1. One Team with One Voice…Serving 58 Title II: ADULT EDUCATION AND FAMILY LITERACY ACT (Short Title) For more information, contact: Programs and Student Services Division College and Career Readiness Unit adultliteracy@nccommunitycolleges.edu WIOA The Workforce Innovation and Opportunity Act

2. 2 Background Information President Barack Obama signed WIOA into law on July 22, 2014. WIOA is designed to help job seekers access employment, education, training, and support services to succeed in the labor market and to match employers with the skilled workers they need to compete in the global economy. THE WORKFORCE INNOVATION AND OPPORTUNITY ACT WIOA – The “OPPORTUNITY ACT” Core Programs / Agency Lead Title I Adults, Youth, & Dislocated Workers Programs Agency: Commerce: Division of Workforce Solutions Title II Adult Education and Literacy Activities Agency: Community Colleges: College & Career Readiness Title III Wagner-Peyser Employment Services Agency: Commerce: Division of Employment Services Title IV Vocational Rehabilitation Program Agency: DHHS: Vocational Rehabilitation Title V General Provisions Agency: All Partner Agencies

3. 3 WIOA – Workforce Innovation and Opportunity Act “Vision” Documents Adult Education and Family Literacy Act One-Stop Delivery System

4. 4 WIOA – Workforce Innovation and Opportunity Act  AEFLA presents an extraordinary opportunity to improve the quality of life for individuals with low skills. Literacy and numeracy are fundamental skills necessary for workforce success, as well as for personal and social well-being.  Services provided under AEFLA are intended to lead to further education, training opportunities, and work, and are to be based on best practices derived from the most rigorous research available. The diversity of individuals who possess low skills requires a broad approach to skills development.  As one of six core programs under WIOA, the AEFLA program plays an integral role in the workforce development system by providing access to educational services for adult learners through the one-stop delivery system.  The program seeks to increase opportunity in the educational and workforce development of adults as workers, parents, and citizens. While playing a critical role in adult attainment of a secondary school diploma, the program also aims to assist in the transition to postsecondary education and training through the use of career pathways. Vision for AEFLA in WIOA

5. 5  Workers and job seekers have access to basic skills instruction relevant to employment through the one- stop delivery system.  Education is provided in the context of industry- specific needs that involve employers and is integrated with occupational skills training to achieve the best outcomes for participants.  Programs use career pathways, integrated education and training, and workforce preparation activities as hallmarks of excellent work-relevant instruction. What Can You Be Doing Now? Adult Education - Critical Services and Activities #1Assist adults to become literate and obtain the knowledge and skills for employment and economic self-sufficiency. The Vision

6. 6  Family literacy programs provide parents and family members with foundational skills that boost their knowledge and confidence to support the educational development of, and to become educational advocates for their children.  Parents and family members are able to improve their skills to achieve readiness for postsecondary education or training, job advancement, and economic self-sufficiency.  Programs are designed to make sustainable improvements in the economic prospects for a family and to better enable the family to support their children’s learning needs. What Can You Be Doing Now? Adult Education - Critical Services and Activities #2 Support the educational and skill achievement of Parents and Family Members to participate in the educational development of their children and improve economic opportunities for families. The Vision

7. 7  English learners have access to services to help them achieve competence in reading, writing, speaking, and understanding English.  These competencies allow them to obtain secondary school credentials and succeed in further education and training.  Immigrants acquire an understanding of what it means to be a citizen and to participate in civic responsibilities.  Programs are designed to provide high-quality math instruction, evidence-based English language instruction and civics education that is responsive to, and respectful of, the diversity of immigrants and English learners. What Can You Be Doing Now? Adult Education - Critical Services and Activities #3 Assist immigrants and English learners in improving their English and math proficiency and understanding of the rights and responsibilities of citizenship. The Vision

8. 8  Individuals who are incarcerated have access to educational services that prepare them for employment, economic self- sufficiency, family roles, and responsible citizenship upon their release.  Incarcerated individuals can access adult education and literacy activities that support post-release transition to higher levels of education and training, as well as meaningful employment.  Programs are designed to support incarcerated and formerly incarcerated individuals’ access to life-expanding career pathways opportunities that include approaches such as dual enrollment, peer tutoring, and transitions to re-entry services designed to facilitate post-release success and reduce recidivism. What Can You Be Doing Now? Adult Education - Critical Services and Activities #4 Assist incarcerated individuals in strengthening their knowledge and skills to promote successful re-entry into society. The Vision

9. 9 Adult Education Leaders – Guiding Principles —Establish strong partnerships with core programs and partners. —Establish strategic vision and goals for preparing an educated and skilled workforce. —Take a lead role in the development of career pathways. Principle #1 Leaders develop a vision for how adult education aligns with core programs and one-stop partners. The Checklist What Can You Be Doing Now?

