State staff, in working closely with these programs, advised new program directors to first understand program operations under WIOA before adding this additional service. IET Enrollment Trends: PY 2022-2023 PY 2021-2022 PY 2020-2021 PY 2019-2020 Number of PoPs with both ESL and IET Registrations 977 937 352 344 Percent of PoPs with both ESL and IET Registrations 13.14% 17.35% 12.4% 6.4% ADE/AES staff created a series of just-in-time micro learning courses, based on the year-long IET training series that was delivered over PY 2020-21 – PY 2021-22. Local program staff have access to this video library at any time and are strongly encouraged to use these resources to plan for initial IET offerings, onboard new staff, or to review specific elements of IET services. Further, dedicated program staff functioned as an “IET liaison” for programs, gathering updates and providing technical assistance during monthly calls with providers. Two local programs provided IELCE through workplace literacy programming, both to other departments within their parent organizations. We anticipate this type of programming expanding to other programs as they learn how it can be done – and how it benefits their organizations. |
| Arkansas | ADWS/AES has encouraged providers to create partnerships with their local advisory committees and advisory boards to create a pipeline to employment opportunities for students with limited English proficiency. ADWS/AES ensures local programs have technical assistance and statewide training and workshops that include Integrated Education and Training (IET), English Language Acquisition (ELA), College and Career Readiness Standards (CCRS), and English Language Proficiency (ELP). ADWS/AES worked closely with several programs to assist them in developing IETs in the service area. In working with programs that receive Section 243 funding, ADWS/AES staff also discussed how the IET(s) for those programs are being utilized to meet the needs of current and potential program English Language Learners (ELLs). ADWS/AES provided increased technical assistance and professional development for integrated instruction with ELLs and integrated/contextualized instruction in IET development through focused regional and state training, including utilizing the IET Toolkit provided by the Literacy Information and Communication System (LINCS). ADWS/AES has provided contextualized training and instruction to assist with the development and design of Integrated Education and Training courses that have a single set of objectives. ADWS/AES also provides other resources such as the IET Toolkit found in LINCS for optimal planning. |
| California | As a condition of the award, Section 243 recipients must submit an annual IELCE Report that outlines their progress in implementing service approaches to provide adult education and literacy activities concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement. In PY 2022–23, 115 agencies submitted IELCE Reports. Below are the number of reports submitted by industry sector. IELCE Reports by Industry Sector Reports Submitted Health Science and Medical Technology 108 Business and Finance 66 Education, Child Development, and Family Services 38 Information and Communication Technologies 27 Hospitality, Tourism, and Recreation 25 Building and Construction Trades 18 Transportation 8 Manufacturing and Product Development 7 Marketing, Sales, and Service 5 Agriculture and Natural Resources 4 Fashion and Interior Design 4 Public Services 4 Energy, Environment, and Utilities 3 Per WIOA Section 243, the CDE required the use of the EL Civics COAAP system (IELCE) in combination with IET. California utilizes the IET model which combines workforce preparation activities and occupational skills training with literacy activities to increase a participant’s educational and career advancement. In California IET, the workforce preparation and literacy activities are provided via the California EL Civics COAAP System. The IET service delivery may incorporate co-teaching or alternate teaching models and must include a single set of learning objectives. For agencies to receive funds under WIOA Section 243, students must have enrolled in an ESL (IELCE) program and a career training program. |
| Colorado | All six IELCE grantees completed AEI’s required IET toolkit in program year 22-23 and have approved IETs. Five grantees offered IET programming to IELCE learners, of those, four enrolled IET participants. Two AEI staff members lead the oversight and monitoring of the IELCE program in Colorado. AEI used section 243 funds to establish IET programs. A combination of Section 243 and Section 231 funds were used for one IET in 2022-23. All IELCE grantees participated in the monthly online IET Workgroup to support continuous improvement in the development and implementation of IETs. In 22-23 five of the six IELCE grantees completed AEI’s required online IELCE course. The course must be completed once per grant cycle. AEI staff provided onsite technical assistance to two grantees struggling to refine their single set of learning objectives in the healthcare and early childhood education fields. Through quarterly monitoring conversations and the monthly IET workgroup, grantees have identified continuous and new areas of challenge in implementing IETs. The first challenge was recruiting interested participants from the target population whose goals align with IELCE. It may be that learners are struggling to see the value in certification and/or that they are unable to meet the requirements and time commitments of IETs. A new challenge presented was consistent instructors from grantees’ workforce training providers, as many experienced staff turnover. AEI structured two of its monthly IET Workgroup meetings around these topics to provide technical assistance related to combining learner feedback with local and state data to select in-demand industries and to share and discuss learner recruitment strategies and best practices. IETs offered in 2022-23 included early childcare education, certified nurse aide, food industry training, hospitality fundamentals, and the National Retail Federation’s certificates. |
| Connecticut | As described in the previous question, all IELCE funded providers are required to submit a detailed plan with the application that identifies how each program will offer the required IET component. As stated in the RFP, not all students are required to be enrolled in IET programs. Services must be provided concurrently and contextually such that within the overall scope of a particular program, the adult education and literacy activities, workforce readiness and workforce training:
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| Delaware | Programs used a combination of Title II ESL classes and community recruitment for enrollment in the IELCE projects. Programs worked with established local employer advisory councils to provide IELCE participants with information and guidance on employment in the selected training fields. Funding streams to operate IELCE programs included AEFLA funding; Adult Perkins funding; DOL Pre-apprenticeship monies; and some local district monies depending on the areas of training being offered.
IELCE programs used a variety of innovative strategies to provide relevant instruction connected to local employers. These included:
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| District of Columbia | OSSE AFE is funding four eligible providers to develop and implement innovative program models that include the provision of IELCE concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster to English learners (ELs) for educational and career advancement. Program models include 1) services to professionals with degrees and credentials in their native countries; 2) services that enable adult learners to achieve competency in the English language and acquire the basic and more advanced skills needed to function effectively as parents, workers and citizens in the United States; and 3) the provision of career pathway mapping, workforce preparation and workforce training including career awareness, career exploration and career planning services appropriate for ELs. Students participate in EL/civics activities focusing on civic engagement, American history and government, American culture and values, and paths to naturalization while also engaging in occupational skills training that prepares them to pursue their desired career path. |
| Florida | Adult Education providers are required to offer a minimum of one IET program annually. The state office acknowledges the significant commitment involved in researching, designing, implementing and monitoring these programs. While enrollment in the IET program is not mandatory, all students should have the opportunity to participate. Approval from the IET Director is necessary before utilizing funding to support any IET programs. In the 2021-22 academic year, 1,548 IET students participated across Florida. The 2022-23 academic year witnessed a remarkable 78% increase in participation, with 2,765 adult learners benefiting from 109 IET programs. |
| Georgia | Per federal and state requirements, all IELCE providers offered a GOAE-approved Integrated Education and Training opportunity to IELCE students. The IETs were aligned to the workforce needs as identified in the local and regional workforce plans. Training opportunities included: Dental Assistant, Guest Services, Forklift, Phlebotomy, Medical Administrative Assistant, CAN, and Early Childhood. 128 IELCE students participated in an IET. GOAE also implemented two policy changes to support IET implementation. First, it added a negotiated target for IET attainment. Second, it required programs offer at least one IET per quarter. These policy changes ensure that students gain industry-recognized credentials through IETs and that students have an IET offering available regardless of when they enroll in the program. |
| Guam | Guam does not receive IELCE funds for this program. |
| Hawaii | Hawaii currently does not have IET programs and has provided the following assistance to help the local program in this area. The State, two representatives from the local program, and the WIOA Title I program attended the IET Basic Design Camp from April 14 to May 12, 2023. The training was very helpful in guiding how to establish an IET. The State created and distributed fiscal guidelines for IELCE funds for the local program and provided multiple technical assistance sessions. The fiscal guidelines include the requirements of an IET and the allowable costs of creating an IET. The State contracted with a third party to conduct an IET program evaluation of the local program to establish a baseline to inform the development of a plan to establish an IET program that can be used for IELCE. The State will develop an application process to establish an IET program for the local program to complete and submit to have an IET approved for their program. The application and process will utilize the information from the IET toolkit shared in the IET Basic Design Camp and guide the local program through establishing and meeting the requirements for an IET. The application will require submitting IET requirements, such as the single student learning objectives. |
| Idaho | IELCE in combination with IET: The State used section 243 funds to establish IET. Eligible providers in the State have designed IELCE pathways to IET based on in-demand occupations in their regions. For example, in one region truck driving is an in-demand occupation, so the provider delivered an IELCE with contextualized ELA instruction leading to an IET program for commercial truck driving. In another region, the provider delivers an IELCE in digital skills that connects to a pathway into software development or mechatronics, preparing students for careers in technology and manufacturing, two of the regions most in-demand career pathways.
