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Narrative Analysis Tool


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.

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    Narrative Selection Switch - (Click box below for list)
State Describe your State efforts in meeting the requirement to provide IELCE services in combination with integrated education and training activities;
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. Eligible providers have designed programs that deliver high quality 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 MSSC CPT helps to retain IELCE participants into integrated education and training activities. By demonstrating strong partnerships with recognized regional manufacturers such as Mazda Toyota, Y-Tech Keylex Toyotetsu Alabama (YKTA), and Matsu that hire non-English speakers into their workforce encourages continued participation in adult education services and the acquisition of digital literacy, work skills literacy and additional manufacturing certification through an IET that will lead to job placement. Local program providers use the regional labor market information and other tools such as Lightcast (formerly known as EMSI) a national, state, local labor market and community data assessment tool to help place English Language Learners in unsubsidized employment for in-demand industries and occupations that lead to economic self-sufficiency.  ACCS has a statewide contract with Lightcast which is used by adult education practitioners to augment program design and career navigation.  The integration of language and workforce skills enables the English Language Learners to achieve competency in the English language and acquire the skills to function effectively as parents, workers, and citizens in the United States. 
Alaska The IELCE provider, Alaska Literacy Program, 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 2021, ALP offered 125 in-person classes and 71 online classes over four eight-week quarters and a summer session. By June 30, 2022, the provider had offered classes in English, Citizenship and Workforce Development to 621 students. ALP continues to grow their Peer Leader Navigator (PLN) program and graduated nine new PLNs in Cohort 9 to assist community members navigate barriers in health access, food, and housing and financial insecurity. 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 2021, two new classes were successfully completed with 17 new graduates. Eighty-eight percent of the graduates continued to additional training, post-secondary education, or employment.
American Samoa N/A
Arkansas ADWS/AES facilitated monthly/bi-monthly conference calls and an annual meeting with the grant award recipients to discuss requirements of Section 243, IET development and recruitment, curriculum and instructional strategies, and the continual development of a single set of learning objectives for common IETs. In addition, ADWS/AES monitors the data and progress of IELCE participants to provide technical assistance for local programs. During specific IELCE conference calls and meetings, grant recipients are encouraged to attend and participate in statewide training and workshops that include IET, ESL, and Standards (College and Career Readiness (CCR) and English Language Proficiency (ELP)) and discuss best practices and their progress in providing the services of IELCE. One area of emphasis for IELCE conference calls was identifying additional workforce training programs that do not require a social security number for credential attainment. 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 English language learners. ADWS/AES provided increased technical assistance and professional development for integrated instruction with English Language Learners and integrated/contextualized instruction in IET development through focused regional and state training, including utilizing the IET Toolkit provided by LINCS. COVID-19 has continued to impact several IELCE/IETs, such as CNA and EMR, which have hands-on requirements.  Several programs have begun to return to face-to-face classes, while some continue to be on hold as programs work to adapt the program structure to a virtual one. COVID-19 has impacted business and industry needs in the state, and several programs have instituted new IETs to meet the changing demands. The continuing challenge for IELCE/IET(s) is identifying additional qualifying credentials and certificates that residents who cannot show documentation of legal status can attain and use for employment upon completion of the IET. Due to COVID-19 impacts, ADWS/AES worked to introduce viable Civics Education through remote learning options. During the 2021-22 program year, ADWS/AES formed a partnership with Arkansas United (AU), a grass-roots immigrant advocacy organization with an extensive network of resources, to run a pilot combining Adult Education services with Digital Civics Education services through AU resources. As the pilot continues into the 2022-23 program year, ADWS/AES plans to include all current IELCE grant recipients.
