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 how the State is progressing towards program goals of preparing and placing IELCE program participants in unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency as described in section 243(c)(1) and discuss any performance results, challenges, and lessons learned from implementing those program goals; and |
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| Alabama | In PY2021-2022, there were 2,415 IELCE participants statewide. Integrated Education and Training (IET) programs in PY2020-2021 were offered in occupational clusters including manufacturing, healthcare, construction, information technology, transportation/logistics, and hospitality/customer service. Some examples of credentials earned include Certified Nursing Assistant, ServSafe, MSSC CPT, OSHA 10, Training for Construction, U.S. Citizenship, Medical Assistant, Forklift Operator, NCCER, and Commercial Driver’s License (CDL) class A, B, and C. Regarding how the State is progressing towards program goals of providing and placing IELCE participants in employment, leading to self-sufficiency as described in 243(c)(1), please see the data below: Alabama’s IELCE Core Performance Measures for PY 2021-2022: Employment 2nd QTR after exit 26.27% Employment 4th QTR after exit 21.75% Attainment of postsecondary credential while enrolled or within one year of exit 19.8% Measurable Skill Gain 34.24% Alabama’s goal of producing 500,000 skilled workers by 2025 will incorporate all residents, none are more important than the English as a Second Language population. Professional development and technical assistance focused on expanding integrating English literacy civics education with Integrated Education and skills Training (IET) based on the demand occupations in alignment with the state workforce system goals as established by the Governor. |
| Alaska | Alaska Literacy Program partners with Providence of Alaska and local healthcare providers to determine employer’s need for ESL community members. The provider has been successful in offering individualized tutoring to meet the employer’s goals in conjunction with PATH classes. ALP also encourages Anchorage ELL students to participate in the PLN program, which requires a year of training to develop knowledge and skills. PLNs promote disease prevention and health activities to their communities. In PY 2021, PLNs helped over 7,974 individuals access information, public assistance, the Anchorage School District, and job support. Through a partnership with Providence, the Community Health Workers Apprenticeship Program is now in its second year. ALP continued to provide tutoring services to individuals in the program to ensure that students are successful. ALP will continue to research other in-demand industries in Alaska and find ways to provide sustainable career pathway options to their students. |
| American Samoa | N/A |
| Arkansas | The Arkansas IELCE grant recipients have designed IELCE programs aligned with the needs identified by Local Workforce Development Boards and the needs of students, addressing the workplace skills and workforce training needed for stable employment and career development. This alignment assists IELCE participants in gaining unsubsidized employment in high-demand industries within their local areas/regions. In addition to the instructional components of the IELCE program, local providers have Career Service Providers (CSPs) on staff who work directly with students to assist them in developing educational and employment goals. During the 2021-22 program year, funding was increased to open more CSP positions across the state, and the required training included specific strategies for working with immigrants and English Language Learners. The grant recipients have developed IETs in healthcare (CNA and Emergency Medical Responders), Hospitality, and Welding, each with pathways for continued growth. Local programs work with area hospitals and nursing homes to provide the training component, and several students have been hired directly by those organizations after obtaining certification. As ADWS/AES has continued implementing the WAGE™ program, employers from across the state have provided valuable guidance that has been beneficial in developing workforce programming that meets both business and industry needs and English Language Learners. In response to the need to identify additional career pathways for IELCE students, ADWS/AES formed a new ELL Committee to focus on the needs of immigrants and the types of certificates and skills they need to be completers of IELCE programs. As programs recover from the initial impact of the COVID pandemic, IELCE enrollment is increasing. In 2021-22, there were 195 IELCE participants, 98% of whom achieved a Measurable Skills Gain. This is an increase over the 2020-21 enrollment of 107 participants. Challenges such as recruitment into IET programs and qualifying for workforce training (language, license/credential exam, etc.) persist. To address these challenges, local providers have developed transitional/preparation courses for ELLs enrolling in an IET, informative workshops on career pathways and available training programs, pre-screening for eligibility, and increasing funding opportunities (braided funding, fee waivers, employer partnerships), and the broadening use of Burlington English software, which is integrated into the WAGE™ process for English Language Learners. ADWS/AES has provided training opportunities designed to assist IELCE providers in meeting these challenges. Improvements have been made, and programs continue to seek innovative ways to serve students and employers. |