IELCE in combination with IET is a challenging model for all of the State’s eligible providers, but particularly so for smaller, rural programs. The model requires significant resources in terms of instructional expertise, partnership development and maintenance, and instructional resources. Given the small populations and small budgets of some regions in Idaho, the model can be overwhelming. The benefits to students, however, are apparent and the State and regional providers remain committed to the delivery model. It is incumbent upon the State to mitigate some of the resource issues mentioned above. The State will do so by providing shared instructional resources, technical assistance, and network development.
Professional development and technical assistance: The State supported programs in PY22 in IET and IELCE technical assists sponsored by OCTAE. Two regions participated in the fall 2021 IET Design Camp and have begun utilizing the Integrated Education and Training Design Toolkit. One program participated in the IELCE-focused Enhancing Access for Refugees and New Americans (EARN) project, led by RTI International, World Education, Safal Partners and WestEd. State leadership and eligible programs also attended various conferences highlighting career pathways, including MPAEA, COABE, and National Skills Coalition. Providers shared best practices and information from these conferences with each other in both bi-weekly and semi-annual directors’ meetings.
Promising practices for IELCE in combination with IET: The State recognizes the development of key practices that support IELCE in combination with IET, particularly in respect to delivering the model to specific sub populations of English language learners and industry sectors. These include:
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| Illinois | The ICCB continued to provide guidance, research, professional development, and technical assistance to IELCE funded adult education programs to ensure the state IELCE services are meeting the guidelines of WIOA 243 regulations. As required with this funding, local providers were required to address all components of the IELCE funding- English Language Instruction, contextualized instruction for the workplace, civics education, and provide learner access to Integrated Education and Training. The state has a comprehensive list of IELCE competencies that are required components of the instruction and designed to ensure participants develop the skills needed to function effectively as workers and citizens. Professional development on integrating competencies in the instruction is ongoing and includes support through virtual learning communities, asynchronous instruction in the State’s Adult Education learning portal, iLEARN, and IELCE Logic Model published on the Professional Development’s website, Excellence in Adult Education. IELCE funded programs submit an annual scope of work that identifies how they are planning on addressing all required components of the grant. Each quarter, programs submit a programmatic report that is reviewed by both the ICCB Program Support and the Director for IELCE. Once reviewed, either appropriate technical assistance is provided, or promising practices identified in the review are shared with other IELCE programs. Additionally, the Director for IELCE monitors program’s inclusion of IELCE competencies incorporated in the instructional environment through the State’s MIS, DAISI as instructors are required to identify competencies taught in each unit of instruction. The ongoing and comprehensive support provided to local IELCE providers guides the program design, implementation, and evaluation of IELCE programs. |
| Indiana | IDWD established a formal IET/IELCE approval process and provided extensive technical assistance and professional development for IELCE and IET programs. Providers were required to submit an application and curriculum showing the components of an IELCE/IET class. Applications were reviewed by the Workforce Education Initiative (WEI) coordinator and state staff and approved. Technical assistance was provided on areas not meeting program requirements within the proposed application and resubmitted for approval. Through statewide webinars, regional meetings, and in-person sessions, the application and approval process for IELCE/IET programs were highlighted and outlined considerations for local providers to follow. Local programs could utilize IELCE as a “bridge program,” especially for lower-level ELL students, if training was available. The competitive application included questions – – What is the name of the basic occupational certificate? Describe any entry level requirements. – Attach a curriculum which includes a description of the English language acquisition program, rights, and responsibilities of citizenship and civic participation; literacy and adult education; employability skills training; and occupational skill training components. – Is the program length 40 hours or more and 14 weeks or less? How many hours will be dedicated to occupational training, employability training, and adult education? – Describe regional demand for this occupation (list potential job positions, hiring companies, and Indiana Career Ready flame status). IELCE/IECLE considerations included – Whether the activities provide learning in context, including through IETs, so that the individual acquires the skills needed to transition to and complete postsecondary education and training programs, obtain and advance in employment leading to self-sufficiency, and to exercise the rights and responsibilities of citizenship – ► Explain how the applicant has provided, or plans to provide, IET instruction to eligible individuals. Describe how College and Career Readiness standards are used by the applicant to enhance instruction. Explain how career readiness and workforce skills are taught, and/or plan to be taught, to eligible individuals. Describe how the applicant provided, and/or plans to provide, career awareness curriculum. ► What specific occupation or occupational sector will the applicant’s proposed IET cover? Describe the intensity and quality of the adult education and literacy component of current and proposed IET course(s). Describe how occupationally relevant activities and materials have been, and will be, used in proposed IET program(s). Explain which workforce training activities will be used in any proposed IET program(s). ► How will the applicant provide these activities? Describe how the three required components (basic skills remediation, workforce preparation, and workforce training) of IET programs will occur simultaneously. Describe how the applicant intends to fund the training portion of the proposed IET program(s). Does the applicant plan to offer the proposed IET in partnership with other organizations? If yes, explain this partnership. ► Describe how the three required components (basic skills remediation, workforce preparation, and workforce training) of IET programs will occur simultaneously. Describe how the applicant intends to fund the training portion of the proposed IET program(s). Does the applicant plan to offer the proposed IET in partnership with other organizations? If yes, explain this partnership. ► The continuation application for PY 2022 required successful applicants to update information from their PY 2020 (July 1, 2020 – June 30, 2021) Adult Education Competitive Grant Application (Request for Application). Additionally, adult education providers described progress toward achieving goals, noted any adjustments, and provided justifications. Furthermore, continuation applications required programs to include how the organization planned to implement instruction in literacy and English language acquisition, the rights and responsibilities of citizenship, civic participation, and any workforce training to meet the needs of eligible individuals. Each provider was required to provide a potential list of training courses and numbers of eligible individuals to be served. Applicants submitted a budget narrative to describe how funds would be spent consistent with the requirements of Title II, Adult Education and Family Literacy Act, and with the goals and objectives outlined in the program design. Applicants submitted a description of how the levels of performance would be met for the primary indicators of measurable skill gains. If performance targets were not met in previous years or did not meet state benchmarks, programs were to describe the plan to improve performance. A description of the process to ensure equitable access to, and participation of students, teachers, and other beneficiaries with special needs was also required. |
| Iowa | In PY 2022-23 the Department employed professional development as a key strategy for supporting local programs’ efforts to deliver IELCE services in combination with integrated education and training activities. The Department continued to provide professional development with an emphasis on local employer needs, employer engagement, and partnerships through several ZOOM trainings highlighting best practices from recent successful IELCE’s from Hawkeye Community College in Waterloo and Kirkwood Community College in Cedar Rapids along with national models. Best practices included working with a variety of new Iowan English language learners providing services and instruction at different levels, providing curriculum and training based off of regional employer needs for in demand industries, along a career pathway entry (includes manufacturing, food processing and construction) that is modified for the learners ability to become proficient and employable. Inclusivity and culture are a focus for both employer and all employees for these IELCE programs to be successful and positive impact for both the learner as an employee and for the employer as they meet their regional business needs. These opportunities were designed to provide program staff with information and strategies necessary to develop and deliver quality IELCE services in combination with IET activities. Four presentations were offered for all AEL staff which included the differences in the services provided in Section 243 along with guidance in submitting appropriate IET and IELCE programming and claim documentation. In the fall of 2022, the state engaged a high-level statewide IET/IECLE initiative to build a common state model for IET and IELCE implementation described in the next section. |
