1. Tips for participants:
Thank you for joining the IELCE IET webinar today!
To hear the presenter, call the Meet Me number at
Do NOT put your phone on HOLD as it seems to trigger your college marketing ads or some music.
Keep your phone on mute throughout the entire webinar until you have a question to ask.
10/30/2017

2. Integrated English Literacy Civics Education: Showcasing Four Integrated Education & Training Programs
October 27, 2016
Deborah Britton Basic Skills Chair Coordinator/Instructor
Wilkes Community College
Wilkesboro, NC
Kaye Gribble Executive Director Gaston Literacy Council, Inc.
Gastonia, NC
Karen Pauly Director Department of Transitional Studies
Asheville-Buncombe Technical Community College Asheville, NC
Heather Bucurel ESOL Program Coordinator Orange Literacy
Carrboro, NC
MODERATOR : Karen Brown State Director English Language Acquisition & Integrated English Literacy/Civics Education
North Carolina Community College System

3. Acronyms and Terminology
Acronym Name of Acronym Function
IELCE Integrated English Literacy and Civics Education Name of federal grant
IET Civics Integrated Education and Training and Civics Education Name for programs that receive IELCE funding
ELLs English Language Learners Adult students
ELA English Language Acquisition Federal program name
ESL English as a Second Language Former federal program name
Additional terms associated with career pathways
Co-enrollment -- Enrolled in both a support class as basic skills and/or English language acquisition while enrolled in an occupational skills class.
Bridge programs – Allow students to develop the basic skills needed for the occupational training program. Integrates basic skills and English language training with the occupational skill training.
Here are just a few ‘Acronyns and Terminology’ you may see in the PPT. Feel free to send or ask any questions that you may have about any acronyms.
10/30/2017

4. ELA Programs (Section 231 funds)
English Language Acquisition Classes
(contextualized around civics and employment)
Integrated Citizenship Study
A subset of ELA
IEL Civics Grant Funded Programs (Section 243 funds) Integrated Education and Training Model
Must Include
Contextualized,
Career-Infused ELA
Workforce Preparation, Career Exploration, Pathway Orientation
To provide a context for the *new* ELA Program and the IELCE Program – this slide gives an overview of programming. To go through it ……
ELA Programs are funded under section 231 funds of your AEFLA federal funding. ELA Programs are designed to help eligible individuals who are English language learners achieve competence in reading, writing, speaking, and comprehension of the English language; and that leads to attainment of a secondary school diploma or its recognized equivalent and transition to postsecondary education and training or employment.
IEL Civics Programs, funded under section 243, are services provided to ELLs who are adults, including professionals with degrees or credentials in their native countries, that enable such adults to achieve competency in the English language and acquire the basic and more advanced skills to function effectively as parents, workers, and citizens.
IEL Civics Programs must include instruction in literacy, in English language acquisition, and civics education on the rights and responsibilities of citizenship.
IEL Civics Programs are designed to prepare adult ELLs for employment by providing instruction in workforce preparation/career exploration and in occupational training.
Occupational/Workforce Training
10/30/2017

5. Integrated Education and Training model
Contextualized,
Career-Infused ELA
Workforce Preparation, Career Exploration, Pathway Orientation
Here are the 3 major programmatic elements:
Contextualized English language acquisition - Adult Education & Literacy
Workforce preparation activities
Workforce training
Contextualized ELA, Workforce Preparation, and Workforce Training content are provided concurrently and contextually.
Workforce preparation activities are a very flexible collection of skills of service activities that can be strategically placed in a program. Critical thinking skills, self-management, understanding systems, and so on. We might think of these as employability skills or marketable skills. This are important for the workplace as well as college success.
Occupational/Workforce Training

