ACADEMY TRANSITIONS August 7, 2018 - icsps

TRANSITIONS
 ACADEMY
  August 7, 2018

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     The Need for
    Postsecondary
    Education and
       Training

                         By 2020, 65 percent of all jobs in the nation
                        will require some postsecondary education and
                        training beyond high school.
                                70% in Illinois

                             Only 34 Percent of Jobs Expected to Be
                             Open to High School Graduates or less.
                                    30% in Illinois
                            Source: Georgetown University, Center on Education and the
                             Workforce- Recovery Job Growth and Education Requirements
                             through 2020.

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      Sources: Census Data, 2000; ACS 5-years estimates, 2006-2010 and 2011-2015

Section Title
                                Text

Source: American Community Survey, 2011-15, 5 year estimate

THE FUTURE OF WORK

https://www.youtube.com/
 watch?v=KnokBXDT9Qg

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          ILLINOIS ADULT LEARNERS

             1.1 million without a high school diploma

    Approximately 2.8 million Illinois residents speak a language
     other than English as the primary language in their homes

     Approximately 350,000 immigrants reside in Illinois

WHO ARE WE SERVING?

             Count of Students Served by Age Range in FY17
25,000

20,000

15,000

10,000

 5,000

    0
         16-25   26-35   36-45   46-55   56-65   66-75   76-85   86-95   96-105

Chart Title
4500

4000

3500

3000

2500

2000

1500

1000

 500

  0
       Bridge          IET

                Providers    Students Served

INTEGRATED EDUCATION
9                     AND TRAINING (IET)
    Definition:

    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.

                                           -WIOA Section 463.35

INTEGRATED EDUCATION
10                         AND TRAINING (IET)

     In addition: as part of a career pathway the design of an IET program
     should support the local and state workforce development board plans
     as required under WIOA.

INTEGRATED EDUCATION AND TRAINING
                    (IET)
     The term “integrated” means services must be provided concurrently and
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     contextually such that:

     Within the overall scope of the integrated education and training program,
     the adult education and literacy activities, workforce preparation activities,
     and workforce training:

     a. 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;
     b. occur simultaneously; and
     c. use occupationally relevant instructional materials.

INTEGRATED EDUCATION AND TRAINING
                    (IET)
12

     The term “integrated” means services must be provided
     concurrently and contextually such that:

     The integrated education and training program has a single set
     of learning objectives that identifies:

     a. specific adult education content;
     b. workforce preparation activities; and
     c. workforce training competencies, and the program activities
     are organized to
        function cooperatively.

INTEGRATED EDUCATION AND TRAINING
                    (IET)
13

     The phrase “for purposes of educational and career advancement”
     (§463.38) means :

     1. The adult education component of the program is aligned with the
     State’s content standards for adult education as described in the State’s
     Unified or Combined State Plan; and
     2. The integrated education and training program is part of a career
     pathway.

INTEGRATED EDUCATION AND TRAINING
                      (IET)
14   WIOA Sec. 3(7) defines Career Pathways to mean a combination of rigorous and
     high-quality education, training, and other services that:

     a. aligns with skill needs of industries in the state or regional economy
     b. prepares an individual to succeed in secondary or postsecondary education
     options
     c. includes counseling to support the individual’s education and career goals
     d. includes education offered concurrently and contextually with workforce
     preparation
        and training in specific occupation or occupational cluster
     e. organizes education, training and other services to support the particular
     needs of an
        individual to accelerate their educational and career advancement
     f. enables an individual to attain a secondary school diploma or its recognized
     equivalent
     g. helps an individual enter or advance within a specific occupation or occupational
     cluster

ADULT EDUCATION & LITERACY
                 ACTIVITIES
15

     WIOA Title II Rules
     §463.34

WORKFORCE PREPARATION ACTIVITIES

16   1. Activities, programs, or services that are designed to help
        an individual acquire a combination of basic academic
        skills, critical thinking skills, digital literacy skills, and
        self-management skills
     2. Employability skills that address competencies in using
        resources and information, working with others,
        understanding systems, and obtaining skills necessary to
        successfully transition to and complete postsecondary
        education, training and employment
     3. Other employability skills that increase an individual’s
        preparation for the workforce