| California | Civic Participation programs assess students through performance-based Civic Objective and Additional Assessment Plans (COAAPs) that measure attainment of civic objectives categorized under competency areas such as consumer economics, community resources, health, employment, and government and law. The COAAPs are based on a set of EL Civics Civic Objectives and language and literacy objectives that measure a learner’s ability to access the community. Examples include successfully completing a job application or participating in a job interview, communicating with a health care professional via an online platform, or using appropriate soft skills to interact with a customer. Agencies may select from 75 pre-approved Civic Objectives or may develop their own. The COAAPs are correlated to Immigration Integration Indicators (Correlation of CA EL Civics Civic Objectives to Immigrant Integration Indicators) to ensure these important elements are part of instruction and assessment to enable learners to use new skills to enhance their ability to be successful as parents, community members, and workers. To assist instructors in preparing materials to teach the tasks related to the COAAPs, OTAN and CASAS have collaborated to develop the EL Civics Exchange, an online repository of instructional materials organized by Civic Objectives and correlated to the Immigrant Integration Indicators. In 2021−22, the CDE EL Civics program awarded funds to 188 agencies to provide EL Civics educational services. Most EL Civics-funded agencies (115 agencies) also received funding for IELCE 243. More than 49,000 adults were enrolled in EL Civics and/or IELCE programs. Enrollment in both EL Civics and IELCE programs increased significantly compared to 2020−21. During the pandemic, CDE and its leadership projects (CASAS, CALPRO, and OTAN) provided guidance to providers on implementing effective remote instructions. CASAS also developed guidelines and webinars to assist providers with remote testing. During 2021−22, as programs overcame COVID-19 challenges and resumed in-person classes, students were able to participate in training programs, especially workforce trainings that had faced mandatory closures during COVID-19. In 2021−22, there were 4,724 learners enrolled in Citizenship Preparation, 34,143 in Civic Participation, and 28,152 in IELCE. More than 2,800 learners enrolled in IET under IELCE. Learners enrolled in Citizenship Preparation took the CASAS Government and History for Citizenship test and the oral Citizenship Interview Test to be more comfortable and better able to respond to questions. More than 3,800 learners passed the CASAS Government and History for Citizenship test, and 1,721 passed the oral CASAS Citizenship Interview Test. Seventy-four percent of learners enrolled in Civic Participation passed one or more COAAPs. Of those who enrolled in IELCE/IELCE-IET under WIOA Section 243 and took performance-based additional assessments, more than 89 percent passed one or more of 243 COAAPs. |
| Colorado | In 21-22, 553 adult learners participated in IELCE programs administered by six grantees. There were 13 participants enrolled in IETs: Childhood Development Associate (4), Food Services (3), Retail Fundamentals (3), Certified Nurse Aide (3). Seven of the thirteen participants enrolled in IETs achieved an MSG other than EFL gain or secondary school diploma/equivalent. Four of the MSGs were Progress Toward Milestone MSGs and three were industry recognized credentials. In 21-22 IELCE grantees finalized preparations for two new IETs in the early childhood education and healthcare industries for implementation in 2022-23. All IELCE grantees offering IET have career navigators who help learners develop educational and career plans to work towards goals. The navigators not only help learners connect with services, but help them identify what steps need to be taken to reach goals. AEI is hopeful that the IET Workgroup will result in more diverse, high quality IETs offered and more participants in 2022-23. |
| District of Columbia | OSSE AFE continues to work with its four IELCE and Training sub-grantees, its WIOA core partner agencies, and/other key stakeholders to identify opportunities for students to participate in unsubsidized employment in the district’s high-demand industries. Each sub-grantee has employer partners that provide work-based learning, internships, and/or externships to students, sometimes leading to unsubsidized employment. OSSE AFE expects that the provision of integrated English Literacy, Civics Education, workforce preparation, and workforce training will enhance the likelihood that English learners will be afforded to opportunity to pursue occupations that lead to economic self-sufficiency. |
| Georgia | A total of 217 IELCE students were served through IET offerings. The IETs were aligned to the workforce needs as identified in the local and regional workforce plans. Training opportunities included: Customer Service Representative, Microsoft Excel, Guest Services, and Forklift Operator. These training opportunities were designed to support and ensure that participants had opportunities to enter the workforce as a part of in-demand industries and occupations that lead to economic self-sufficiency. Also, each program was required to have a designated Career Services Specialist to help students connect to meaningful employment opportunities. |
| Guam | Guam does not receive IELCE funds for this program. |
| Hawaii | Addressing the deficiencies related to section 243 includes addressing section 243(c)(1) and providing opportunities for participants to be prepared and placed in the workforce according to the requirements of section 243(c)(1). |
| Idaho | FY 21 was a rebuilding year given that most IET sites closed during the pandemic and new agreements had to be formed. The state director presented to various Idaho workforce committees and stakeholders to provide education on what IELCE programs offer in conjunction with IETs. As a result, the process has begun for creating pathways from IETs to pre-apprenticeships in Idaho which lead to registered apprenticeships. The coordination efforts across all core partners required monthly meetings. The WDC meets once a month while DOL region meetings take place quarterly. Each of the funded applicants offers IETs in their region’s high-demand occupations. All IECLE participants are provided access to the IETs. The Southwestern region is Idaho’s largest IECLE provider and the largest region. The local director meets with industry boards associated with the major economic drivers which include semiconductor and other computer product manufacturing, food product manufacturing, administrative and business support service, and construction. Food and drink establishments are increasing at an alarming rate along with healthcare. As a result of this collaboration, Google and Apple both have discussed how they can financially contribute to AE’s training costs. Regional economists contribute to making connections with stakeholders outside of the WIOA core partnerships. In the remaining regions served by IELCE programs, agriculture, food processing, tourism, and