| Kansas | In PY2022, Kansas increased emphasis on providing IELCE services in combination with Integrated Education and Training (IET) activities for eligible participants. While some providers required restructuring and rethinking of service delivery to ensure activities were concurrent and contextualized, several programs were able to continue building upon already successful IET courses. Due to the high demand for healthcare workers in Kansas, multiple local programs offer IET classes for Certified Nursing Assistant (CNA), with some continuing healthcare pathways into Certified Medication Aide (CMA) and Home Health Aide (HHA). Transportation is another high-demand career field, so programs coordinate with postsecondary institutions and businesses to offer classes for Commercial Driver’s License (CDL). In PY2022, one local program added a “pre-CDL” IET class to assist learners in earning the CDL permit required for CDL classes, while multiple programs started a “CNA Basics” class to help participants gain the vocabulary and other skills needed for the healthcare pathway, with students then moving into the postsecondary CNA course. Other programs added courses in career exploration, introductions to career pathways, and employment readiness training. Many programs use software or online programs to support IELCE participants in practicing vocabulary, language, and workplace skills. Burlington English, one such vendor, provided individualized and intensive training to program instructional staff to make better use of career connection components of the platform. One program’s Future Maker Lab continues to allow for hands-on exploration of high-demand career fields, such as robotics, using virtual and actual tools. Kansas continues to investigate best practices in implementing IELCE. A panel of IELCE practitioners presented at the Workforce Innovation Conference in October 2022 to share ideas and discuss ways to overcome challenges. All providers effectively provide English language acquisition services and civics education, including assisting participants to integrate more fully into their communities. Multiple programs hosted multicultural community events, took field trips to places of interest, and helped students gain necessary skills, such as practicing language needed for parent-teacher conferences and understanding transit maps and the public transportation system. New in PY2022, Kansas developed a tracking system for community involvement activities which encouraged instructors to follow up with students to see how skills learned in class translated into real-world achievements. |
| Kentucky | In PY22, IELCE programs served 1,723 English Language Learner students (ELLs), attaining 642 measurable skill gains (MSGs). No IELCE program completed Integrated Education and Training programs with ELLs in PY22, however, all IELCE program students had access to integrated education and training opportunities through program partnerships with providers across the Commonwealth. Kentucky identified the need to address challenges associated with the implementation, execution, and monitoring of IELCE programs. Mitigation strategies were developed to address identified issues and to develop a Way Ahead for IELCE programs. Intense IET-specific training and IELCE guidance was conducted with IELCE program directors in PY22. The increased statewide awareness of IET and Workplace Literacy (WPL) remained a focus in PY22 and the statewide IET/WPL Planning Tool was refined. The IET/WPL Planning Tool explicitly required identification of local employer, trainer, and workforce development partners. This tool is submitted for approval to an IET Review Team that reviews IELCE submissions as well as ABE submissions. Further, the tool requires identification of funding sources for each program, necessitating IELCE programs to account for their section 243 funds specifically for IETs. |
| Louisiana | Louisiana actively ensures that English Language Learners (ELLs) can participate in career pathways and workforce preparation activities. IET programs span various industries such as allied health, graphic design, skilled crafts, transportation & logistics, hospitality, business, and information technology. WRU integrates core partner services into workforce preparation by emphasizing career exploration, workforce navigation, and transitional support. This approach ensures that students, including those in IELCE programs, gain exposure to in-demand industries and occupations. As an example, one WRU program provides contextualized instruction to students that includes the opportunity to earn IBCs within their preferred career pathway while working on basic skills remediation and/or English language acquisition. The goal is to streamline and accelerate post-secondary transition for students while ensuring career readiness. Additionally, their college offers a benefit to students who earn their HSE diploma - a $500 tuition waiver at graduation. This tuition waiver is explicitly for students to use within the college in either for-credit or non-credit programs to continue their career pathways. Furthermore, they have an Adult Education Enrollment Coordinator/Coach who works with all students to move them through the program. This same program supports IELCE through English language acquisition courses aligned with the English Language Proficiency Standards and U.S. Naturalization (Citizenship) preparation courses and services. Their post-secondary transition supports include the International Student Scholarship, which allows international students to receive financial aid for post-secondary courses, and a staff-created International Student Support Group for students to join and partake in social activities around campus. WRU programs understand that both content and community are necessary for success for IELCE students. |
| Maine | In the RFP, programs were (and will be) asked to develop at least one IELCE IET. Additionally the state will be providing IET Technical Assistance based on the LINCS Advance IET resources in PY 23. The new IELCE RFP will align with MDOE's roll out of the new MSG's and we expect to see an increase in performance metrics. |
| Maryland | IELCE/IET is labor intensive for the local providers. Staff and instructor shortages and turnover play a large role in the success or lack thereof, in implementing IELCE/IET. Both necessitate the need to train new personnel in the of the requirements of WIOA 243; this takes time away from running the classes. The State office continues to offer technical assistance through one-on-one meetings, quarterly Community of Practice meetings which feature best practices and other local program success strategies, links to resources, and in-person and virtual IELCE and IET class observations. Two local programs in Maryland were Spotlight features for successful innovative practices in Integrating Civics content into IELCE (RTI) and Bridge to IET (EARN). Maryland also participated in the Advance Basic Design Camp Training. Two State staff along with two local programs completed the training. So far, we have presented content from this training during the August IELCE/IET Community of Practice, which focused on creating a Team Purpose Statement and strategically constructing an IET team. We plan to deliver more content from this training during future CoP meetings and other state-led training opportunities. Facilitating partnerships and finding adequate numbers of participants to fill IET courses has been difficult, particularly for more rural programs. This continues to be a sticking point for many IELCE providers. Participant interests often do not align with in-demand employment opportunities available in the local area. However, the use of virtual learning platforms has made it easier to accommodate learners’ interested in IET who may be unable to meet in person. |
| Massachusetts | Massachusetts continues to require that all IELCE programs funded under its MassSTEP brand include an integrated education and training (IET) component. Programs can meet this requirement by partnering with community colleges, training programs or one of the state’s career/ vocational technical education (CVTE) schools for the workforce training component. Programs must submit schedules on an annual basis that shows concurrent adult education and workforce training classes. |
| Michigan | IELCE applicants are required to complete and submit an IET Plan (Parts 1 and 2) for each IET program offered to their IELCE participants. The IET Plan was created to ensure the IET program meets all required components prescribed under Section 203 of the WIOA and 34 CFR § 463.36-38, and was updated in PY 2022. Part 1 of the IET Plan captures program design information, such as the service provider for each of the required components, participant screening and placement requirements, career pathway, the postsecondary credential or certification to be earned, and the learning objectives for the three required components of IET – adult education and literacy, workforce preparation, and training. Part 2 of the IET Plan is the IET Syllabus that identifies the delivery approach (e.g., team teaching, adult education and occupational training taught concurrently but separately, single teacher for both adult education and training), demonstrates that the curricular materials are occupationally relevant, and identifies the delivery method (e.g., instructor-led, self-guided, online) for each component. Part 2 also includes the course scope and sequence for each of the three required components by week, demonstrating that they occur simultaneously within the overall scope of the program and are each of sufficient intensity and quality. The IET Plan is a required upload for completion and submission of the IELCE application, but the plans are intentionally separate forms to allow greater flexibility for program modifications, expansions, and development during the program year. The plans can be updated and resubmitted, as needed. The IELCE providers funded in Michigan meet the requirement to provide IELCE services in combination with integrated education and training (IET) in multiple ways. Two of the recipients are training providers so are able to offer all the services under one roof. Three providers have established partnerships with local training providers and/or local employers to develop and offer IET to participants. About half of the providers partner with their local Michigan Works! Agency in the development of the IET program. The number of IELCE participants enrolled in IET increased slightly to 154 in PY 2022, up from 133 in the prior year. LEO-WD will use the experience and knowledge gained from participation in the IET Design Camp to increase enrollment in IET programs for IELCE participants. |