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 2021–22, 111 agencies including two consortiums 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 90 Business and Finance 58 Education, Child Development, and Family Services 39 Hospitality, Tourism, and Recreation 32 Information and Communication Technologies 28 Building and Construction Trades 19 Manufacturing and Product Development 10 Transportation 9 Marketing, Sales, and Service 6 Agriculture and Natural Resources 4 Energy, Environment, and Utilities 4 Public Services 4 Arts, Media, and Entertainment 2 Fashion and Interior Design 2 Per WIOA Section 243, the CDE required the provision of language and literacy objectives as a program in combination with IET. The IET model combines workforce preparation activities and occupational skills training with literacy activities to increase a participant’s educational and career advancement. 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 program and a career program. 
Colorado In 21-22, four of the six IELCE-funded programs were able to implement IET programming in the second year of the grant cycle. Five of the six grantees completed AEI’s required IET toolkit by June 30, 2022. Those five grantees now have approved IETs. The remaining grantee will receive continued technical assistance to complete and offer an IET in the next program year. 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 2021-22. All IELCE grantees participated in the monthly online IET Workgroup to support the completion of the IET toolkit and continuous improvement in the development and implementation of IETs. In 21-22 AEI developed an asynchronous online IELCE Moodle course that IELCE grantees are required to complete once per grant cycle. This course will be released in 2022-23. AEI staff provided onsite technical assistance to one grantee struggling to design a healthcare IET including all required components. The process developed for this TA can be replicated with others as needed. Through quarterly monitoring conversations and the monthly IET workgroup, grantees have identified the two greatest areas that are still challenging in developing IETs. The first challenge was if enough learners with similar interests were enrolled to create a specific IET program for one industry. The second was recruiting learners to participate in IETs. 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. 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 2021-22 included early childcare education, certified nurse aide, food industry training, and the National Retail Federation’s certificates.  
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 that focus 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.
Georgia All IELCE providers were required to offer GOAE-approved Integrated Education and Training opportunities to their students during the year. All IELCE providers met this requirement.
Guam Guam does not receive IELCE funds for this program.
Hawaii The provision of technical assistance to the local provider and the monitoring of the local provider to carry out an IET program is an area in need of improvement by the state. The state has committed to dedicating a person from the Office of Curriculum and Instructional Design to fulfill the state director role until the deficiencies related to AEFLA section 243 are addressed.
Idaho The local programs strove to meet the requirements of providing IECLE services in conjunction with IET activities, by offering non-native speakers of English, access to comprehensive English as a Second Language and U.S. Civics courses while simultaneously encouraging participants to enroll in one of the career-specific IETs, Next Steps Idaho career exploration services, and meet with career counselors in the Center for New Directions.  IETs combine workforce preparation activities and occupational skills training with literacy activities.  Programs provide students with an opportunity to obtain career training in high-demand occupations and earn industry-recognized credentials in such areas as Certified Nursing Assistant, Manufacturing Skills, and digital applications.  Additionally, local directors met with mayors, county commissioners, and other community leaders to conduct a needs assessment for employment needs.  These meetings led to IETs in agriculture and other high-demand occupations with classes and training offered at the employer’s place of business.  In one instance, the employer paid employees to attend classes who, if improved their workplace and general English skills, would be considered for promotions into management positions.  An AE staff member oversaw the curriculum design using workplace manuals to contextualize the learning experiences of the participants.  As a result, 10 employees made level gains, passed their national assessments, and were promoted to management positions with increased salaries. 
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 the Immigrant population continues to increase in Illinois, the ICCB hired a Director for Integrated English Language and Civics Education in PY22 to oversee the growth of the IELCE program.
Indiana Indiana Adult Education continued to provide technical assistance and professional development for IET as well as IELCE. IDWD established a formal IET/IELCE approval process. Programs must submit curriculum showing the components of an IET/IELCE class. Applications are then reviewed by central office staff and technical assistance was provided on any areas not meeting program requirements. Statewide webinars highlighted the approval process for IET/IELCE and outlined considerations for local providers to follow. Local programs may 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 industry recognized certification? Describe any entry level requirements. – What curriculum will be utilized? Attach the curriculum which includes descriptions of 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). Considerations included – IET and IELCE 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 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 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 2021 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 trainings and numbers of eligible individuals to be served.