the durable manufacturing sectors (plastics, metal, and corrugated box) continue to be in high demand. Some of these regions grew in population by 10%. While economically this may serve certain areas of the region well, it creates a challenge for IELCE programs to offer IETs at that same growth rate given the current funding. While IECLE programs are conveniently located in or near career technical schools, pathways from IETs to credited and non-credited programs have been established in collaboration with college and university partners. Since career pathways already exist in so many of these technical schools, AE meets with this segment of the workforce system to create additional avenues for IELCE/IET participants to enroll in credit and non-credit-bearing courses. These courses and programs provide stackable credentials with a variety of on and off-ramps into programs. These programs may be short-term and long-term certificate programs or associate degree levels and beyond. |
| Illinois | IELCE providers were required to collaborate with WIOA partners to ensure IELCE programs were aligned with regional and local job sector needs that lead to unsubsidized employment in in-demand industries and occupations that lead to economic sufficiency for students. The median earnings for IELCE learners increased from $7,303.00 in PY19 to $7,492.00 in PY20, and $7,953 in PY21. These outcomes reflect the coordinated effort from the ICCB and the PDN to focus on technical assistance designed to aid IELCE programs to prepare adults, including professionals with degrees and credentials in their native countries who are ELLs, to transition to unsubsidized employment in in-demand industries. The technical assistance utilized the IELCE Logic Model developed in 2019 and the expectation of continuous improvement to guide program administrators and instructors through the steps to design, implement, and evaluate their IELCE program. |
| Indiana | Webinars provided updates to the field about IET/IELCE enrollments, including applications approved, and completion and certification rates. Top certifications included NCCER; CNA; CCMA; welding; and paraprofessional. Indiana Career Ready (ICR) enabled students, employers, and educators to use employer job requirements and job demand in making training and education decisions. As a part of the IELCE application process, adult education programs must access ICR and submit the job demand for positions that will result from a proposed training. This information ensured that training aligned with employer needs as well as job openings. |
| Iowa | The Department supported services to prepare and place IELCE program participants in unsubsidized employment in in-demand industries through the efforts of a statewide IELCE/IET steering committee (discussed above), collaboration with community college continuing education and career and technical education programs that work closely with employers, and by maintaining strong ties to the workforce system. |
| Kansas | Kansas began to reenergize the Accelerating Opportunity: Kansas (AO-K) initiative with the first-ever AO-K Summit in spring 2022. AO-K is a form of Integrated Education and Training with career pathways in high-demand/high-wage fields. Pathway partnerships struggled during the pandemic but continue to be an important focus for the state. AO-K participants exit the program with increased skills and an occupational certificate relevant to their desired careers. IELCE programs provide participants with information about high-growth industries and professions, along with assistance in finding currently open positions in the field. Workforce partners hold career fairs and meet with participants individually for personalized guidance. Several IELCE programs have a dedicated Career Navigator on staff to further assist participants in setting and progressing toward career goals. Curriculum in IET courses integrates community support partners and regional employers. Academic skills are intertwined with job skills from in-demand occupations in the state. If students need further assistance finding a job in their chosen career, programs make referrals to KansasWorks, which can provide intensive one-on-one support. Acting on feedback and requests from local directors, KBOR instituted more technical assistance for IELCE programs in PY2021. These quarterly virtual meetings allow the state to explain policies in depth and to lead discussions, while local programs can ask questions and request additional informational resources. Programs also share best practices that can be duplicated across Kansas. A major challenge for programs is the pull for students between education and the workforce. With unemployment rates plunging below two percent in many areas of Kansas, many students prioritize working more hours, which leaves little, if any, time to attend school. Short-term credentials have a better retention rate than those that take a year or more to complete, and when programs are able to partner with employers, students tend to have better outcomes. While pressure on the workforce meant many employers suspended educational activities or did not offer incentives such as time off work, toward the end of PY2021 and into PY2022, more employers have begun to partner with Adult Education again. Kansas programs continue to reach out to local businesses and to identify high-demand short-term credentials and potential internships that will assist students in a career pathway. |
| Kentucky | IELCE programs continue to forge partnerships addressing regional workforce development through collaboration with other WIOA partners and stakeholders to meet the needs of both program participants and employers such as Amazon. The OAE is coordinating with other Department of Workforce Development offices to enhance efforts to provide education, training and employment opportunities to participants who do not meet postsecondary admissions requirements and or career-credential criteria. In PY22, the OAE will explore a partnership with the Kentucky Office of Refugees to assist recent immigrants with attaining English and workplace literacy skills. |