6. Two Approaches for Integration of Occupational Training and ELA
This class could serve both IET Civics (grant funded) with ABE and ASE students.
ELA/Civics Education Classes
Integrated Education and Training
Approach 1: Co-enrolling students
ELA /Civics Education
Integrated Education and Training
Approach 2: Combining IET and ELA/Civics Education within one course
Let’s look at a couple of approaches in programming:
Approach 1 is to co-enroll students in an IET program. So essentially having an English literacy acquisition & civics program and then have those students go into an Integrated Education and Training program that may have other students in it, other types of IET students.
Approach 2 is to comprehensively roll together Integrated Education & Training with Civics Education and English language acquisition for a comprehensive program.
Approach 1 could be one where you have a training program with 26 students in it. Maybe there’s 12 EL Civics students in that class and then the other students are in a more general standard IET program that may not be English Language learners.
You might say “I don’t have enough English language learners to make a cohort for a training program.” You build out a cohort to make a class and fill it up. And you could have English Language learners that would be higher level English learners with maybe native English speakers. Everybody is getting contextualized structure, some in ESL, some in reading, writing and math.

7. Four Programs Showcasing Integrated Education & Training
Asheville-Buncombe Community College
Gaston Literacy Council, Inc.
Orange County Literacy Council, Inc.
Wilkes Community College
10/30/2017

8. Integrated Education & Training
Karen Pauly
Asheville-Buncombe Community College
3 Distinct Classes
We have 3 distinct classes, and the grant is allowing us to support them with curriculum development and advising for the students.
10/30/2017

9. Approach 1: Co-enrolling students
A-B Tech
Approach 1: Co-enrolling students
Contextualized ELA
Integrated Training
Workplace Preparation
Identified In-Demand Industry:
Health Care Industry (Nursing Assistant I, Medical Assisting, Medical Coding, Electronic Health Records, EMT)
Strategies for Design: The vision behind the development of our program model
Partners share that ELA students struggle and often fail as a result of the vocabulary and comprehension challenges associated with learning material in a second language.
Designed to give our students the background and support needed to successfully co-enroll in occupational courses.
Vocabulary
Processes
Expectations
Culture
Biology & Medical content
Integrated Education and Training:
Jumpstart Health Care Class
Integration of Native English Speakers and ELLs
100% contextual to Health Care
ELA/Civics Classes
Our integrated Healthcare pathway class is an example of the first approach of having ELA students who attend general ELA classes and ABE/HSE students interested in a career in healthcare attend a contextualized class together.
Program Design Components:
Integration of native English speakers & ELLs
All lessons are 100% contextualized to Health Care content, vocabulary, and practices
Curriculum includes guest speakers, tours of college programs and community facilities
We developed this class because our Health Care Curriculum and Continuing Education partners in the college have shared that ELA students tend to struggle and often fail in the courses they take as a result of the vocabulary and comprehension challenges associated with learning material in a second language. This is an example of what is referred to as a bridge program.
This model offers skills building opportunities for both our ELA and native English speaking students.
Through this class, all of the students are exposed to critical language and content related to healthcare prior to actually entering the NA I, Central Sterile Processing or Electronic Health Records pathway so that when they do enter, they have a stronger foundation upon which to build their skills. This is an example of helping to build the neural scaffold upon which to hang and categorize future learning in the context of healthcare. This benefits both ELA and native English speaking students, and we believe will be particularly helpful in overcoming the identified language comprehension struggles of our ELA students in healthcare pathways.
Our native English speaking students benefit by having the opportunity to interact with persons of different cultures and develop a greater sense of cultural competence which will definitely be of value to them working in the healthcare field.
We have an incredibly creative instructor teaching this- kudos to Rose Lawson-Lanahan, and she integrates kinesthetic, visual, and auditory learning and presentation styles in her daily teaching. She has the students interact with one another constantly, and often employs them in teaching one another the material once it has been taught to them. This deepens their learning and builds their confidence as well as supports the critical teamwork and group communication skills employers repeatedly identify as needed.
The students love this class and we are really excited to see how they do in subsequent pathways.
10/30/2017