Iowa The Department instituted a statewide steering committee to support continued IELCE and IET implementation. Over the course of 12 meetings, providers and community college leadership clarified state IELCE/IET needs, identified implementation issues, and collaborated on a common model for implementing IELCE and IET services. The steering committee recommended a mentorship committee which will be advising IELCE and IET providers on:
  • Assessment of local program needs;  
  • Professional development and training about employer engagement and addressing in-demand industry needs; 
  • Marketing IELCE/IET cohorts using data driven strategies; and
  • Curriculum and training specific to regional and community needs.  
The state also employed professional development as a key strategy for supporting local programs’ efforts to deliver IELCE services in combination with integrated education and training activities. These opportunities ensured the dissemination of information and strategies to program staff for the development and delivery of quality IELCE service. IET/IELCE Design Camps-  Iowa enrolled two cohorts of AEL providers, including some that are funded to offer IELCE services, in the LINCS IET Design Camps conducted in fall 2021 and summer 2022. IELCE Technical Assistance- The Department provided TA with an emphasis on local employer needs, employer engagement, partnerships, and best practices from successful IELCE providers. Topics included:
  • Strategies for providing services and instruction to different EFLs for English language learners; 
  • Aligning curriculum and training with regional employer needs for in-demand industries; identifying entry to career pathways in sectors such as manufacturing, food processing and construction that correspond with learner’s abilities to improve proficiency and employability; 
  • The importance of inclusivity and culture to a positive experience for  learners and employers; 
  • How to complete the new IECLE/IET submission approval form which ensures WIOA regulations are being followed for all of our IET/IELCE programs; and
  • Guidance on documenting milestone progress to achieve MSGs.
Summer Conference- July 2021 all IELCE providers had the opportunity to attend two pre-conference sessions on the IET design process and the development of a single set of learning objectives.  Future Directions in PY 2022-2023
  • Present the IELCE/IET implementation model to the leadership of IELCE provider institutions in December 2022.
  • The mentorship committee will continue to advise IELCE/IET providers in collaboration with the Department.
Kansas The pandemic continued to impact programs in PY2021, resulting in some partnerships pausing or collaborating only intermittently throughout the year. However, Kansas IELCE programs still worked to provide IELCE services in combination with Integrated Education and Training (IET) activities for eligible participants. Healthcare pathways lead to careers that are in extremely high demand in Kansas. Multiple local programs offer IET classes for Certified Nursing Assistant (CNA) and Certified Medication Aide (CMA). Another high-demand career is transportation, with classes offered for Commercial Driver’s License (CDL). Other IET activities include preparation for careers in construction, manufacturing, and Industrial Machine Mechanic. In addition, several programs provide bridge classes or short-term boot camps to help IELCE participants transition into further training in their career pathway. Workforce partnerships and scholarships funded by donors help defray costs for students. Transition Coaches or Career Navigators work with IELCE participants in developing workplace skills, such as interviewing, resume-writing, punctuality, collaboration, and other soft skills. Many programs use software to support IELCE participants by practicing vocabulary, language, and other skills relevant to specific career goals. One program has a mobile Future Maker Lab with hands-on introductions to multiple career pathways for IELCE participants starting their educational journey. The state continues to explore innovations in IELCE which will benefit local programs and learners. In PY2021, the end-of-year reporting template was updated to streamline information flow; based on feedback from programs, the template has been further updated for PY2022. Kansas is beginning a new initiative to assist individuals with professional degrees from their home countries to enter that career in the United States. IELCE programs are encouraged to share best practices with other programs and partners, including a panel presenting at the WIOA Conference in October 2022.