                                               -WIOA Section 463.34

WORKFORCE TRAINING

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     Definition:

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

                                            -WIOA Title II Rules §463.36

WORKFORCE TRAINING   (1/3)

18

     WIOA Section
     134(c)(3)(D)

WORKFORCE TRAINING   (2/3)

19

     WIOA Section
     134(c)(3)(D)

WORKFORCE TRAINING   (3/3)

20

     WIOA Section
     134(c)(3)(D)

EXPECTATIONS

PRE-IET: PRE-BRIDGE
•   Contextualized Adult Education Curricula
•   High School Equivalency
•   Career Development/Workforce Preparation Activities
•   Technology Skills
•   Employability Skills
•   Transition Services
•   Levels 4.0-5.9

PRE-IET: BRIDGE
•   Contextualized Adult Education Curricula
•   High School Equivalency
•   Career Development/Workforce Preparation Activities
•   Technology Skills
•   Employability Skills
•   College Success Courses
•   Research Skills
•   Transition Services
•   Levels 6.0-8.9

IET: ICAPS MODEL ONE
Requirements:
• Integrated and Contextualized Adult Education
  Curricula
• Workforce Preparation Activities/Career Development
• Technology Skills
• Employability Skills
• College Credit-bearing Career and Technical Education
  (workforce Training)
• Shared Learning Objectives
• Team-Taught Environment –
• Contextualized Basic Skills Support Course
• Transition Services
• Comprehensive Student Support Services

IET: ICAPS MODEL ONE

Results:
• High School Equivalency
• Industry Recognized Credentials
• Employment Opportunities
• Transferrable College Credit
• Stackable College Credentials

IET: ICAPS MODEL TWO
Requirements:
• Integrated and Contextualized Adult Education Curricula
• Workforce Preparation Activities/Career Development
• Technology Skills
• Employability Skills
• Technical/Workforce Training
• Shared Learning Objectives
• Team-Taught Environment
• Contextualized Basic Skills Support Course
• Transition Services
• Comprehensive Student Support Services

IET: ICAPS MODEL TWO

Results:
• High School Equivalency
• Industry-Recognized Credentials
• Employment Opportunities
• Possible Connection to College Credit

EXPANDING CAREER PATHWAY
    OPPORTUNITIES IN ADULT
EDUCATION: STRATEGIC DIRECTIONS
    FOR ILLINOIS 2018-2023

VISION STATEMENT
      ADULT EDUCATION STRATEGIC PLAN
             VISION STATEMENT
                 2018-2023

  In partnership with other stakeholders, we will
   create learning opportunities that align with
 statewide education, training, and employment
strategies to ensure all adult learners have access
to and success across services that are cohesive,
  coordinated, and innovative to promote better
    economic opportunities, greater equity, and
           sustainable career pathways.

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      GOAL 1: IMPROVE OUTCOMES BY SCALING
     EFFECTIVE MODELS AND STRATEGIES ACROSS
                   THE SYSTEM
       Explore the use of other Integrated Education and Training
        Models that facilitate implementation and contextualization at
        the regional and Local level.
       Ensure Adult Education remains responsive to emerging labor
        market needs and aligns with economic development regional
        data, demographic data, and long-range comprehensive
        community plans through all stages of the scaling process.
       Influence and support policies and practices that strengthen
        Adult Education’s voice when actively connecting employment
        and training to the career pathways system and building
        responsiveness to businesses’ needs.
       Develop on-ramps for all students, including basic skills students
        and English language learners, into the Adult Education
        comprehensive career pathways systems.