10. Integrated Education and Training:
Contextualized ELA
A-B Tech
Approach 2: Combining IET and ELA/Civics within one course
Integrated Training
Workplace Preparation
Identified In-Demand Industry: Tourism & Hospitality Industry (Holiday Inn and other local hotels) Strategies for Design: The vision behind the development of our program model Many ELLs are employed in entry level positions. This class utilizes a proprietary training curriculum developed by Holiday Inn as a context to teach current Holiday Inn employees workplace English as a means of enhancing their capacity for career advancement. Building confidence and capacity for problem-solving and proactive guest service. Students are being promoted. HR Supported. Employees of other hotels may attend class.
ELA/Civics
Integrated Education and Training:
Holiday Inn
Workplace Class
ELA for the Workplace
Technology Skills
Training to be better Holiday Inn employees in any chosen area (Retention & Advancement Goals)
Our Holiday Inn class is an example of the second approach for an IET program. ELA, Workforce Prep and Occupational training are all combined in one class.
The Tourism and Hospitality industry is prominent in Asheville, and is currently booming! Our workforce development board and the Chamber of Commerce are all clamoring for many more skilled workers to meet the needs in this area. Holiday Inn approached us about holding a class for their employees using a proprietary curriculum to strengthen the communication, problem-solving and customer service skills that will prepare their ELL employees for advancement within the corporation. We were particularly interested in meeting this need since so many of our ELA students find work at the entry level in this field, but need to advance in order to earn a family-sustaining wage.
Skills building is addressed in the context of teaching English for the workplace and already we have seen student receive promotions based upon their ability to demonstrate the skills required for higher-level positions.
This class is designed to help bridge the gap between these lower-paying entry level positions and better paying positions that may develop into a career. Hotel staff regularly relate stories of people who have entered the field at the very entry level and proceeded to become general managers over time. These are the kind of opportunities we want for our students.
Holiday Inn has agreed to allow employees of other hotels attend the class, but as of yet, that has not occurred.
10/30/2017

11. Integrated Education & Training
Kaye Gribble
Gaston Literacy Council, Inc.
10/30/2017

12. Gaston Literacy Council, Inc
Identified In-Demand Industry: Customer Service Training for the Medical Industry (CSTMI)
Strategies for Design: The vision behind the development of our program model
The ESL population in Gaston County has grown by more than 15,000 people over the last ten years. Because of this, qualified bilingual speakers, specifically those trained in the healthcare field, are in high demand.
CSTMI is a contextualized program that continues to build English Language proficiency while training High Intermediate and Advanced ESL clients for entry-level work in the medical industry.
Developed in partnership with HealthNet Gaston (Division of Gaston Family Health Services)
Expressed a need for bilingual workers
Pledged to give GLC referrals first consideration for employment opportunities
Pays family sustaining wages
Provides benefits
Provides opportunities for advancement including tuition assistance
In response to an increased need for bilingual workers in Gaston County’s healthcare industry, HealthNet Gaston, a division of Gaston Family Health Commission, and community partner with CaroMont Health and its providers, has requested a collaboration with Gaston Literacy to create a program to train ESL students in basic customer service skills with an emphasis in healthcare terminology and procedures.
Many of our ESL students were well-educated and had careers in the medical field in their native countries but are forced to work in menial jobs in the United States because of their poor English communication skills.
This program will benefit bilingual students with increased employability skills, and will also foster the relationship between the patient with limited English skills and their healthcare provider.
Having a bilingual staff makes a healthcare organization more efficient and effective.
Patients feel more comfortable if they can speak to someone who not only understands their language, but their culture as well.
This project will reduce medical miscommunication which can lead to increased costs and even deadly mistakes.