Kentucky In PY21, IELCE programs served 1,352 English Language Learner students (ELLs), attaining 444 measurable skill gains (MSGs). No IELCE program completed Integrated Education and Training programs with ELLs in PY21, however, all IELCE program students had access to integrated education and training opportunities through program partnerships with providers across the Kentucky Community and Technical College System (KCTCS). 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. The OAE established a coordinated training and support process which included offering statewide professional development for implementing IETs at its Education Summit in May 2022.  Further, intense IET-specific training and IELCE guidance will be conducted with IELCE program directors in the first half of PY22 with quarterly follow-ups thereafter. The increased statewide awareness of IET and Workplace Literacy (WPL) programs highlighted at the KYAE Education Summit has resulted in a statewide IET/WPL Planning Tool that explicitly requires 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 English Language Learners (ELLs) had the opportunity to participate in Louisiana Career Pathways and workforce preparation activities during the fiscal year. IET programs include but are not limited to: allied health (Nursing Assistant, Emergency First Responder, and Basic Life Support for Healthcare Professionals), skilled crafts (NCCER Core, Welding, OSHA 10, Carpentry, Forklift Operations, Advanced Rigging, Machining, and Automotive), hospitality (ServSafe Manager Level Food Safety), business and information technology (National Retail Foundation Customer Service & Sales certification, Microsoft Word Specialist, Networking, IC3). WRU workforce preparation activities stress the importance of career exploration, workforce navigation, and transitional support utilizing all core partner services.
Maryland Due to residual effects of the COVID-19 pandemic, local programs continued to encounter issues in providing the Integrated Education and Training (IET) component of the program, primarily due to lack of access to in-person training.  Shortages of training staff were common.  Trainings that were offered had few available slots for IELCE students. Offerings that could adapt to a virtual and simulated format were more successful. Many providers are challenged to fulfill the requirement to offer IET in combination with IELCE. The State has approved a more flexible interpretation of the 'in -combination' requirement. A participant may attend IELCE and begin the IET the following session.  This has allowed participants with job and family responsibilities a more workable schedule.
Michigan LEO-WD requires all IELCE recipients to complete the IET Plan of Operation annually for each IET program offered.  The IET Plan of Operation is based on OCTAE’s IET Checklist and is required to ensure that all of the program requirements are being met. The information collected via the plans is extremely helpful to understand how the program is being offered and informs Office of Adult Education staff about the areas where additional guidance is 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 of 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 Michigan Works! in the development of the IET program. The number of IELCE participants enrolled in IET remained steady at 133 in PY 2021. LEO-WD will continue to work with providers to explore ways to increase enrollment in IET programs.  
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 21, training was provided to all ESL teachers in regards to Section 243.  During intake, all ESL students were introduced to their College and Career Navigator 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 our ESL students, to promote the services offered. Students at Hinds Community College participated in field trips to the Museum of Mississippi History, Mississippi Civil Rights Museum and the state capital to enhance civil education instruction.  For the upcoming program year, students will be exposed to local business and industry by inviting those leaders to speak or field trips to the facilities.
Nebraska The State Office of Nebraska Adult Education continued to work with the three returning IELCE providers to support the efforts of implementing IELCE programs and services in combination with IET activities. Beginning in Program Year 2021-2022, monthly workgroups were established to provide targeted technical assistance and to build a community of support and collaboration between providers. The meetings also allowed the State Office an opportunity to learn of current and newly formed IELCE/IET opportunities occurring at the local program level and provide guidance and support for these activities. To ensure full compliance with WIOA requirements, providers were required to submit an IET Monitoring Compliance form and attain approval of all IET programs before implementation. State Office oversight also included regular desktop monitoring of IELCE/IET data in the MIS to ensure accurate and timely data entry, which proved to be beneficial in identifying areas of improvement and offering required guidance. With the improvement in technical assistance and monitoring of IELCE and IETs, it was discovered that one national employer partner directly interfered with the delivery of services under IELCE and was a catalyst for non-compliance with regard to the employer led IET.  With intervention from the State Office, direct technical assistance and corrective action to the provider, the partnership with the employer was terminated.  This experience brought to light the importance of persistent oversight at the state level to ensure local providers can differentiate between employer / adult education partnerships and employer demand for customized training requirements at the expense of AEFLA.  The latter often requiring activities not in compliance with Title II funding and requiring additional funding sources, other than AEFLA. As IET partnerships expanded and grew the realization that offering IETs to non-native English speakers enrolled in IELCE created unique challenges for local providers and their IET partners.  As the influx of migrants continued to grow, our providers adapted to the number of individuals who were low functioning and often illiterate in their own native languages, therefore extra instructional time was required to bring these populations to an academic functioning level required and necessary to be successful in IET programming. The State Office conducted ongoing technical assistance to ensure full support of the providers and their students.  Access to professional development and best practices were also vital to success under this funding source.