10. 10 Adult Education Leaders – Guiding Principles —Obtain copy of the North Carolina Adult Education Content Standards (NCAECS). —Have staff attend profession training sessions on NCAECS. —Integrate content standards into curriculum framework of instructional programs. Principle #2 States move toward aligning adult education content standards with the state’s K-12 standards. The Checklist What Can You Be Doing Now?

11. 11 Adult Education Leaders – Guiding Principles —Apply practices that are based on the most rigorous or scientifically valid research available. —Provide professional learning opportunities (state and locally) for teachers of all experience levels. —Align instructional programs with the AEFLA requirements for Considerations #5, #6, #, 7, and #9. Principle #3 States commit to improving teaching and learning in every local adult education program. The Checklist What Can You Be Doing Now?

12. 12 Adult Education Leaders – Guiding Principles —Integrate digital literacy skills into all teaching and learning activities. —Expand high-quality distance education offerings. —Identifying, use or adapt, and assess with appropriate and high-quality open education resources. Principle #4 Adult educators leverage technology to improve teaching and learning. The Checklist What Can You Be Doing Now?

13. 13 Adult Education Leaders – Guiding Principles —Be actively involved in meetings focused on regional and local labor market demands. —Build capacity the meet the new requirements related to “Integrated Education and Training.” —Be actively involved in regional and local employer engagement activities. Principle #5 Adult educators work to create stronger linkages with employers in partnership with other core programs. The Checklist What Can You Be Doing Now?

14. 14 Adult Education Leaders – Guiding Principles —Support and promote evidence-based instruction. —Initiate a “benchmarking” program to support innovation and creatively for classroom instruction. —Require all staff to participate in professional learning opportunities. Principle #6 States identify models & promising practices and a process to disseminate them for wider use among providers. The Checklist What Can You Be Doing Now?

15. 15 Adult Education Leaders – Guiding Principles —Conduct ongoing evaluations to promote efficiency and effectiveness of programs and services. —Use results of evaluations to develop a Continuous Improvement Plan. —Make evaluations transparent and results accessible to the public. Principle #7 States evaluate programs and activities to ensure continuous improvement and expand the available evidence base. The Checklist What Can You Be Doing Now?

16. 16 Adult Education Leaders – Guiding Principles —Implement a “Quality Data Matters” initiative for all staff. —Develop a plan to review and implement action strategies for meeting NRS targets and outcomes. —Review student demographics to ensure compliance with WIOA Principle #8 States work to increase accountability of the workforce development system. The Checklist What Can You Be Doing Now?

17. 17 Workforce Development Leaders – Action Steps Below are recommended actions that workforce development system leaders and partners are encouraged to take to move toward full implementation of the law. 1.Build new, and strengthen existing partnerships. 2.Support the development of plans to ensure Workforce Development Boards become WIOA- compliant. 3.Develop transition plans. 4. Reassess the one-stop delivery system. 5.Identify and collaborate with new or existing youth service contract operators in order to increase services to disconnected, out-of-school youth and reconnect youth to education and jobs. 6.Prepare for fiscal and program changes related to the transition from WIA to WIOA. 7.Assess state laws.

18. 18 WIOA – Workforce Innovation and Opportunity Act Adult Education and Family Literacy Act Final Comments from the Vision Document WIOA offers a unique opportunity to foster innovation in the workforce development system, connects individuals with barriers to employment to partner programs and resources, and supports establishment of a high- quality local adult education delivery system where services are aligned with regional needs, instructional activities are based on rigorous research and promising models, and activities are integrated with education and training or coordinated with employers and social service providers to promote career pathways.