13. IET Model: ELA Contextualized for Customer Service in the Medical Industry
Building English Language proficiency in the context of entry-level jobs in the healthcare industry
Contextualized, Career-Infused ELA
Medical Terminology Medical Law and Ethics
Professional Conduct & Business Ethics
Basic Computer Skills and Job Readiness
Workforce Preparation Activities, Career Exploration, Pathway Orientation
This fast-track, intense training program will be offered in alternating morning and afternoon cycles.
Each session will begin with an Orientation which will include Placement Testing and a Pre-Inventory Skill Assessment
Upon completion, students should effectively be able to
manage appointments,
describe how a medical front office is managed, and
carry out administrative processes and procedures.
It is also expected that students will
demonstrate knowledge of medical terminology,
cultural influences and beliefs regarding medical services,
types of medical insurance,
HIPPA laws, and
professionalism.
Students will also demonstrate computer competence in keyboarding and Microsoft applications.
Students must make a passing score on the final evaluation in order to receive a referral to HealthNet Gaston for employment consideration.
During this pilot year, we plan to serve about 50 students.
Medical Front Office Operations Training designed specifically to meet the needs of HealthNet Gaston
National Career Readiness Certification
Occupational / Workforce Training

14. 5 course components: Basic Medical Terminology Medical Law & Ethics
Healthcare Office Operations
Professional Conduct and Business Ethics
Basic Computer Skills and Job Readiness
The program consists of 5 course components.
Each course will be conducted in one week with students meeting three times a week for a 2 hour duration. Therefore, each course will be 6 hours total.
English Language acquisition will be the primary focus.
KeyTrain will be integral to the training, and as required by the potential employer, program completers will earn the National Career Certificate.
10/30/2017

15. Workforce Preparation / Training
Key medical Terms (Pronunciation, Abbreviations and Acronyms, pre-fixes, suffixes, and root words)
Medical Insurance (Private, Government, Public)
Protected Health Information (HIPAA, EMTALA, OSHA, Patients’ Bill of Rights)
Appointments and Scheduling
Patient Registration / Forms / Insurance Information
Charts and Records
Basic Business Ethics
Cultural Influences and Beliefs Related to Medical Industry
Professional Behavior and Appearance
Customer Service
Composing Professional Correspondences
Appropriate Use of Office Equipment
Basic Computer Skills
Preparing for and Understanding the Interview Process
Resume/Cover letter
Staff will develop curriculum for each of the 5 courses focusing on the topics listed here.
At the end of each week, students will take a test on the coursework they have completed. A cumulative test will be given upon completion of all five courses.
The final evaluation will include a 3-hour review of the course content, followed by:
English Language, Reading, and Math Proficiency Post-Testing,
Computer Skills Post-Assessment, and the
Post-Inventory Skill Assessment of the 5 course components.
Resumes for students who make a passing score on the final evaluation will be forwarded to HealthNet Gaston for employment consideration.
10/30/2017

16. Keys to the Medical Front Office Ventures KeyTrain
Primary Curriculum
Keys to the Medical Front Office
Ventures
KeyTrain
HealthNet Gaston’s “Cultural Competency in Health Care”
Supplemental Resources:
How to Read Medical Terminology video:
Life Happens-Lessons & Health Worksheets:
Health Insurance:
HIPAA Training:
Patient Rights:
Appointment Scheduling:
Charts and Medical Records: knowledge-and-skills/filing-patient-records/11-filing-patient-records.pdf
A Bad MA Answers the Phone video:
A Good MA Answers the Phone video:
Taking Messages in a Medical Office Interactive: science/mea1804/taking-messages-in-a-medical-office
The Medical Office training will address specific cultural influences and beliefs regarding medical services. We will use the Ventures curriculum which has cultural notes throughout the lessons.
“Keys to the Medical Front Office” will be used to learn about medical office operations, and students will receive their own copy to keep. Workplace cultural gaps will be filled through coursework.
Instructors will also present the KeyTrain soft skills lessons. Topics in the soft skills coursework include teamwork, business communications, interpersonal communications, time management, self-management, employer expectations, job performance factors, customer service, problem solving and critical thinking.
KeyTrain’s Career Course in Health Science will be integrated into each one. As students work toward achieving the Career Readiness Certificate (NCRC), the KeyTrain Health Science Career Cluster will be built into the three areas of Reading for Information, Locating Information, and Applied Math.
WorkKeys NCRC testing for these program participants will be provided without charge if they are unemployed or under-employed (most likely 100%).
10/30/2017