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. 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 some progress but still has a long way to go. Our PD contractor includes the services of a national expert on IET who has provided individual program TA. We have found that additional work is needed at leadership levels to effectively partner within and between institutions. 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 has remained consistent at approximately 600. The number of students participating in IET through IELCE has increased slightly with 27 participants in IET through IELCE in PY20 and 44 in PY21. Students were served in concurrent IELCE, IET programs in the following areas, construction, HVAC, certified administrative assistant, and Certified Nursing Assistant through the four programs awarded Section 243 funds.
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. This effort also required NJ OAL staff to attend these meetings. 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 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 activities. Instead, we encourage them to provide access to IETs for all students whenever possible, and we require them to always incorporate other contextualized workforce preparation activities into their courses. 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. CC, UNM-V, ENMU-Ros, and UNM-T all use Burlington English and other software programs to integrate language acquisition activities with level-appropriate workforce preparation activities. Most of these programs also offer one or more IET programs. DACC, ENMU-Rui, SFCC, UNM-T, and CC offer IET programs and encourage IELCE student participation in the programs. At UNM-LA, IELCE students learn soft skills and job skills in a contextualized classroom. This program’s IELCE offerings are in development and the program is working on partnerships with one employer so far, and enhancing their workforce preparation activities. All IET programs at DACC are open to IELCE students while SFCC’s IELCE students are allowed to matriculate into their IBEST classes (their form of IET) when they achieve a Level 5 or 6 proficiency. ENMU-Rui’s classroom instruction is provided by both a CTE and adult education instructor and the program provides supplementary and student support services. At UNM-T the ESL Coordinator works closely with the campus Student Resource Navigator to assess and address both the academic and non-academic needs of the students, including IELCE students. Students in the Community Health Worker (CHW) and Solar Technology IET programs have been supported by the ESL Coordinator including tutoring sessions to support the class instruction.
North Carolina During the 2021-22 program year, all IELCE providers were required to attend several training sessions with state staff as well as a two-day, in-person 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, as well as developing pre-IET on-ramps for beginning level students. The state has developed a comprehensive career pathway/IET process for the submittal of proposals to the state for approval, as well as an online repository of approved pathways for other providers to pull down and adapt to their local student needs. The state also 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 2021-22 all IELCE providers were required to have an active IET, with a goal of three, or more, by the end of the program year. We have two pre-IET access points for lower-level students. For proficiency levels 1-2 we could build a career cluster exploration course, based on IET opportunities available to students at our institution. We still have a single learning objective with ELA, civics and workplace preparation activities contextualized to career pathways and IETs, but students are not in the actual IET component yet. This on-ramp boosts specialized English proficiency or other workplace preparation courses that, while not requiring enrollment in IET activities, put students on a path to participating in a workforce training program. Students may spend several semesters in a pre-IET as they increase their vocabulary and gain confidence. For the second access point, we are targeting higher proficiency level students, but these students are still not quite ready to enter the IET component. Here, we can create a specific career cluster course, for example, Intro to Health Sciences, and we may have several IET offerings related to health sciences when students are ready to enter the third access point – the full IELCE IET project.   Moreover, all IET programs developed and offered are based upon rigorous evidence-based research regarding the regional employment needs in their service areas. Providers are required to develop a scope and sequence for lessons that would be used in their IET programs. All providers are required to develop curriculum that is customized for each occupation that providers identified 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.
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.  Ohio is proud to encourage participation in an IELCE program regardless of entry level.  If a PD opportunity or initiative was available in PY 21, 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 16 IELCE grantees are required to have at least one IET option in their program as 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. 
