Adult Education and Workforce Development Statewide Webinar

November 2, 2016

Agenda

• DWD Staff Updates• Everyday Hero• WIOA 101• IET Resources• Indiana Employability Skills Resources• Fiscal Update• Town Hall• Professional Development• InTERS Updates• IAACE Updates

DWD Staff Updates

• DWD AE Staffing

– Assistant Director

– Grants Manager

• DWD AE Structure

– Program Quality

– Grant Management

– Data

Congrats – “Everyday Hero”Chris Harmon | Broadview Learning Center

• Selected by The Herald-Times (Bloomington)– “In adult education, I feel lucky that I’m more free to do what I

need to do to meet the individual needs of my students. I like that I can see an immediate impact in what I teach them.” Chris Harmon, adult education teacher

• Nominated by Rainie Brooks (Student) – “I really feel that I have this man to thank for standing behind me,

believing in me and, most of all, making me believe in myself.”

Rainie Brooks is employed and on track to earning a degree in culinary arts from Ivy Tech Community College with a 3.8 GPA.

Congrats – “Everyday Hero”Chris Harmon | Broadview Learning Center

“Celebrating bright

spots in our community”

Chris Harmon &

his family

WIOA 101

• Previous month’s slides

• IELCE

• PIRL

–What is it?

–New demographics

Participant Reportable Individual

A reportable individual who has received services other than the services described in § 677.150(a)(3), after satisfying all applicable programmatic requirements for the provision of services, such as eligibility determination.

An individual who has taken action that demonstrates an intent to use program services and who meets specific reporting criteria of the program, including:

(1) Individuals who provide identifying information;

(2) Individuals who only use the self-service system; or

(3) Individuals who only receive information-only services or activities.

For Title II, when an individual in an AEFLA program has completed at least 12 contact hours they are considered a participant.

An adult in an AEFLA program who has completed less than 12 contact hours.

Participants count towards accountability measures.

Reportable Individuals DO NOT count towards accountability measures.

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Participant vs Reportable Individual

Program Entry and Exit

8

Program Entry - is the date that a reportable individual enrolls in an adult education and family literacy program.

Program Exit - As defined for the purpose of performance calculations, exit is the point after which a participant who has received services through any program meets the following criteria:

For the adult, dislocated worker, and youth programs authorized under WIOA title I, the AEFLA program authorized under WIOA title II, and the Employment Service program authorized under the Wagner-Peyser Act, as amended by WIOA title III, exit date is the last date of service.

**The last day of service cannot be determined until at least 90 days have elapsed since the participant last received services; services do not include self-service, information-only services, activities, or follow-up services. This also requires that there are no plans to provide the participant with future services.

The percentage of participants who, during a program year, are in an education or training program that leads to a recognized postsecondary credential or employment and who are achieving measurable skill gains, defined as academic, technical, occupational, or other forms of progress, towards such a credential or employment.

Measurable Skill Gain Indicator

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5 Types of Measurable Skill Gain

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Measurable Skill Gain

Secondary Diploma/

Equivalent

Secondary or Post-Secondary

Transcript

Educational Functioning Level

Gain

Pre-Post TestCompletion of Carnegie Units

Program Exit + Entry into

Postsecondary Education

Progress toward Milestones

Passing Technical / Occupational

Knowledge Based Exam

Used in Title II

Documented achievement of at least once educational functioning level of a participant who is receiving instruction below the postsecondary education level. Programs may measure educational functioning level gain in one of three ways:

Table 4 Educational Functioning Level Gain-

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(1) Comparing the participant’s initial educational functioning level, as measured by a pre-test, with the participant’s educational functioning level,as measured by a post-test.

(2) States that offer adult high school programs that lead to a secondary school diploma or its recognized equivalent may measure and report educational gain through the awarding of credits or Carnegie units.

(3) States may report an educational functioning level gain for participants who exit the program and enroll in postsecondary education and training during the program year.

Table 5Employment Performance Indicators

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Employment, the second quarter after exit: The percentage of participants who are in unsubsidized employment during the second quarter after exit.

Employment, fourth quarter after exit: The percentage of participants who are in unsubsidized employment during the fourth quarter after exit.