GOAL 2: INCREASE POSTSECONDARY
   TRANSITIONS AND CREDENTIAL
           ATTAINMENT
 Actively engage with employers through the development
  of work-based learning opportunities, apprenticeships, and
  other learn and earn models for Adult Education students;
  advisory committees; and curriculum enhancements such
  as mock interviews, experiential learning, employer-based
  on-site projects, and other mentoring opportunities.
 Leverage and maximize access to support services and
  financial incentives to ensure seamless transitions for
  Adult Education students.
 Provide comprehensive professional development and
  training to Adult Education providers and other
  stakeholders on identifying labor market demands and
  how to demonstrate return on investment for their
  transition-related programs and the benefit to students,
  employers, and the regional economy.

GOAL 3: STRENGTHEN COLLEGE AND
             CAREER READINESS
 Embed the Essential Employability Skills Framework across the Adult
  Education curriculum and incorporate on-ramps to Adult Education
  and IET/ICAPS with “fast track” models or accelerated learning
  strategies—and design and integrate work-based learning components
  that enhance classroom-based academic work.

 Align Adult Education with the other key state-driven plans, such as the
  Illinois Workforce Innovation and Opportunity Act Unified Plan; the
  Illinois Community College Board’s Workforce Education Strategic
  Plan; the Report of the Higher Education Commission on the Future of
  the Workforce, and the Illinois Postsecondary Workforce and Readiness
  Act, where appropriate via system alignment and partnership
  development efforts.

•   Strengthen alignment and service integration across local WIOA core
    and required partner agencies to support career pathways program
    development, including provision of student support services (including
    legislative issues and social issues).

GOAL 4: DEVELOP LIFE-LONG CAREER PATHWAY
    SYSTEMS & ENABLING TECHNOLOGIES
   Expand the quantity and enhance the quality of existing partnerships,
    and leverage those partnerships to extend services and resources that
    have proven effective in bridge programs or IETs to other levels of
    Adult Education (for example, case managers/career navigators)
   Integrate the Illinois Essential Employability Skills Framework, agile
    learning skills, and technology skills into all levels of instruction to
    help students become labor market adaptable.
   Develop a comprehensive technology framework for Adult Education
    program design and instruction that meets the needs of students with
    varied levels of digital literacy and foundational skills. This framework
    should address the use of technology in providing greater student
    access, instruction strategies and methods for using technology, and
    program design models that ensure flexibility to meet the changing
    technological landscape of the workforce.
   Use technology to create “just in time” learning opportunities that
    equip students with strategies to address lifelong learning needs and
    build workplace skills.

Workforce Education

State Workforce and Local Workforce Boards
          Unified Plan Strategies

OPPORTUNITIES FOR PARTNERSHIPS
      AND ALIGNMENT OF SERVICES
• Regional and Local Labor Market Data
      Development of Regional Data
      Use of Teams from across Agencies
• Increase Economic Competitiveness
• Collaboration and Partnerships
• Expansion of Career Services
• Using of Business to help Guide Services
• Alignment of Services
• More responsive and adaptive to the changing businesses
  needs
• Understanding our Customers

OPPORTUNITIES FOR PARTNERSHIPS
      AND ALIGNMENT OF SERVICES
•   Work-based learning & Apprenticeship Expansion
•   Postsecondary Workforce Readiness
•   Integrated Business ENGAGEMENT
•   Best Practices
•   Common frameworks
•   Professional Development and Training

KEY TAKE-AWAYS
•   Accelerated Models Work
•   Expansion is necessary
•   Must be aligned to local and regional LMI data
•   Leveraging the Support of Partners
•   Acceleration in the development of the models is crucial

QUESTIONS FOR BRIDGE/IET
1.  What are the reasons why my program is not moving forward?
2.  What will it take to move my program forward?
3.  What are my real challenges?
4.  Where should I start?
4.  Do I have the appropriate institutional support?
5.  What financial supports do I need?
6.  What will it take to guide students to a change in philosophy?
7.  Do I really understand what integrated means?
8.  Do I have the right or appropriate partnerships?
9.  Why are teachers not making the changes?
10. How do I do a redesign of my program and still maintain my focus on
    the students?
11. Students want jobs, how can I make that happen in my program?
12. I’m just overwhelmed and don’t know where to start or what to do?