| Minnesota | The Minnesota Adult Education system has traditionally provided strong instruction in English Language Acquisition (ELA), and civics. The addition of the Integration Education and Training (IET) approach to ELA and civics has had varied results in Minnesota. Many Adult Education programs have seen success in offering IET in combination with the other components. However, there has been difficulty in offering the IET model with learners who are at beginning and intermediate levels of ELA. The majority of IELCE grantees do not co-enroll learners in training that is funded from sources other than Section 243. This is mostly due to the fact that the other training offered cannot usually be offered concurrently with the adult education and workforce preparation components. |
| Mississippi | Integrated English Literacy and Civics Education (IELCE) are education services provided to English language learners who are adults, including professionals with degrees or credentials in their native countries, that enable such adults to achieve competency in the English language and acquire the basic and more advanced skills needed to function effectively as parents, workers, and citizens in the United States. IELCE services must include instruction the literacy and English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation, and may include workforce training. Programs meet the requirement to use funds for integrated English literacy and civics education in combination with integrated education and training activities by either: co-enrolling participants in integrated education and training, as described in 34 CFR Subpart D, provided within the local or regional workforce development area from sources other than Title II Section 243; or using funds provided under Title II Section 243 to support integrated education and training activities as described in 34 CFR Subpart D. During PY 22, training was provided to all ESL teachers in regards to Section 243. During intake, all ELL students were introduced to their College and Career Navigator (CCN) and received detailed information on the IET programs available at their respective locations. Students were given the opportunity to tour IET programs to get a feel for the skills they would learn and a better understanding of the specific job sector aligned to those skills as well as the beginning rate of pay. Push cards were developed in Spanish, which is the main language for the state’s ELL students, to promote the services offered. ELL students often attend field trips to local museums, events, and industry tours. |
| Missouri | DESE AEL grant specifications require the provision of IELCE services collectively with IET activities. It is a priority that IELCE services combine with IET activities that serve the current needs of students and the community. DESE AEL fosters relationships with employers and training providers to support the growth and expansion of career pathways offered through Missouri’s IELCE programs. Local IELCE service providers strive to help adult learners through partnerships for supportive services, workplace literacy, and occupational skills training. Identifying programs that meet community needs and entice an adult student to completion is essential to a thriving program. IELCE service providers utilize cultural and historical employment information from community organizations serving refugees. Then, with LWDB partnerships, address employer, community, and student needs through evolving IET offerings. Adult students enrolled in nine IET opportunities this year, with 75% of participants completing their program within one year. Participants attained in-demand healthcare, logistics, commercial sewing, and manufacturing credentials. DESE AEL acknowledges that program agility is vital to IELCE/IET student success. Assessments are administered before occupational training to ensure students’ aptitude and interest. In addition to specific occupational training, workforce readiness coursework is available to students virtually from their first day of class to promote ongoing progress. DESE AEL facilitates connections to local refugee support organizations for supportive service assistance such as transportation, childcare, translation services, and cultural understanding. In addition, IELCE providers focus on digital literacy for all students to support workplace readiness and future learning. |
| Montana | To understand the IELCE requirement and provide services under WIOA, the state was in continuous contact with the three IELCE providers. The purpose was to assist those three local programs and English language learner (ELL) teachers in developing an understanding of how they could expand their existing efforts to provide required IELCE services. The following MCIS modules are utilized with ELL students: Exploring MCIS, Student Skills Inventories and Interest Profiler, Exploring Occupations, and Researching Education and Training. The three IELCE providers are among the largest and most successful programs in the state. Their personnel are highly qualified and effective when working with this population of adult learners. The following are some 2022-2023 highlights from one of the state’s IELCE providers – Great Falls College and Career Readiness Center: The GFPS Career & College Readiness Center (CCRC) ESL program offers ongoing on-site appointments for career exploration in collaboration with the Great Falls Job Service and other partners. ELL students have the opportunity to explore careers, apply for jobs, create resumes and cover letters, and practice interviews. Additionally, ELLs can engage in goal setting, student interests, occupation, college preparation, and training modules through MCIS. The Job Service conducts Microsoft Office classes which are offered to ELL students. Funding support for training, available to qualifying individuals, is sourced from the Department of Labor, Opportunities, Inc., Montana United Indian Association, Airman & Family Readiness Center, Rural Employment Opportunities, and Easter Seals Goodwill. Great Falls CCRC ESL program delivered courses virtually and in-person in 2022-2023. Both digital literacy and integrated literacy opportunities offered students insight into integrated education and training activities. Great Falls offered and supported ELL students to utilize modules from Career and College Readiness curriculum. Specifically, students completed over one thousand hours in two major education programs. Burlington English offered students EL Civics, Career Specific Courses, English Grammar, and General English courses. MindPlay and Essential Education were also provided, and these programs delivered literacy, speed reading, phonics, fluency, vocabulary and comprehension skills. The ESL instructor provided ongoing virtual and in-person classes for the U.S. Citizenship and naturalization process. During the 2022-2023 program year, the ESL instructor completed regularly scheduled advisements with ELL students virtually and in-person to continue student exploration and reflection. ESL class outings included an educational tour of The Charles M. Russell Museum followed by discussions and a writing reflection. ELL students participated in the downtown Christmas Stroll and Parade of Lights visiting with local business owners and experiencing the livelihood of community members during the holiday season. ELL students, families, and the instructor ate lunch at an ELL student-owned local restaurant followed by a game of bowling in our neighboring community of Black Eagle. We were all able to practice interpersonal skills and English abilities. Guest speakers from the Great Falls Realtor Association presented the Montana Multicultural Fair and invited students to volunteer, organize the event, participate in discussion, display and educate about their culture, and engage in the outdoor food sample event. The three-month planning and outcome of this event will be described in the 2023-2024 program year reflection. The English language classes and community exploration opportunities ensure that ELL students have practice and lessons to be the best players in college, jobs, and service to others. The following are some 2022-2023 highlights from one of the state’s IELCE providers – Missoula County Public School’s Academic Success Program: The Missoula County Public School’s (MCPS) Academic Success Program (ASP) continued to provide on-site appointments and career counseling in partnership with the Missoula Job Service. With this partnership, ELL students can explore careers, apply for jobs, or explore any of the following MCIS modules: Exploring MCIS, Student Skills Inventories and Interest Profiler, Exploring Occupations, and Researching Education and Training. The Missoula Job Service also provides opportunities for funding if ELL students are interested in pursuing training opportunities. The Missoula ASP’s ELL clients in the IELCE programs have access to in-person and virtual classes. With help from staff and volunteers from Soft Landing (SLM) and the International Rescue Committee (IRC) the Missoula ASP ensured their ELL students had access to technology and distance learning options by arranging appointments to help with initial technology and device setup. Digital literacy and computer fundamentals classes were offered to students in the program year, as a means to develop technology skills for education and employment. During the 2022-2023 program year, the Missoula ASP provided regular scheduling for ELL students in Student Achievement in Reading (STAR) classes. The staff continued providing STAR assessments and evidence-based instructional strategies in their ELL classrooms and experienced success with increased student retention and outcomes. The MCPS ASP collaborated with Council Groves Apartments to provide on-site and virtual classes for U.S. Citizenship in program year 2022-2023 and 16 ELLs received citizenship education and naturalization information in class. Four of the class participants earned their U.S. citizenship in the program year. The Missoula ASP wrote and implemented several new IET programs in 2022-2023. These training programs and classes helped ELL participants to earn certificates or other credentials for new or better employment opportunities. The IET programs and classes were based on need and interest in the following careers: Healthcare (CNA, Dental, Surgical Tech, Phlebotomy, CPR/First Aid); Transportation (CDL); Business Finance (QuickBooks, Bookkeeping); Education and Social Services (Early Childhood, Childcare, Interpreter & Translator); and Carpentry & Construction. |