Oklahoma State staff attended IET Boot Camp during FY 2020-2021. The valuable information from this training is used to guide the IELCE programs. Integrated education and training activities included a balance of instruction across civics participation and citizenship preparation, delivered the components simultaneously, and used occupationally relevant instructional materials. State staff plan to have conference sessions relating to IETs in the future. Funded IELCE program providers in Oklahoma work to meet the requirement to administer services with integrated education and training activities in a variety of ways. Funded activities include workforce preparation activities 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 programs. The Civic Participation program supports the design, creation, implementation, and delivery of instructional activities that integrate civics education content with ESL instruction. This program connects literacy to the lives of learners and reflects their experiences as community members, parents, and participants in the community and workforce system. Through these programs, adults understand and deal with social issues through community research projects, collecting and analyzing information, and interpreting findings that provide a direct connection to classroom learning with personal knowledge and community experience.
Oregon In the 2021-2022 program year, the six providers indicated offering IETs in fields such as early childhood education, welding, healthcare (CNA, Nursing Assistant, EMT, Medical English, etc.), manufacturing, accounting, and CTE. In addition to providing the type of IET(s) 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. In addition, two State ABS Team members and two local programs participated in the 2021 IET Design Camp, the materials from which were shared on Oregon’s ABS Resources webpage for programs across the state.  Challenges presented by COVID continued into the 2021-2022 program year, but conditions began to improve. Still, programs indicated 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, and is considering offering professional development and technical assistance during the 2022-2027 program cycle in areas such as marketing to identify and recruit participants; creating regional and/or statewide IET models; and the use of BurlingtonEnglish and its career courses for ESL students. (Note: At the end of the 2021-2022 program year, State Leadership purchased 1,000 seats of BurlingtonEnglish for distribution to Title II programs statewide through an RFA process in summer 2022.) 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.
Puerto Rico The AEP didn’t implementing IELCE activities under section 243(c)(1) because the service provider in the competitions that were held requested these funds.
South Carolina Programs receiving IEL/CE grants directly served 2433 students with the IEL/CE funds, with 1797 of these students attending 12 hours or more. Of these 1797 IEL/CE students, six (6) received high school credentials and 23 earned Career Readiness Certificates (CRCs). The number of CRCs was up slightly from 2020-21, somewhat surprising since the delivery of WIN tests in SC was temporarily discontinued from January 1, 2022, to the present, as a new vendor was solicited. Forty-four IEL/CE students actively participated in ABE classes. Fifty-one percent of IEL/CE students achieved a measurable skill gain, which exceeded the state goal of 49%. Nine percent of IEL/CE students had entered employment by the end of the fourth quarter with median earnings of $6500, up slightly from the previous year at $5687.50. We anticipate that this employment data will improve as individuals return to work as the COVID crisis diminishes. Programs saw a 100% outcome achievement with IEL/CE students who had “Increased Involvement in Community Activities” as a goal.
South Dakota In PY2021-22, the sole IELCE funding-recipient provided an adult English Language Acquisition Program which served 150 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 or occupational communication skills for in-demand career pathways, including Healthcare and Customer Service.  These 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, as appropriate, to assist with career-pathways planning and job-search support. Workforce Training activities were offered twice a quarter 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 six PY2021-22 STEP classes included:  General Manufacturing Skills and Safety (x2), Advanced Manufacturing (x2), and Commercial Housekeeping & Laundry (x2).  STEP participants were also enrolled in Job Interview Classes.  Upon completion of each STEP class, the Career Navigator helped connect adult English learners to appropriate employment opportunities.