| Louisiana | WRU providers offer exposure to employment opportunities for all students, including IELCE students through career fairs, partnering with state and local workforce development boards, career counseling, and college job placement centers. Many of our IELCE programs co-enroll students in a combination of college & career readiness courses, ELL courses, and transition courses along with enrollment in non-credit and credit programming in specific industry clusters. All curricula are designed to be integrated with the basic skills remediation necessary to ensure students build foundational academic skills while advancing in degree programs. Furthermore, each class is taught by a content expert and adult education instructor, ensuring that the curriculum is designed to meet the educational and career-related needs of each student. This allows student learning to accelerate in a college and career readiness-focused curriculum, within a program that nurtures a powerful learning culture as students take the first steps towards postsecondary and career success. Transition programming within IETs consists of workforce and postsecondary preparation to help students work through obstacles in finding family-sustaining employment and enrolling in quality post-secondary programs of study. Our programs will continue to offer contextualized instructional services in American culture, language, government, and civics to English language students. In addition, these students will have multiple opportunities to participate in regionally in-demand career pathways courses. There are many lessons to be learned from our IELCE programs. First, many of the students come to school because there is a sense of community, and they are seeking a welcoming place. As a result, one program’s teachers place a great deal of importance on the cultural aspects of living in America, and they try to incorporate food, music, and holidays into instruction. They invite students to share their own cultural backgrounds in an effort to make an inclusive learning environment. |
| Maryland | Facilitating partnerships continue to be a sticking point for many IELCE providers. This was further exacerbated by pandemic closures. The State plans to provide technical assistance to meet this need in PY 22. Grantees are encouraged to seek employer input on curriculum, occupational information, and workplace culture. Some have been successful in enlisting support to facilitate mock interviews and provide internships or externships for program participants. Programs are also encouraged to partner with the AJC to provide barrier removal and access to in-demand employment opportunities. The state is making efforts to provide training on how to develop successful partnerships in order to strengthen the adult education to workforce pipeline. |
| Michigan | The IELCE providers in Michigan are dedicated to preparing English language learners for in-demand job opportunities. Training programs were offered in a wide variety of occupations or industries in PY 2021, including certified nursing assistant (CNA), industrial sewing, certified production technician, CompTIA A+, pharmacy technician, forklift training, child development associate, culinary, medical interpreting, and school paraprofessional. LEO-WD has continued to promote collaboration and partnership between adult education providers, Michigan Works! and local employers to ensure participants are exiting adult education classes with the skills and competencies employers are requiring. LEO-WD has dedicated Title I discretionary funding to continue to support the development of IET programs. Overall, progress continues to be made and IELCE participants report higher performance than the statewide average for all participants. As shown on NRS Table 9, the measurable skills gain rate for IELCE participants was 52.2%, compared to 38.22% overall. However, the employment outcomes were slightly below the statewide average for all participants. |
| Minnesota | Progress toward placing IELCE program participants in occupations that lead to economic self-sufficiency has had mixed results. Only one IELCE grantee met their targets written in the grant application. Several grantees mentioned that the numbers written in the grant were written before the pandemic and due to the challenges faced by the pandemic, many were unable to meet those targets. Programs specifically mentioned the following challenges:
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| Mississippi | Students are enrolled in the Smart Start Course where they receive instruction on basic skills and workforce preparation. The 45-hour course includes instruction and activities designed to assist an individual acquire a combination of academic, critical thinking, digital literacy, and workplace discipline in order for them to successfully transition into postsecondary education and/or training or employment. It is through Smart Start, individuals learn about the different workforce areas, job sector strategies, and economic development specific to MS workforce needs. All individuals are registered in the MS Works Labor Exchange and through created profiles utilize the system to research occupations and become more aware of Mississippi career pathways. These students also work closely with a College and Career Navigator (CCN). The role of the CCN has proven to increase student retention and goal attainment for students enrolled in adult education as well as students enrolled in an IELCE program. All adult education programs are required to employ at least one (1) CCN; however, because this position provides intensive, individual, on-going case management, larger programs or sites with multiple campuses, may need to increase the number of navigators to ensure all students receive the guidance and support to be successful in the program. The CCN also provides on-demand assistance to mitigate barriers as they arise to ensure students have access to support services and are able to continue in their program of study. |