19. 19 WIOA – Workforce Innovation and Opportunity Act One-Stop Delivery System Comments from the “Vision” Document WIOA recognizes the value of the one-stop delivery system and provides the workforce system with important tools to enhance the quality of its one-stop centers.  The law strengthens the ability of States, regions, and local areas to align investments in workforce, education, and economic development to regional in- demand jobs.  It also places greater emphasis on achieving results for job seekers, workers, and businesses.  Finally, it reinforces the partnerships and strategies necessary for one-stop centers to … o provide job seekers and workers with the high-quality career services, education and training, and supportive services they need to obtain good jobs and stay employed; and o help businesses find skilled workers and access other supports, including education and training for their current workforce.

20. 20 WIOA – Workforce Innovation and Opportunity Act - State-Level Activities 2015 NCWORKS PARTNERSHIP CONFERENCE October 28-30, 2015 | Greensboro, NC

21. 21 WIOA – Workforce Innovation and Opportunity Act Cassandra AtkinsonAmy CookeJannai Johnson Coordinator of TransitionsCoordinator of Adult Basic EducationBest Practices & Dissemination Analyst atkinsonc@nccommunitycolleges.educookea@nccommunitycolleges.edujohnsonj@nccommunitycolleges.edu 919-807-7144919-807-7136919-807-7185 Barbara BoyceNancye GajKaren O’Neal Associate Vice President, Workforce Continuing Education Director of Programs & Professional DevelopmentHigh School Equivalency Technician boyceb@nccommunitycolleges.edu gajn@nccommunitycolleges.eduonealk@nccommunitycolleges.edu 919-807-7158 919-807-7122919-807-7138 Karen BrownJudy HowellDiane Steinbeiser Director of English as a Second LanguageGrants Management TechnicianCoordinator of Adult Secondary Education kbrown@nccommunitycolleges.eduhowellj@nccommunitycolleges.edusteinbeiserd@nccommunitycolleges.edu 919-807-7140919-807-7141919-807-7214 Chavon CaseyTrudie HughesAlan Tucker Office AssistantEducation Program AdministratorDirector of Program Quality & Accountability caseyc@nccommunitycolleges.eduhughest@nccommunitycolleges.edutuckera@nccommunitycolleges.edu 919-807-7135919-807-7208919-807-7134 College and Career Readiness Unit Staff Contact Information

22. 22 What Can We Be Doing NOW ? WIOA Wednesday Repeat Sessions: 9:30 – 10:30 and 2:00 – 3:00 August DateTopics 19 WIOA 101 – Strategic & Operational Planning 26 Core Programs Operations – Partnerships with NCWorks Career Centers September DateTopics 2 Services to Individuals with Disabilities 9 WIOA Title II – The 13 Considerations and NC Content Standard 16 Services to Out-of-School Youth 23 No Webinar NCCCAEA Conference September 23-25 (RDU-Sheraton) 30 English Literacy/Civics Education October DateTopics 7 WIOA Title II – The 13 Considerations and NC Content Standard 14 WIOA Core Programs – Alignment Strategies 21 Unified Plan - Updates 28 No Webinar NCWorks Partnership Conference September 28-30 (Greensboro)

23. 23 1. Alignment with core programs at NCWorks Career Centers. 2.Operation of high quality professional development programs: o Development and dissemination of instructional and programmatic practices o The role of eligible providers as a required partner in NCWorks Career Centers o Assistance in the use of technology. 3.Provision of technical assistance to eligible providers. 4.Monitoring, evaluation, and dissemination of information. Required Activities Development of content and models for integrated education and training and career pathways. Development and implementation of a system to assist in the transition of students to postsecondary education. Development and implementation of programs for adult learners with learning disabilities or English language learners, which may include new and promising assessment tools. Outreach to instructors, students, and employers. Permissible Activities WIOA – Workforce Innovation and Opportunity Act – State Leadership Activities

24. 24 Topics Required Narrative should be a description of … (1) Budget how funds awarded will be spent. (2) MOU any cooperative arrangements with other agencies, institutions, or organizations for the delivery of adult education. (3) Alignment how the eligible provider will provide services in alignment with core programs. (4) Performance how the eligible provider will meet the state adjusted levels of performance, including provision for data collection and reporting. (5)One-Stophow the eligible provider will fulfill one-stop partner responsibilities. (6)Eligible Providers how the eligible provider will provide services in a manner that meets the needs of eligible individuals. (7)13 Considerationshow the eligible provider will address the 13 considerations. WIOA – Workforce Innovation and Opportunity Act – Local Plan & Application

25. WIOA Title II: Adult Education and Family Literacy Question and Answer Session