Tennessee During PY21, we implemented the new integrated education and training section in our monitoring guide and ensured that the IELCE section of the guide included the requirement to observe the IET aspects of the program.  We continue to update the document as needed to provide a more robust and transparent monitoring process. TDLWD staff continued to update the single set of learning objectives to improve the most accurate information tracked for data measurement.  TDLWD staff streamlined the IET Application Checklist and an online IET application process for programs. Updates were shared with all IELCE programs on the revised Single Set of Learning Objectives and online IET application process. IELCE programs continue to have access to the “Workforce Development Initiatives Guidance'' document. 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 Due to Texas’ increased need for services to support this special population, we have enrollment targets for serving internationally trained professionals.  TWC has created and disseminated significant PD and TA to support AEL providers in the development and implementation of IELCE including the revision of content standards in 2021. Since participating in the World Education Services’ Skilled Immigrants Integration Project (SIIP) in 2019, our PD center has developed more robust PD content to foster the implementation of services under 243 to include IET. The AEL programs that participated in the SIIP project have continued local efforts to mentor other providers in expanding IET options and direct pathways to employment for ITPs. May 2022 marked the completion of a three-year initiative to develop a training of trainers (TOT) curriculum for facilitating services to ITPs. This was a major effort in analyzing data and service models to support language learning, civics integration, and reemployment through additional and enhanced training or direct access to jobs through career pathways. In PY 21-22, the final TOT was completed, field tested, and revised. The materials are designed to provide PD to a cadre of field trainers to disseminate and train AEL providers across the state to better serve the large population of ITPs in AEL services.  The materials include fully scripted training materials, power points, and research assembled in a training binder for dissemination. The materials were field tested during the Career Pathway PDC statewide Career Pathway Symposium held in May 2022 and went through a final review and edit. .The full TOT materials encompass a holistic intensive 6-week course providing 24 hours of PD for each participant trainer.   To further support the provision of IELCE in combination with IET, TWC policy requires that AEL providers implementing IELCE services submit an implementation plan to TWC that details information on how the program is meeting IET requirements in combination with the civics content. As part of the grant terms, AEL providers are required to work with their Boards to identify and understand labor market information, support participants with supplemental services to remove barriers, and identify career opportunities. Since the current AEL provider system leverages 231 and 243 funds, Career Navigators can work closely with this special population on employment and entry into post-secondary education pathways. Additionally, all ELLs are required to receive Workforce Preparation Activities (WPA) as are all AEL participants in Texas. Workforce preparation activities integrated into the ESL classroom further supports the mission to build an approach to career pathways for all levels of English Language Learners through more robust academic instructional strategies, career exploration, college knowledge and access to bridge or on-ramp programs for ELL learners.  
Virgin Islands Currently this is not a funded program offering in the USVI.
Washington Washington State continues to provide technical assistance opportunities for IELCE funded programs including:
  • Providing ongoing technical assistance via Zoom training sessions, phone calls and email to support providers in meeting IELCE requirements;
  • Supporting programs through the monitoring process and corrective action plan follow up;
  • Increasing expansion from IELCE programs into IET Pathways and programs within the Guided Pathways model.
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 or during the quarterly AEFLA Community of Practice with CBOs.  To monitor alignment with IET and IELCE expectations, five providers engaged in the comprehensive AEFLA monitoring process during the reporting period and all provided tri-annual reports on grant progress.  The remaining four providers who receive funds under section 243 also provided tri-annual reports on grant progress. Additionally, data through the AEFLA Reporting and Performance Accountability Monthly Report was used to inform targeted discussions with providers on IET coordination.
Wyoming After completing the IET Design Camp, ACES staff launched a Healthcare IET for the Health Science career pathway. The program had three class offerings in FY 21/22 and enrolled a total of 15 students into their IELCE program with 8 of them also enrolling in an IET. One of the challenges this program had with the IET component was finding the funding necessary to pay for the training portion. Fortunately, the College was able to find external funding to help support the training costs. IELCE students are typically not eligible for federal financial aid and without the financial assistance may not be able to absorb the costs associated with this type of training. Enrollment into the IELCE program at LCCC places students into an appropriately leveled ESL class where language and civics instruction are the instructional focus. Students at the intermediate/advanced levels are offered the opportunity to participate in a Healthcare 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 participate 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.