| Nebraska | As previously stated, the demographics of non-native English speakers changed during he pandemic and therefore newly formed strategies to improve and increase the level of ESL and basic skills was necessary to prepare participants for successful transition. Fortunately, the work ethic and motivation of these populations made placement in classrooms and post-exit employment relatively straightforward. IELCE providers were required to utilize planning tools in the creation of all IET programs and submit to the State Office for review and approval. The tools guided their program design, which created a strong foundation with targeted focus on aligning with a career pathway and identifying how they would place participants in unsubsidized employment in in-demand industries which lead to economic self-sufficiency. It was vital Nebraska IELCE programs partnered with local employers and training partners in the development of their programming, as they provided pertinent information on the knowledge, skills and abilities necessary to be successful in the chosen industries and workforce overall. These invested partnerships have also proven essential as they have provided opportunities for students to connect with employers. CNA IET students were invited to a recruiting event at a local healthcare facility, where they were given tours and given opportunities to discuss the application process to better prepare participants once their training and licensure requirements were completed. As providers continued to recycle IET programming, improvements and enhancements were made as needed to better ensure student success in the program and better serve employer needs. This included adjusting the prerequisites and requirements for placement in an IET program, increasing instructional hours and improving contextualized curriculum. In so doing, transitional outcomes also improved. |
| Nevada | A significantly higher percentage of IELCE participants achieved an MSG than the rest of the program participants. Based on the National Reporting System (NRS) Table 9 the overall MSG for IELCE participants was 58.07% while the overall MSG for the state was 51.64%. In addition, programs are providing concurrent enrollment opportunities in in-demand occupations such as construction, HVAC, medical administrative assistant, and Certified Nursing Assistant. Enrollment of IELCE participants within these programs increased slightly with 27 participants in IET through IELCE in PY20 and 44 in PY21. Employment outcomes for IELCE have increased significantly from PY20 to PY21. IELCE participants employed second quarter after exit increased from 25.39% to 39.63% and fourth quarter after exit increased from 25.02% to 35.16. This increase can be attributed to the inclusion of data from the State Wage Interchange System (SWIS). Programs are using the Career Ready 101 curriculum, as well as the Employability Skills for Career Readiness System developed from Career and Technical Education. WorkKeys assessment leading to the National Career Readiness Certificate is also being used and the Las Vegas area is designated as a certified ACT Work Ready Community. Northern Nevada is working toward becoming an ACT Work Ready Community as well. All WIOA programs are encouraged to use WorkKeys. All programs report the need for documentation as a challenge with the population served. Employment outcomes reported through surveying are far lower than outcomes reported through data match. |
| New Jersey | The State continues to explore ways to ensure IELCE program participants are not lost in the system once removed from Title II. Ther State Director is very active in the State Council for Adult Literacy Education Services (SCALES) group and planned a statewide online summit to discuss challenges for Title II IELCE students in particular. This online day-long meeting brought together employers, colleges, NJ Dept. of Education, Labor, and many other partner agencies to explore ways to create sustainable career pathways with direct linkages to NJ Title II. This meeting also raised awareness about key issues including participant tracking and data across various MIS systems, co-enrollment challenges and success, the growth of new industry sectors, and possibilities of pre-apprenticeships and more targeted IETs. The State Director and members of SCALES continue to build capacity through awareness and hope to host another event in 2023. |
| New Mexico | Many IELCE programs describe partnerships that play a role in preparing and placing IELCE students in unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency. ENMU-Rui has established collaborative relationships with local institutions and business including the Lincoln County Medical Center, the Village of Ruidoso, and Region IX to work with students on the workplace skills the IELCE students need to be successful in the workforce. SFCC refers IELCE students to the Academic and Career Education Program, IBEST Program, Literacy Volunteers of Santa Fe, and the Department of Workforce Solutions to help them secure preparation and placement in employment opportunities. DACC targets preparing students to enter unsubsidized employment but relies on WIOA Core Partners to facilitate placement. Similarly, UNM-LA partners with the local One-Stop representative who give in-person and online presentations and help IELCE students create individual Workforce accounts and portfolios. ENMU-Ros has a strong relationship and is in close proximity to the regional workforce office. This helps them provide wraparound support services to IELCE students. They have also engaged students in a variety of activities including applied citizenship preparation, civic participation, field trips that support class instruction, peer-to-peer learning, and technology. Further, they have developed community partnerships to provide additional resources to IELCE students. Three programs, DACC, UNM-T and ENMU-Ros also are seeking ways to help IELCE students get foreign transcripts translated. All three programs report that this is a challenge for students who have received post-secondary education in other countries. Often it is easier for these students to obtain an American HSE than get their foreign transcripts translated. However, these programs acknowledge that these students could benefit from having these credentials evaluated so they could enter relevant training and employment opportunities that match their educations. All of our IELCE programs have expressed strong concerns and frustrations regarding the requirement to connect students to employment in the state and national context of severe hiring restrictions imposed upon economic migrants who are not able to obtain the proper documentation. |