| Nebraska | Nebraska Adult Education provided technical assistance to the IELCE providers to ensure activities at the local program level were compliant with rules and regulations related to IET activities. Past performance has demonstrated the effectiveness of providing IELCE services in combination with IETS and training activities. Monthly IET professional development workgroups hosted by the State Office provided continuous opportunity to deliver targeted support. A principal area of focus was accurate data entry into the MIS for IET specific data. Results from desktop monitoring conducted by the State Office also provided the catalyst to model data analysis procedures for local providers to implement to continuously improve program performance. Local providers were successful in implementing IET activities, with a sixty-seven percent increase in IET participants. Adult learners enrolled in IETs were provided opportunities for educational and career advancement in the following fields: construction and manufacturing, finance, healthcare, transportation, and technology. Providers continued to face the challenge of offering IET programs for adult learners who were at beginning or intermediate ESL levels. Non-native English speakers enrolled in IELCE often require significant instructional and language learning time to be successful during IET programming and post-exit in the workforce in Nebraska. |
| Nevada | Both Basic and Section 243 funds have been used to develop IET programs. ESL students are served within IELCE standalone programs, as well as in combination with ABE IET. Challenges still remain in partnering with postsecondary training providers for non-profits and for the Adult Education programs housed in community colleges to work with their own Career Technical Education (CTE) departments. Progress has been made to include credit based CTE programs within the IET model. A small cohort of participants began automotive service technician courses in the spring semester of PY22. Technical Assistance for the only non-profit receiving IELCE funds centered around developing pathways and partnerships to deliver the occupational training required. The program has made progress by adding an information technology (IT) class through a private training provider, but still needs to expand the options in high demand occupations. Our PD contractor includes the services of a national expert on IET who has provided individual program TA. We have found that work by our northern Nevada local workforce development board through planning required for the Good Jobs Challenge grant is helping to make progress with the community college leadership. Adult Education programs were included in the Good Jobs Challenge grant to expand and create IET program participation. All of our current IELCE programs have dedicated local staff to provide career navigator services and/or career counseling. Programs have worked to expand the access for students to occupational training information. The number of participants receiving services through IELCE increased significantly from 613 in PY21 to 899 in PY22. This increase is a result of overall increased enrollment, as well as a local provider restructuring their program to provide IELCE services to almost all ESL participants. The number of students participating in IET through IELCE has increased slightly with 27 participants in IET through IELCE in PY20, 44 in PY21, and 61 in PY22. Students were served in concurrent IELCE, IET programs in the following areas, HVAC, certified administrative assistant, IT, logistics, manufacturing, Certified Medical Assistant, Pharmacy Tech, and Certified Nursing Assistant through the four programs awarded Section 243 funds. |
| New Hampshire | Local IELCE providers have continued to struggle with developing a successful model that includes an Integrated Education & Training component. To address this, the State Office and the professional development contractor replicated the IET Design Camp and provided this to 18 representatives from 13 different programs including those currently offering IELCE. Additionally, resources from the EARN project were routinely shared with administrators for the IELCE programs. In the request for proposals issued in February 2023, IET and IELCE were competed separately from the adult education and literacy activities. All IELCE programs must have an IET as a required component of the program design. The IET will include state approval of the design. Required components include a detailed career pathway to an in-demand occupation as identified by the State Workforce Innovation Board that results in a recognized postsecondary credential and includes an articulation agreement for career progression. Participation in the IET Design Camp and Advanced IET was highly recommended. One local provider has created a successful model for an IELCE/IET leading to a licensed nursing certificate and matriculation at the local community college. The provider is working with multiple hospitals in their area for internship and work experience opportunities and has been able to place graduates into good-paying jobs. This model was highlighted during a presentation at the NH Adult Education conference. |
| New Jersey | All Title II funded providers are required to meet quarterly, at a minimum, with One Stop and local partners including the local WDB. The purpose is to ensure that the IETs being planned and put forth are in alignment with local plans, metrics including an analysis of current job and market data and need for the community they serve. Further, IET planning sheets are required each program from all Title II providers and these planning sheets are reviewed annually in tandem with program performance and negotiated targets to ensure the IET and IELCE services make sense. IELCE and IET monitoring occur annually and inform the State on which areas may have strengths/best practices or weaknesses/challenges. |
| New Mexico | Our state encourages, but does not require, IELCE programs to enroll students in integrated education and training (IET) activities. Instead, we encourage them to provide access to IETs for all students whenever possible and if IETs are not yet available in the sectors that interest the students, they should actively pursue the development of one or more IET programs. We require all IELCE programs to incorporate contextualized workforce preparation activities into their courses and to assist the students in accessing family-sustaining jobs in their areas of interest. In PY 22, only about 3% of IELCE students in New Mexico were enrolled in IETs, which is the same percentage as in PY 21. This low percentage is due to at least three factors: 1) In New Mexico, many IETs are only in developmental stages and not necessarily present in the programs that also have IELCE funding, so IELCE students do not always have true access to them, 2) IELCE students may not always have an interest in the IET programs that do exist in their area (e.g., the student is interested in a childcare IET but there is only a phlebotomy IET available), 3) IETs are expensive and complex programs to plan and implement, and the program may not have the staff or funding to create an IET program that meets the need, and may not be able to partner effectively with the Local Workforce Development Board, and 4) IELCE students often do not have the proper work documentation, making some IETs that require a social security number or other proof of citizenship a dead end for them. The eight local programs that receive IELCE funding work to meet the requirement to provide IELCE services in combination with integrated education and training activities, and contextualized workforce training opportunities, in a variety of ways. For example, our IELCE program at Catholic Charities offers a NCCER Specialized Heavy Equipment Operation IET for IELCE students, while ENMU-Roswell uses Burlington English and other software programs to integrate language acquisition activities with level-appropriate workforce preparation activities. ENMU-Roswell also offers an Entrepreneurship program that provides some workforce preparation, though this program does not yet meet all requirements for an IET program. UNM-Taos offers two healthcare-related IET programs and encourages IELCE student participation in the programs. At UNM-LA, IELCE students learn soft skills and job skills in a contextualized classroom and several rigorous IET programs are currently under development there. All Santa Fe Community College’s IELCE students are allowed to matriculate into their several IET courses, but only once they have achieved a Level 5 or 6 proficiency. In short, IELCE programs are aware of the requirements to provide students access to IET and workforce preparation services and are working toward these requirements, though they are at different stages in their development. |
