1. Integrated Education and Training Practice & Policy
January 4, pm ET
Welcome everyone to this special edition of the NCL monthly policy team call – what a way to start 2017! We are using this GOTOMEETING platform and you are in charge of your own technology so please mute yourself – on your device or through the GOTOMEETING software as needed. Keep it informal – use CHAT or jump in with questions
Our focus today is on Integrated Education and Training (IET for short) IET has the potential to be the element of WIOA that most directly impacts adult learners in the classroom. We obviously have IET law and regulation in WIOA but many of us also see the need to support state and local administrators and practitioners in defining, identifying, developing, and scaling IET.

2. AGENDA CLASP IET definition/examples – Judy Mortrude
IET survey (currently 260+ respondents) results –Anson Green
OCTAE IELCivics IET – Sue Lui
DOLETA youth – Sara Hastings
World Ed webinars and PD – Andy Nash
Penn State research – Blaire Toso and Carol Clymer
National Skills Coalition – Amanda Bergson-Shilcock
Open discussion on how to coordinate our efforts to support and expand IET policy and practice
There are a lot of IET support efforts underway. This call is to share a bit – 5 min max people – on those efforts and then start a discussion on how to keep supporting the work: state policy work, local policy work, and the on the ground practice of iET.
Additions to this packed agenda?

3. Integrated Education & Training Models
Integrated Education and Training: Model Programs for Building Career Pathways for Participants at Every Skill Level
Judy Mortrude
At the end of last summer, CLASP put out an IET paper that focused on the VARIETY of program models possible under the WIOA definition and regulation. The paper stresses IET at every skill level and in a variety of settings, with varied populations and partners.
Generally, the idea is that IET is not only IBEST. IBEST is the gold standard, but not the only standard.
We finalized the paper with input from Johan Uvin and Chris Coro and Cheryl Kennan promoted it at the state adult ed director’s meeting in the fall. The main purpose of the paper is to raise awareness of the IET definition, the variety of models, the reporting structure and funding possibilities.

4. IET Survey of the Field Anson and staff at Texas Workforce Commission
COABE promotion
260+ respondents from 43 states
The following slides represent initial data from the survey. When the full data set is available, we will update the slides and share.

5. Quality of IET

6. Quality of IET

7. Quality of IET

8. Quality of IET

9. Paying for IET

10. Paying for IET

11. Paying for IET

12. Support Services

13. Connecting English Language Learners with Career Pathways TA Project
Purpose:
Help states and IELCE local providers understand and implement the new requirements under section 243 of WIOA
Help states understand WIOA/IELCE connections to career pathways, in-demand occupations, partnerships and data in serving the English language, literacy, civics and workforce needs of English language learners
Support all state directors and appropriate state staff in building a national Network of state and IELCE providers
Identify promising approaches and IELCE program models that integrate: English Language Acquisition (ELA), literacy, and civics education in combination with Integrated Education and Training (IET)
Sue Lui of MSG, running OCTAE’s IEL Civics technical assistance and professional development network which includes a focus on IET.

14. Connecting English Language Learners with Career Pathways TA Project
First Year Goal:
Ensure states understand and have sufficient support to devise IELCE Request for Proposals (RFPs) that meet their unique state needs and remain compliant with Adult Education and Family Literacy Act (AEFLA) requirements
Activities:
ASDM and NTI
Material/Tool Development
On the Horizon:
Support states in the identification of a Network partner (IELCE provider)
Ongoing environmental scan of federal and other resources
Technical Assistance and Tool Development

15. 14 Program Elements
1. Tutoring, study skills training, dropout prevention
2. Alternative secondary school services
3. Paid and unpaid work experience
4. Occupational skills training
5. Education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;
6. Leadership development
7. Supportive Services
8. Adult mentoring
9. Follow-up services
10. Comprehensive guidance and counseling
11. Financial literacy education
12. Entrepreneurial skills training
13. Services that provide labor market information
14. Postsecondary preparation and transition activities
Sarah Hastings, DOL Employment and Training Administration YOUTH
These are the required elements of WIOA Youth programming. See #5 which is further explained in regulatory language

16. Final Rule: Youth Program Element 5
Section of the final rule states that “this program element reflects an integrated education and training model and describes how workforce preparation activities, basic academic skills, and hands-on occupational skills training are to be taught within the same time frame and connected to training in a specific occupation, occupational cluster, or career pathway.”
In final rule, Youth Program Element 5 is called out as an IET model

17. WIOA career pathway definition (especially letter D) calls for IET instructional models. Additionally, IET is required to be “part of a career pathway” which means these other parts of the definition apply as well.

18. IET for Youth Sara Hastings, DOLETA
Andy Nash shared information on this webinar series. More can be found at
The webinars are surfacing many questions from the field. Andy is interested in ideas on how to continue IET support.

19. Getting Started—Is the Occupational Skills Training Appropriate for the Target Population
Think about these questions before you begin
Who are the potential students for this IET?
What occupational skills courses are being for targeted for the IET?
What jobs are associated with the training?
What certifications are associated with the training? Are they employer recognized?
Are there basic skills thresholds or language requirements for the course?
Are competencies required to successfully complete the course— e.g. an exit grade level, a test to pass, ability to read a blueprint, knowledge of fractions, etc.?
Can the target population successfully complete the course with basic skills support?
Carol and Blaire
Not every Occupational Skill Course is appropriated for an IET—you must first think of who your target population is and think about the skills thresholds, jobs, needs of students—an IET for students who will co-enroll in a GED class and the IET, will be different than an IET for students with low basic skills who want a short-term training to enter the labor market. Serving a population with criminal backgrounds or an out of school youth population might limit the types of jobs that they can get, so that needs to be considered.

20. Creating Basic Skills Lesson
Now that you have identified the content and basic skills that may be needed to support learning the content, brainstorm possible contextualized activities that focus on learning the content and practicing the basic skills required to successfully complete the unit requirements.
Use Tool #4 to help keep track of your ideas.
Templates to help instructors do integrated lesson planning

21. Workforce Preparation
Foundation Skills Framework
Tools for ensuring workforce preparation is integrated into IET
Developed at the Institute for Study of Adult Literacy; retrieved from:

22. Integrated course syllabus tools

23. Implementation checklist
All of these will be available on the website soon.

24. National Skills Coalition Scan and Policy Template
IET 50-state policy scan:
IET policy toolkit:
Amanda Bergson-Shilcock
50 state policy scan is a point in time snapshot of IET policy – as part of WIOA or as separate initiatives
Policy toolkit is meant to support states wanting to initiate an IET effort

25. Scale and Support – What? How?
Open discussion NCL President - Deborah Kennedy
Need to start a discussion on IET and Ability to Benefit – find out who is doing it. Jon Kerr of WA has a study going. Please send any information you have on local/state ATB use to him.
Need to under ETPL issues happening in states and locally. Is anyone doing a policy scan on this?
Judy commits to doing a final visualization of data from the IET survey and sharing via NCL list.
Is it possible for MSG to share an analysis of state IEL Civics IET policy/guidance?
Is anyone else creating IET tools like the Penn tool?