| North Carolina | For PY 2021-22, 17% of IELCE students were employed in the second quarter after exit and 24% were employed in the fourth quarter after exit. IELCE providers are required to work with their local One-Stop partners to assess regional employment needs and create career pathway and IET opportunities for students based on this assessment. Additionally, programs are required to work with local employers in their area to develop pipelines for employment. All curriculum developed this program year required the use data and information derived from local employers to create content. For example, one of the major regional in-demand careers in the western part of our state is industrial sewing. One of our IELCE providers worked closely with the company’s human resource department to ensure that upon completion of the academic and IET courses, students could be placed in unsubsidized employment. Additionally, many programs offered work-based learning opportunities at employer locations to increase access to programming and recruit students that were already engaged in the high-demand career. North Carolina’s 43 programs conducted a two-prong approach by working with the employers to place new employees in unsubsidized employment and help enhance the skills of employees working at certain employers that would in turn help lead to a promotion and/or wage increase. Programs, students would be placed into jobs. As previously stated, many funded programs facilitated classes at employer locations to ensure that adult learners had access to programming and hands-on learning. As indicated by providers, the major challenge was getting the employer to support the IELCE program. However, once employers determined that they would receive high-quality future employees, most of the employers supported the program. For example, one of our programs provides courses and IET programming at the local furniture making factory. Furniture making in the western part of the state is a very high-demand career. However, the employer did not have enough skilled workers to fill all the vacant positions. The students engage in the academic content two days per week, and the remainder of the week work on the IET and workforce preparation portion of the program. The program has developed a strong relationship with the furniture making factory, therefore, when students complete the IELCE program they are offered employment. |
| Northern Mariana Islands | Not Applicable. |
| Ohio | Questions from OCTAE’s IET checklist were included in the 243-funding application and specific questions must be addressed pertaining to placing participants in unsubsidized employment in in-demand occupations, alignment to a career pathway, connection to a local workforce plan, and demonstrate solid existing employment opportunities for participants once they complete the IET or a credential opportunity. Each IET must be part of a career pathway leading to a credential, certification, or employment. All IELCE grantees have a staff person, typically a transitions coordinator/career navigator, whose job is to assist IELCE participants and all ESL students into postsecondary education/training and employment leading to economic self-sufficiency. In collaboration with the Ohio Office of Opportunities for New Americans (ONA), the Aspire office has created licensure charts to guide professionals with foreign degrees and credentials to employment pathways in Ohio. The ONA website also provides information about other pathways, training opportunities, and other employment opportunities. In PY 21, an IELCE grantee provided a statewide virtual IET available to eligible Aspire students throughout Ohio’s 88 counties. A hands-on kit filled with manipulatives was sent to each enrolled student which was used during the virtual synchronous class time. Students could earn up to 4 credentials and were able to use credentials in their county to advance job opportunities or look for new opportunities. We realize that not every Aspire program offers IETs, but the virtual IELCE IET offering provide opportunities to help English Language Learners get onto a career pathway, while working on civics and other coursework. |
| Oklahoma | Our programs are working to develop high-quality, in-demand, and accessible Educational & Training activities and programs that meet the needs of local business and is in alignment with the workforce board’s local plan. One program has demonstrated this strategy with their Pharmacy Technician program. The design of the Pharmacy Technician program began with information gathering from their local workforce board for in-demand sectors and jobs. With a list of jobs and sectors, they began looking internally at workforce training options. To ensure placement in unsubsidized employment in this in-demand industry they provided financial assistance and support to obtain the nationally recognized credential for Pharmacy Technician. During the 2021-2022 year, 32 students received their credentials and some even went on to receive nationally recognized credentials. Challenges for this program included students leaving for jobs that required less training for similar entry level pay. They were also leaving due to the intensity of the program. There has also been some confusion about whether you must have your HSE to pursue this certification. Retention challenges have provided opportunities for this local program to improve implementation strategies to help students better understand the expectations of the program. |
| Oregon | Regarding Employment Second Quarter after exit for IELCE participants, Oregon achieved 48.6% of IELCE participants who exited the program and were in unsubsidized employment during the second quarter. This was a higher employment rate than those not in IELCE programs (31.0%). Regarding Employment Fourth Quarter after exit, Oregon achieved 12.5% of IELCE participants who exited programs and were in unsubsidized employment during the fourth quarter, compared with those not in IELCE programs with a 17.0% employment rate during the fourth quarter after program exit. The median earnings of IELCE participants in unsubsidized employment during the second quarter after exit from the program was $3,626.03, compared with those not in IELCE programs with median earnings of $5,031.04 during the second quarter after program exit. Regarding Credential Attainment, Oregon achieved 16.7% of IELCE participants eligible to be included in this measure attained a recognized postsecondary credential or a secondary school diploma/recognized equivalent during participation in or within one year after exit from the program. This was a lower credential rate than those not in IELCE programs (20.4%). These results represent a concerted effort by the state to increase performance outcomes for those in IELCE programs, including providing targeted technical assistance for those programs not meeting performance indicators, offering statewide access to Burlington English™, and providing state investment in career services. |