| New York | IEL/CE programs worked closely with their training partners to provide not only the training but to ensure a collaborative approach between the literacy instructor and the training instructor. In this way, the literacy classes associated with each training component are contextualized to further assist and support in their ability to secure employment once the credential is earned. Local IEL/CE program staff continued to meet quarterly via remote options with employers. Literacy teachers meet routinely with employers to design curriculum and instructional modalities that mirror the needs of the employer. Case managers continued to meet with learners to monitor their progression and readiness for employment which included job preparation skills, resume preparation, and workplace skill expectations. This intense case management supported the transition students successfully completed their training component and sought employment. This consistent and constant communication between local programs and local employers ensured employment opportunities within each community. |
| North Carolina | During the 2022-23 program year, IELCE providers were required to attend several training sessions with state staff and a two-day, face-to-face IELCE professional development event. In addition, state staff conducted small group and one-on-one meetings with providers throughout the program year to provide high-quality technical assistance, professional development, and curriculum development opportunities to support the full implementation of IETs. Providers were trained on IELCE student and curriculum requirements, curriculum content and creation, collaborating with one-stop partners, the transition to ADVANSYS, and developing pre-IET on-ramps for beginning-level students. Monthly Office Hours were scheduled to offer support and allow for networking among IELCE providers across North Carolina. The state has developed a comprehensive career pathway/IET process for submitting proposals for state approval Approved pathways are available to all providers via an online repository. The NCCC System Office purchased Burlington English seats for all IELCE providers and offered comprehensive training sessions on how to use the software effectively for English, Civics, and workplace preparation activities across all career clusters. For PY 2022-23, all IELCE providers were required to have an active IET, with a goal of three or more by the end of the program year. All IET programs developed and offered are based upon rigorous evidence-based research regarding the regional employment needs in their service areas. Providers must develop a scope and sequence for lessons used in their IET programs. All providers are required to develop curricula that are customized for each occupation that providers identify as a high-demand industry. Since PY 2019-20, the North Carolina Adult Education and Literacy Program has developed a Center of Excellence for English Language Learners Workforce Development. The Center of Excellence served as a training and professional development mechanism for programs implementing and facilitating IELCE programs. The overall management of the Center of Excellence was conducted by a state staff member and one of the Title II funded providers. Programs were required to attend monthly calls to discuss their plans and initiatives as it relates to the IELCE program. |
| North Dakota | All Adult Education providers in North Dakota have been trained in the concepts of IELCE and IET. Fargo is the only site that is mandated to provide and offer both services, an IELCE program that includes IET. Ideally, with increased knowledge of the programs and educating stakeholders, we have secured additional resources to duplicate the work being done in Fargo. There are also conversations going on with TrainND about cost reduction and how other core partners can help alleviate the cost. One other concern is with our smaller programs to have enough participants to sustain staffing and programming ongoing. The Fargo ALC currently assists students in achieving their Pre-CNA/C.N.A. license. The past two years an Intro to Education IET was implemented with hands on experience with their Even Start program on site. It is still a state goal to grow and scale IET programs. In addition, a third option of CDL IET is growing. Reports and data are shared with the state office and reviewed. |
| Northern Mariana Islands | Not Applicable. |
| Ohio | Ohio continues to work hard to develop, enhance, and sustain a robust IELCE program, in combination with integrated education and training activities. In PY22, Ohio participated in the Enhancing Access for Refugees and New Americans project (EARN) for the small group discussion focused on DEI considerations in grantmaking, programming, and partnerships serving immigrants. Ohio finds this work very valuable in supporting the mission of the IELCE grant. If a PD opportunity or initiative was available in PY22, a representative from the state office participated. We have been working as a state to not lapse any of the section 243 funds. Each of the 15 IELCE grantees are required to have at least one IET option in their program a part of a career pathway to English Language Learners, but students are not required to participate in the IET. All classes incorporate civics pieces and Ohio continues to use the TSTM toolkit with specific focus on the Civics Education content from the toolkit. IELCE Aspire grantees provide high-quality, evidence-based instruction in reading, writing, speaking, and understanding English, mathematics skills, and civics education to all English Language learners including professionals with degrees and credentials in their native countries. By utilizing the national ELP standards, Aspire programs are situated to meet the academic rigor outlined in WIOA. Though this report highlights pieces from PY2022, it is important to note that our state team did strategic planning to set-up our IELCE programs for success for PY2023. We made the decision that in PY2022, that one program manager who supervised a Language Institute, and has worked as an ESOL educator would be responsible for monitoring IELCE/IET programs. |
| Oklahoma | All state IELCE programs are required to have an IET. IELCE providers in Oklahoma met the requirements to administer services with integrated education and training activities in a variety of ways. Activities included workforce preparation and occupational skills training with adult education and literacy activities to increase students’ educational and career advancement. Programs are having a difficult time getting students to take advantage of these services. Local programs participating in national professional development, have attended sessions on IET development. |
| Oregon | In the 2022-2023 program year, the seven providers indicated offering IETs in fields such as early childhood education, welding, healthcare, and industrial trades. In addition to providing the type of IETs being offered, providers submitted documentation on shared learning outcomes and IET program design. Oregon continues to use quarterly OCABSD meetings and the monthly Directors’ Calls as forums for discussion around IETs. Topics include sharing promising practices, the exploration of a statewide IET, and more. A variety of high-quality IET planning resources, including the IET Design Camp Toolkit, are available on the state’s ABS Resources page. Programs continue to indicate that they have trouble creating sustainable cohorts of IET students, particularly in rural areas, and that ESL students need greater language and linguistic development in order to succeed in IET courses. State Leadership has noted programs’ concerns. In the 2022-2027 ABS Professional Development Plan and Framework, IETs are identified as one of five focus areas for statewide professional development over the course of the current grant cycle. This professional development and technical assistance is anticipated to include using data for marketing to identify and recruit participants; creating regional and/or statewide IET models; and collaborating between career pathways and IET programs. As part of its support for IETs, the state launched its BurlingtonEnglish pilot in PY2021-22 with the purchase of 1,000 seats for distribution across the state based on an RFA process. In 2022-23, the state expanded use of the program with the purchase of 2,000 seats for use across the state, again based on an RFA process. In general, field response to BurlingtonEnglish has been very favorable, with overall positive feedback from administration, teachers, and students. A preliminary data review also shows promising performance trends. State and local workforce partners continue to meet to identify workforce system needs. Regional sector strategies serve as a framework for the local system, and Title II providers are actively engaged in implementing career pathways to meet regional workforce needs. In fact, multiple state career pathways grantees (not funded through Title II) selected alignment with Title II ABS IETs as one of their primary goals for the 2021-2023 biennium. State Leadership plans to make IET collaboration between career pathways programs and Title II programs a required element of the 2023-2025 biennium career pathways grants in order to encourage IET growth and development across the state. |
| Palau | The Palau Adult Education Program did not have sufficient funding to initiate training activities; however, all of the classed it provided integrated English instruction in the classrooms. All of the adult learners who registered in the Palau Adult Education Program are ESL. |