Median Earnings, second quarter after exit: Median earnings of participants who are in unsubsidized employment during the second quarter after exit from the program.

Table 5 Follow-up Outcomes

• Secondary School Diploma/Equivalent attainment w/ Enrollment in Post Secondary Education or Training within one year of exit: The percentage of participants who were at the ninth grade EFL or higher at entry who obtain a secondary school credential during participation or within one year after exit and are enrolled in postsecondary education or training within one year after exit.

Table 5 Follow-up Outcomes

• Secondary School Diploma/Equivalent attainment w/employment within one year of exit: The percentage of participants who were at the ninth grade EFL or higher at entry who obtain a secondary school credential during participation or within one year after exit and obtained employment within on year after exit.

Table 5 Follow-up Outcomes

• Post Secondary Credential attainment while enrolled or within one year of exit: The percentage of participants enrolled in an Integrated Education and Training programs (IET) who receive a state recognized postsecondary credential during participation or within one year after exit.

Periods of Participation

For the purposes of reporting measurable skill gain, each program entry per participant during the reporting period is considered a period of participation.

For the purposes of reporting on Employment 2nd Quarter, Employment 4th

Quarter, Median Earnings, and the Credential indicators, each program entry and exit per participant during the reporting period is considered a period of participation.

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A new period of participation is counted each time a participant exits and enters again, even if it occurs during the same program

year.

Periods of Participation (POP)

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Program Entry/ Reentry

Program Exit

PoP

1

PoP

2

PoP

3

• MSG is

evaluated.

• Follow-up

must occur

for exit-based

measures.

• MSG is

evaluated

again.

• Follow-up

must occur

again for

exit-based

measures.

• MSG is

evaluated

again.

• Exit based

measures are

NOT evaluated

because there

is not an exit.

July 1 June 30

70

Employment

Measures

•All participants

Median

Earnings

•Participants

employed in

second quarter

after exit

Credential

Measure:

Secondary

•Participants at 9th

grade or above

•Did not already

have a credential

Credential

Measure:

Postsecondary

•Participants

co-enrolled in

postsecondary

education,

including IET

Exit Based Indicators-Table 5

Adult Education & Literacy Activities and Services

• Adult education,

• Literacy,

• Workplace adult education and literacy activities,

• Family literacy activities,

• English language acquisition activities,

• Integrated English literacy and civics education,

• Workforce preparation activities and

• Integrated education and training.

Workforce Preparation Activities

• Activities, programs, or services designed to help an individual acquire a combination of basic academic skills, critical thinking skills, digital literacy skills, and self-management skills, including competencies in:

• Utilizing resources;

• Using information;

• Working with others;

• Understanding systems;

• Skills necessary for successful transition into and completion of postsecondary education or training, or employment; and

• Other employability skills that increase an individual’s preparation for the workforce.

Integrated Education and Training

A service approach that provides 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.

IET Three Required Components

• Adult education and literacy activities as described in section 463.30.

• Workforce preparation activities as described in section 463.34.

• Workforce training for a specific occupation or occupational cluster which can be any one of the training services defined in §134(c)(3)(D) of the Act.

Concurrently and Contextually

Services must be provided concurrently and contextually such that—• (a) Within the overall scope of a particular integrated education and

training program, the adult education and literacy activities, workforce preparation activities, and workforce training:

1)Are each of sufficient intensity and quality, and based on the most rigorous research available, particularly with respect to improving reading, writing, mathematics, and English proficiency of eligible individuals;

2)Occur simultaneously; and

3)Use occupationally relevant instructional materials.

Concurrently and Contextually

(b)The integrated education and training program has a single set of learning objectives that identifies specific adult education content, workforce preparation activities, and workforce training competencies, and the program activities are organized to function cooperatively.

IET Key Concepts

• It is important to integrate workforce preparation activities into all adult education services.

• IET programs have three required components.

• Each component must be of sufficient quality and intensity and use occupationally contextualized materials.

• Each component must be provided throughout the overall scope of the program.

• An IET program must be designed for both educational and career advancement.

• Not all students are required to be enrolled in IET programs. However, Indiana believes IET implementation is a priority and it will be reflected in the PY 17 competition.