| 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 | During PY 2021-22, IEL/CE programs continued to develop new and locally relevant IET programs, with assistance from the SCDE-OAE. Local program staff met with OAE staff 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 2021-22, 93 IEL/CE students participated in an IET program, up from 26 in PY 2020-21. This increase may be due to partnerships with local training providers being strengthened, which has resulted in more IET activity. As the country moves beyond the COVID 19 crisis, the SCDE-OAE expects the number of IET programs offered and IET program completers to continue to increase. 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. |
| South Dakota | The IELCE participants are prepared for employment that leads to economic self-sufficiency through contextualized basic-skills instruction in monthly ELA units, special IET units, and bi-monthly STEP classes in in-demand industries. Transition skills [including basic academics, critical thinking, digital literacy, self-management, resource-utilization, teamwork, and systems-navigation] are integrated into program curricula through the use of research-based tools such as Teaching Skills That Matter. These curricula are reviewed and enhanced annually by teams of trained instructors. During PY2021-22, English language learners had opportunities each quarter to co-enroll in STEP Classes: Commercial Housekeeping, Retail Customer Service, Landscaping & Gardening, Manufacturing Skills & Safety, Childcare Training, Food Service & Safety, and Introduction to Patient Care. Upon completing these STEP classes, thirteen NRS participants were equipped with skills and language specific to these in-demand occupations. These students also had support from the Career Navigator and employment specialists for job-search and placement needs; additionally, some employers provided onsite interviews following STEP classes. For reporting of PY2021 follow-up outcomes, the subrecipient delivering the IELCE programming evidenced Median Earnings [in Q2 after Exit] at $7,671, compared to the statewide figure of $6,405. This local IELCE provider’s Q2 Employment Rate was nearly 62%, compared to the aggregate figure of 56%. While some of the learners’ employment-requests are rather challenging to fulfill (e.g., narrow part-time availability, transportation issues, childcare needs), nearly all students completing STEP classes are able to acquire employment within one month of class-completion. |
| Tennessee | Under the direction and guidance of our regional education and workforce coordinators, each local provider in Tennessee has a strategic plan and targeted goals related to workforce development initiatives within in-demand occupations. The primary focus of the coordinator positions is to provide technical assistance to local programs when identifying industry needs and developing IET-s, pre-apprenticeships, and workplace classes, along with post-secondary dual enrollment opportunities. In addition, this team developed and trained local program directors on the “Workforce Development Initiative Guidance”, which is a comprehensive guidance document to be used as a reference tool when developing new initiatives. Furthermore, TDLWD staff continued to be part of a workgroup that was instrumental in getting a pre-apprenticeship policy and certified application process approved by the state workforce development board. This enables AE programs to align with in-demand occupations and registered apprenticeship programs. The challenge of helping IELCE participants to be placed in high-wage high-demand jobs is that with their limited English proficiency, there aren’t often high-wage high-demand jobs available to them. We are continuing to work with local programs and looking into the issue of IELCE students who have high levels of education and professional work experiences in their native countries, but are working in low-skill low-wage jobs in Tennessee that are unrelated to their education and skill set. Our IELCE and IET programs, while important for helping IELCE students to retrain and find employment, do not account for this issue, which if solved, could prove to be a huge benefit for the students and the state alike. |
| Texas | All IET programs in Texas must align to an identified in-demand occupation or industry, as outlined within each Local Workforce Development Board Plan, which is a collaborative plan that includes core partner (AEL) input. In order to provide assistance in the development of IETs for ELL's, one core activity of the Career Pathway PD Center was provision of an intensive IELCE Institute for Integrated El Civics (IET for ELLs). The effort was launched at the 2022 AEL State Conference in February. The agenda included a full day from policy to practice in serving English Language Learners with career pathway programs. This day long online convening was followed by the design and delivery of two tracks for the May Symposium focusing on career pathway services for English Language Learners (ELLs).Strand one was dedicated to improving language fluency strategies and contextualization for participants in Integrated El Civics services (IELCE) through a tiered approach to services. Strand Two focused on services to internationally Trained Professionals (ITP) ELLs by early identification of the population, understanding their unique needs, barriers, and challenges and by providing case management that supports re-employment, re-training and further post-secondary education in connection with local workforce boards to target industry and occupations relevant to filling higher wage middle skills jobs. The IELCE Institute content continues to be revised for AEL providers and will be offered again in PY23. |
| Virgin Islands | Currently this is not a funded program offering in the USVI. |