| Pennsylvania | The division requires each Section 243 grantee to use a portion of the funds to establish and conduct at least one IET for participants in the IELCE program who are interested and can benefit from the activity; they may provide more than one. IELCE participants may also enroll in other IETs at the same agency or a different agency. Programs must provide a continuum of leveled, managed enrollment IELCE activities that support participants to prepare for and transition successfully to an IET. As noted in the state leadership section of this report, the PDS offered a statewide virtual professional learning community for IELCE instructors to help programs build IELCE capacity and increase alignment and rigor of lesson plans. The IET Technical Assistance Project worked with grantees that were considering developing new IETs. The division must approve IET activities before grantees can offer them for the first time. Providers use the Integrated Education and Training Proposal form, which includes the single set of learning objectives. In 2022-23, programs conducted a total of 13 sessions of eight IET activities with Section 243 funds. Five IETs were in the allied health sector: community health worker, home health aide (two), pharmacy technician, and social service assistant. The others were Microsoft Word, teacher assistant training, and foundational culinary arts. One grantee also had a direct care worker IET at their agency under another funding source which some IELCE students attended. Of the 89 participants who started an IET program, 76 completed. Both numbers were lower than the targets the programs had set. 29 participants earned industry recognized credentials. Several grantees stated that a challenge in providing IELCE in combination with IET is getting IELCE participants to successfully complete an IET. In response, the grantee that offers the social service assistant IET added the community health worker IET this past year. The new IET is shorter and requires less English. As a result, students who wanted to complete training and move into employment more quickly had an option. The grantee reports that the starting wage for community health workers is similar to that for social service assistants. Another program noted that, as students succeed in their IET and get related jobs, other people hear about it and come, thereby increasing participation in the IET. Programs increased barrier support services to participants to help them persist in the program. One program noticed an increase in barriers involving mental and physical health issues, domestic violence, food insecurity, and housing insecurity, on top of the traditional barriers of inadequate childcare and work schedule changes. An ongoing challenge reported by multiple programs concerns access to foreign degree translation and evaluation services. Many students face barriers to employment because their credentials from their native countries are not recognized or understood by employers in the U.S. |
| Puerto Rico | The Adult Education Program IELCE program will be based on a co-enrollment model of participants in an Integrated Education and Training (IET) program provided within the local or regional workforce development areas. Section 243 funds would be used to support IET activities. The curriculum to be developed PY will include the rights and responsibilities of citizenship and civics instruction, literacy, and English language acquisition instruction. The instructional strategy will include Standardized lesson plans that represent all required IELCE content, Standards-aligned curriculum that integrates civics into English language acquisition and classroom observations and documentation of observations. The program will ensure that all instructions, materials, and activities are appropriate, rigorous, and promote a productive challenge and use contextualization. |
| Rhode Island | In PY 2022, all three IELCE providers offered IELCE services in combination with in-house IET programming supported by Section 243 funds. Depending on participants’ skills and goals, providers also refer IELCE participants to IET programs offered by other organizations, which may not be supported by Section 243 funds. Grantees provide education services in combination with IET by delivering occupational skills training that integrates contextualized English Language Acquisition and civics instruction. Many of these pathways include work-based learning and all provide wraparound supports to help learners complete the program. Local providers have found multilingual career coaching to be an effective support for IELCE participants’ success. |
| South Carolina | During PY 2022-23, IEL/CE programs continued to develop new and locally relevant IET programs, with assistance from the SCDE-OAE. All IEL/CE programs submitted information on updates to their previously approved IET programs, which were reviewed by OAE staff who then provided feedback on these updates. When necessary, OAE staff met with local program staff me to refine IET proposals to ensure alignment with WIOA goals for these programs. IEL/CE programs with approved IETs implemented these programs in the areas of manufacturing, healthcare, hospitality, construction and entrepreneurship, all of which align with identified local and/or state employment needs. The Workforce Liaisons (mentioned in Section 1 of this report) met with and assisted the local programs with identifying the employment needs in their respective areas. During PY 2022-23, 87 IEL/CE students participated in an IET program, down slightly from 93 in PY 2021-22. SC continues to struggle with the large number of undocumented individuals who participate in our programs; these individuals are not eligible to attend local technical colleges, which results in a portion of our Adult ELL population not having access to post-secondary training. Due to their status, these students do not have the opportunity participate in IET programs that partner with technical colleges for occupational training.
The OAE ESL Consultant communicated with many of the adult education sites offering ESL services, including all of those awarded with IEL/CE grants, in order to offer Technical Assistance and to monitor the programs informally. Additionally, an IEL/CE Interim Report and Final Annual Report (IEL/CE FAR) were completed and submitted by each grant recipient. Both reports contained information on program performance and documented progress toward full implementation of the IEL/CE program, including IET and other occupational goals. These reports were reviewed, and technical assistance was delivered as needed. The OAE ESL Consultant and other state and local staff conducted multiple trainings for directors and ESL practitioners, both regionally and statewide, specifically directed at sharing information and strategies on the implementation of WIOA regulations as they relate to the Adult ESL population and IEL/CE. Specific technical assistance and training was delivered individually and at statewide meetings regarding individual program planning and implementation of an IET. For IEL/CE programs that were not yet in the IET implementation phase, OAE staff provided information and technical assistance necessary to complete the process for submitting an IET proposal to the OAE for approval. Criteria for approval included:
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| South Dakota | In PY2022-23, the sole IELCE funding-recipient provided an adult English Language Acquisition Program which served 180 participants in the Sioux Falls area to develop learners’ basic skills (i.e., reading, writing, speaking, listening, and numeracy) leading to self-sufficiency and greater success in family life, employment, education, job training, naturalization, and civic participation. This ELA programming was delivered concurrently and contextually with Integrated Education and Training activities, including Workforce Preparation activities and Workforce Training. Workforce Preparation activities were provided through monthly English language units aligned to the College and Career Readiness Standards, as well as quarterly IET topical units focused on specific transitional skills or occupational communication skills for in-demand career pathways, including Customer Service and Healthcare. Transitional Skills units [including Problem Solving and Career Pathways Planning] integrated Teaching Skills That Matter (TSTM) approaches of problem-based and project-based learning. The quarterly IET units provided scaffolded access to key employability skills for learners at all levels of language proficiency. Short-term, managed-enrollment Job Interview Classes were provided bimonthly. Targeted Career Navigation was also provided to learners to assist with career-pathways planning and job-search support; Career Navigation support was aligned and coordinated with the local Job Service Office, including on-site WIOA Title I enrollments as needed. Workforce Training activities were offered monthly through sector-specific training courses for in-demand occupations. ELA participants were invited to co-enroll in these Skills That Employ People (STEP) classes. STEP classes provide basic skills instruction in the context of sector-specific skills and vocabulary. They also leverage occupationally relevant instructional materials and have been developed in collaboration with local employers. Determined by learners’ interests and backgrounds, as well as by workforce needs, the eight PY2022-23 STEP classes included: General Production Skills & Safety (x2), Basic Production Skills & Safety (x2), Food Service & Safety, Commercial Housekeeping & Laundry, as well as new courses in Construction Skills & Safety, as well as Entrepreneurship. STEP participants were also enrolled in Job Interview Classes with mock interview practice. Upon completion of each STEP class, the Career Navigator helped connect adult English learners to appropriate employment opportunities. |
| Tennessee | During PY22, TDLWD staff continued to update the single set of learning objectives template to simplify and improve the most accurate information tracked for data measurement. TDLWD staff streamlined the IET process and updated the online IET application process for programs. Updates were shared with all programs on the revised Single Set of Learning Objectives template and online IET application process. With our increased focus on these IET tools and training local programs on how to implement IET programs, we continued to see a better understanding and implementation of IET opportunities from local IELCE providers. |
| Texas | In Texas, all AEL grantees have IET targets requiring providers to build IET models for underserved priority populations. AEL providers implementing IELCE services submit plans detailing IET designs for ELLs. These plans require providers to highlight specific ELA strategies to support transition and completion of IET programs. The IELCE model as implemented over this last year has included alignment with the new Texas AEL Civics content standards. Providers must ensure that during the timeline of the IET for ELLs, participants receive targeted AEL Civics content.