IELCE Program

• Refers to the use of funds provided under 243 of the Act for education services for English language learners who are adults, including professionals with degrees and credentials in their native countries.

• Delivers educational services as described in 463.33.

• Services must be delivered in combination with integrated education and training activities as described in 463.36.

Requirements for IELCE

Eligible providers must provide services that—

• a)Include instruction in literacy and English Language acquisition and instruction on the rights and responsibilities of citizenship and civic participation, and

• b) are designed to: Prepare adults who are English Language Learners (ELLs) for and place such adults in, unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency; and Integrate with the local workforce development system and its functions to carry out the activities of the program.

How can we provide IET for IELCE?

• Co-enrolling participants in integrated education and training (as described in subpart D) that is provided within the local or regional workforce development area from sources other than section 243 funds.

• Using section 243 funds to support integrated education and training activities as described in subpart D.

Key Concepts for IELCE

• 243 funds (IELCE Program) must be used in combination with IET.

• The requirement is on the program and not the individual participants.

• There are two options for meeting the requirement.

• Students without credential attainment or employment related goals should not be dissuaded from participating in the program.

• The new requirements will take time and technical assistance to fully implement.

IET Resources

• I-BEST Model – Integrated Basic Education Skills Training

http://www.sbctc.edu/colleges-staff/programs-services/i-best/

• I-BEST Team Teaching Models

http://www.sbctc.edu/colleges-staff/programs-services/i-best/team-teaching-models.aspx

• Regional Industry Skills Education (RISE) Partnership –Wisconsin

http://risepartnership.org/

• Academic, Career & Employability Skills (ACES) - Minnesota

http://atlasabe.org/professional/transitions

Indiana Employability Skills

• DWD Marketing team has developed handouts and posters around Indiana’s Employability Skills tool.

• Materials are available for instructors as well as students.

http://www.in.gov/dwd/employabilityskills.htm

Fiscal Updates

• Close out packets are due to Finance by November 15.

• If you have not received your PY15 grant close out packet, you must contact the DWD Finance office: bclark@dwd.in.gov.

• If you have submitted your close out packet you may no longer reimburse against the PY15 grant funds. As of November 15, the PY15 grant is no longer available for reimbursements.

• If you have not received your fully executed contract, please email AdultEd@dwd.in.gov with “ABE/ELC Contract Request” in the subject line.

Fiscal Updates (cont.)

• Submit payment requests to adulted@dwd.in.gov with “ABE Reimbursement” or “ELC Reimbursement” in the subject line. – Use the updated reimbursement form and the Excel-formatted backup

documentation.

– If you have Subgrantees, include them in the same Excel backup. There should be a separate tab for each Subgrantee and the TOTAL combined costs. (If you would like a sample of this type of form, please contact Donna Lovelady at dlovelady@dwd.in.gov.)

• State funds should be requested before using the Federal funds.

• Reimbursements may be submitted monthly; must be submitted at least quarterly.

Town Halls

• The PY17 AE RFP will be released after the first of the year.

• In preparation, we are holding informational meetings in each region during the first two weeks of December.

• These meetings are open to anyone interested in applying for adult education funding.

• We will send out a list of meeting dates by mid November.

Professional Development

• RFP Posted http://www.in.gov/idoa/proc/bids/17-045/

• Response due date November 17, 2016

• PD Policy review http://www.in.gov/dwd/2910.htm

• Waiver procedure –Teachers/instructional aides may seek exemption if they participate in similar or more extensive PD within the program year. Waiver requests submitted after April 29, 2017, will not be considered for review for this program year. All waivers will be approved or deniedin writing via email. Remember: Each PD initiative will be at minimum 10 hours in length,

will be extended over time, and will be either job embedded or

require participation in a community of practice.

InTERS Updates

• Please have all student errors and NRS delete reasonissues cleaned up by November 10th on your 2016-17program year data

• The teacher website was updated with new intakedemographics. The intake screen in InTERS has beenupdated as well.

• The “school attend status at entry” has 6options. The first 3 are if they are in school and thelast 3 options are if they are not in school.

• The next two InTERS webinars are November 16,2016 1-2:30 and December 21, 2016 1-2:30pm

Next AE & Workforce Development Statewide Call:

1.11.17

10-11:30 am ET