| Washington | Over the past 5 years Washington state has implemented the Guided Pathways model throughout the 34 community and technical colleges. This model is designed to clarify and shorten pathways for students to obtain certificates and degrees that lead to living wage employment. I-BEST is a core integration strategy for Title II programming. This intentional integration supports progression for English Language Learners (ELL) from IELCE programming directly into professional technical I-BEST programs. All I-BEST programs must meet workforce standards by providing access to a college certificate or degree that leads to verifiable living wage employment. Each program must also demonstrate the industry is in-demand within Washington state. I-BEST has also been designed to provide access and support to ELL students who might otherwise be ineligible to take college level course work. In 2021 the community and technical college system was having challenges with the interpretation and implementation of IELCE programming. SBCTC published a resource guide which supported the development of IELCE-funded navigator positions. This has led to the successful increase of staff specifically dedicated to providing wrap around support and services to IELCE students. We have also seen an increase of 3% from 2021 to 2022 in IELCE funding being maximized to support ELL students. One of the lessons learned has been providing clear examples and interpretation of the legislation that allows providers to define and develop IELCE programs on their campuses. Most providers think of IELCE as a funding stream, not a program. Helping them to define the programmatic aspects of IELCE has helped them understand how the funds can be spent. We have maintained and increased positive performance results from 2021 – 2022 with 23% of eligible IELCE Participants earning a Measurable Skills Gain (MSG). In addition, 36% of students gained employment within the Employment Second Quarter After Exit Cohort. Within the Employment Fourth Quarter After Exit Cohort, 34% of students gained employment. The median income for these Participants over all Periods of Participation was $6,821.26. Lastly, 64% of Participants in the cohort completed the Credential Attainment outcome. |
| Wisconsin | During the program year 2021-2022, IELCE programs continued to make progress toward meeting the needs of adult learners in terms of English language acquisition, integrated civics education, digital literacy, workforce preparation, and occupational skills training. Funds under section 243 were awarded to providers for the purpose of offering instructional services that targeted occupational training. These offerings are aligned with occupations that connect learners to high demand fields leading to economic self-sufficiency. A key monitoring activity of IELCE includes the systematic review of the IET Planning Tool. Within the tool, providers are prompted to identify if the offering is an IELCE, discuss the offerings instructional design, specify the offerings connection to postsecondary credentials or industry certification, and identify job data linked to the offering such as Standard Occupational Classification (SOC) codes, wages, and annual openings. The WTCS uses this tool to ensure alignment of IELCE with employment within a career pathway. As noted in Table 6, in Wisconsin the percentage of AEFLA IELCE participants with a Measurable Skill Gain decreased from PY 2020-2021 and is lower than the state overall rate by 3%. Professional development and technical assistance in the coming year will highlight opportunities to discuss instructional practices, and participation in Standards in Action and Teaching the Skills That Matter. IELCE participants who exited the program and found employment in the 2nd quarter were reported with a $5,820 advantage in median quarterly earnings compared to the state's overall figure. Providers of IELCE have reported a continued focus on targeted recruitment and retention to expand participation in IELCE programming during the current program year. Table 6. AEFLA Education and Employment Outcomes: IELCE Participants (PY 2021-2022) Outcome WI IELCE WI Difference Measurable Skill Gain Rate 50.3% 53.5% -3.2% Median Earnings 2nd Quarter after Exit $ 11,931 $ 6,111 +$5,820 |
| Wyoming | Nationwide there is a high demand for qualified individuals to work in various careers in the health industry. This same trend is true in Wyoming and is outlined in the Unified Sate Plan. To meet this demand, the ACES program offers a wealth of health care related opportunities to IELCE participants. Once language proficiency level requirements are met, students can begin either a short or long term of study in a health career pathways track. Short term stackable credentials can be earned in: certified nursing assistant, pharmacy tech., certified medical assistant, dental assistant and EMT. The college’s Health Science degree program also offers multiple career tracks that the IELCE student can take advantage of such as: registered nurse, radiological technician, surgical technician, paramedic, physical therapy technician, exercise science, healthcare administration, and more. In addition, the program integrated digital literacy skills through Microsoft Applications Suite certification programs. This year nearly all IELCE students completed a CPR course while working on developing their English language and Civics skills. In addition, the ACES program successfully assisted three of the IELCE students in obtaining their C.N.A. credential while another two individuals earned their U.S. Citizenship. Other individual student goals met by this group also included obtaining their driver’s license and improved abilities to help their children with schoolwork. One of the greatest successes by an IELCE participant was the program’s COABE outstanding student of the year nomination, who earned her AA degree in English and has subsequently enrolled in the University of Wyoming. Each one of the IELCE/IET participants receive instruction and guidance in navigating towards their next steps in a career. ACES staff act as career navigators and help students navigate the next step along their career pathways. Students are also given access to the LCCC Navigator application on their phones which allows them to schedule appointments with LCCC advisors/success coaches and provides an easy mode for class registrations. Support is offered throughout the process as students transition into postsecondary and/or the workforce. Given the small size of the ACES IELCE program, it continues to be a challenge to find participants interested in AND capable of completing an IET training component. |