Over the last program year, TWC AEL staff and the Career Pathway PD Center have worked to ensure all grants are expanding the IELCE model and providing IETs for ELLs through targeted TA and PD. In addition to the sessions listed below, the CPPDC and TRAIN PD ensure broad dissemination of opportunities for participating in national EARN PD webinars and technical assistance workshops.
The CPPDC provided the following sessions to support IETs for English Language Learners:
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| Utah | Utah has been training and updating programs on the WIOA requirements to provide IELCE services with integrated education and training activities. Specific trainings with current providers have been offered to provide a community of practitioners for shared lessons and content development. |
| Vermont | Vermont participated in the IET Basic Design Camp in PY22 and will be participating in the program the IET Advanced Design Camp in PY23. The AOE also convenes bi-weekly IET office hours, which is an opportunity for any AEL provider staff member to share successes and challenges and receive individual technical assistance. The State also provided technical assistance to one provider implementing IELCE to design a Licensed Nursing Assistant IET program. Through a partnership with the local Career Technical Education center to provide the training component, the program was ready to launch with a cohort of seven interested students. When the LNA instructor fell ill and could no longer teach, the provider, with the State’s help, began an extensive search for a substitute. The search is ongoing. The workforce shortage in the healthcare industry has led to similar difficulties implementing programs with partners. In Vermont, LNA courses must be taught by a licensed Registered Nurse. Another provider has been implementing a program to prepare individuals for entry level jobs in solar panel installation, heat pump installation and/or weatherization. The program titled “Energy Works” has run in several areas of the state with the help of two large grants that the provider secured. Unfortunately, meeting all of the requirements of an IET have been more difficult than anticipated (i.e., concurrently executed components) and the State is providing technical assistance. Of note is that the State’s collaboration with LINCS to bring the professional development series on integrating ELP standards with academic content standards will help as the provider develops the curriculum of the program to meet the needs of ELL students. |
| Virgin Islands | This is not funded in the USVI |
| Virginia | IET programs in PY2022-2023 were offered for students in sectors including healthcare, educational services, technology, transportation, administrative support services, construction, manufacturing, accommodation/food services, other services (entrepreneurship), personal services, and retail/customer service. 162 participants earned credentials during the program year including Certified Guest Service Gold Professional, Childhood Development Associate Level 1, Microsoft Office Specialist, Customer Service and Sales, Personal Care Aide, Entrepreneurship, Certified Nurse Aide, Certified Medical Aide, Certified Dental Assisting, AWS Welding, Certified Veterinary Assistant, Forklift Operator, CompTIA ITF+/A+, Paraprofessional, EPA Section 608, NOCTI Electrical Occupations. At the outset of PY2022-2023, the VDOE launched a year-long focus on technical assistance for programs to offer rigorous IET programs and to incorporate the new MSGs (types 3, 4, and 5) for IET and workplace literacy programs. Through various presentation opportunities, this guidance was contextualized and re-presented to help develop practitioners’ understanding of how to adjust their program design to take full advantage of demonstrating gains. Other technical assistance efforts included a two-day Career Pathways Summit, offered in collaboration with WIOA Title IV partners, during which various career pathways topics were explored. This included a session with the VDOE colleagues in Career and Technical Education in which specialists offered practitioners ideas for working with local secondary and adult CTE programs; a host of resources for career pathways curriculum and credentialling were shared during the session and in follow-up technical assistance. The VALRC also hosted PLCs to support providers in their efforts to design and deliver IETs. Supporting language learners continues to be a focus of Virginia’s IET technical assistance. |
| Washington | Washington State continues to provide technical assistance opportunities for IELCE funded programs including:
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| West Virginia | In accordance with Section 243, both Berkeley and Hardy County ESL instructors were provided professional development regarding IELCE program requirements. Guidelines and procedures for ensuring Integrated Education and Training (IET) were developed and available for offering all IELCE students, although not all were required to participate. Technical assistance was provided to the ESL instructors regarding implementation and documentation of the IET policies, specifically related to Section 243. |
| Wisconsin | WTCS ensures that funds in the IELCE grant category are being used to provide educational programs for adults, including professionals with degrees and credentials in their native countries, that enable adults to achieve competency in English language and acquire the basic and more advanced skills needed to function effectively as parents, employees, and citizens in the United States. To encourage successful implementation, the WTCS holds bi-monthly drop-ins to discuss a variety of AEFLA-related topics and provide technical assistance to programs when needed at this time, WTCS Adult Education staff reviewed IELCE Section 243 requirements. To monitor alignment with IET and IELCE expectations, all provided tri-annual reports on grant progress and submitted the IET Planning Tool. The WTCS Adult Education team and the education director for the targeted occupation meet to review the planning form to ensure that it meets established criteria. All comments and revision requests are sent back to the program. Additionally, data through the AEFLA Reporting and Performance Accountability Monthly Report was used to inform targeted discussions with providers on IET coordination. As a result, the adult education team was able to address any data reporting challenges that providers encountered as well as check in regularly about IET development and participation. |
| Wyoming | Enrollment into the IELCE program at LCCC places students into an appropriately leveled ESL class where language and civics instruction are the instructional focus. Typically, students at the intermediate/advanced levels are offered the opportunity to participate in a Healthcare IET or a Manufacturing IET which integrates digital literacy, self-management skills, and general employability skills. Participants are also taught many relevant employable skills related to the healthcare field such as, how to measure pulse rates, reading child growth charts, determining burn percentages, recording blood pressure readings and taking temperatures using modern clinical technological devices. While enrolled, participants also learn how to complete online job applications, interviewing skills and participating in mock interviews with industry leaders. During a Career Boost class they are guided on how to apply to apply to a postsecondary institution of their choice. Students are also shown how to fill out a FAFSA and apply for in house scholarships and the State Hathaway scholarship, when applicable. The job readiness component of the IET is where students truly begin their career training. Once they’ve been certified in CPR, they begin classes in various heath careers which allows them to earn either a short term or long term credential; thereby allowing for the opportunity to earn stackable credentials. In FY 22/23, the program had 15 IELCE students and 7 registered into an IET program in either Healthcare or Manufacturing. Once enrolled in an IET, students complete their course of study and earn MSG ‘Milestones’ for: CPR certification (Healthcare) or OSHA 10 certifications (Manufacturing). The program consistently struggles with understanding how and when MSG’s 3-5 can be used. Technical assistance and one on one training has been provided by the State; yet there were still errors in their data on these three MSG’s for IET students. The State has requested that LACES provide additional training and the State will repeat the individualized training for this provider. The use of braided funding streams from TANF, Workforce Development funds, Perkins, or in-house scholarships often helped fund tuition costs for students; however, the cost of tuition for those students who do not qualify for braided funds remains one of the greatest challenges for the successful enrollment and completion of IELCE students into IET’s. The State has addressed this for the upcoming fiscal year by applying for and receiving ARPA grant funds which can be used to cover tuition costs for IET students. |