17. Pipeline of potential bilingual employees for the healthcare industry:
English Language Learners who have completed high school but function at the lower ESL levels may enter the program once they test at the High Intermediate and Advanced ESL levels.
High Beginning through Advanced ELAs who do not possess a high school equivalency may transition into GED prep classes to meet eligibility requirements.
Gaston County Schools counselors refer eligible graduates.
Candidates seeking certification or additional training in the medical field may be concurrently enrolled at Gaston College.
An interest survey has already been completed to determine the feasibility of our project. Clients, particularly those eligible for Deferred Action for Childhood Arrival (DACA), have expressed a strong interest in the medical office training. 
HealthNet Gaston’s employment policies require employees to be 18 years old or older, have at least a high school diploma, prove legal eligibility to work in the United States, be proficient in English (both oral and written), and be fluent in a language other than English. Therefore, clients eligible for this program will meet that employability criteria.
They must also qualify for literacy services by demonstrating a need to improve English Language skills and/or reading or math proficiency. English language gaps will be identified through formal and informal assessments and through conversation and student writings.
Students in this project will possess High Intermediate and Advanced English as Second Language skills as determined by our formal intake, assessment and placement process.
Gaston Literacy will offer this opportunity to students currently enrolled, and we will conduct a recruitment campaign.
Participants may be co-enrolled in Conversational English and/or Citizenship Classes.
10/30/2017

18. Integrated Education & Training
Heather Bucurel
Orange Literacy
10/30/2017

19. Orange Literacy
Identified In-Demand Industry: Employer Specific Housekeeping Training
Strategies for Design: The vision behind the development of our program model
Largest employers in the area – UNC-CH and UNC Hospitals
Primary employer of ESOL students
Past contracts to offer English classes for current employees who were hired before they had minimum English standards for hiring
Now need qualified applicants to fill open positions and meet minimum English standards for hiring
Several years ago UNC Hospitals and UNC-CH identified a need for employees to further develop their English and soft skills, as these two entities are a primary employer of ESOL students in our area. Classes were offered for current employees to improve these skills, and are currently still ongoing. Now these employers are in need of qualified applicants to fill open positions. These applicants have to meet minimum English standards in order to be hired but are otherwise qualified for employment. This new need is being addressed through a pre-employment class that focuses on contextualized English instruction. This class does not lead to employment with UNC-CH or UNC Hospitals, but would greatly aid in improving these students’ employability in the housekeeping or hospitality fields.

20. IET Model: Orange Literacy Employer Specific Housekeeping Training
Contextualized,
Career-Infused ELA
ELA contextualized to improve students’ English and soft skills to meet standards necessary for employment by UNC Hospitals and UNC Facilities
Workforce Preparation, Career Exploration, Pathway Orientation
Students recommended for English classes to improve employability
Students identified for transitional services in career preparation
Occupational/Workforce Training
Job-specific training provided by partner (employer) with continued ELA offered to students (concurrent and contextual alignment)
Here are the 3 major programmatic elements:
Contextualized English language instruction that prepares students for all the experiences they may have in the workplace
Workforce preparation activities provide opportunities for students to develop and advance skills in various job fields
Workforce training specific to employer (provided by employer in employee orientation)

21. Integrated Education & Training
Deborah Britton
Wilkes Community College
10/30/2017

22. Wilkes Community College
Some background . . .
Industry Sector: Co-enrolled Occupational Skills Training
Strategies for Design: The vision behind the development of our program model
We’re small ~
Wilkes County Population: 69,000 Size: 757 mi2
Ashe County 27, mi2
Alleghany County 11, mi2
TOTAL: ,000 people 1,423 mi2
Compare: Raleigh 432,000 Charlotte 793,000
Population Center: Wilkesboro and North Wilkesboro 7,662
We’re suffering economically ~
“Wilkes County had a larger percentage decrease in median income than all but one other county nationwide from 2000 to 2014, according to an analysis of U.S. Census data.
The median income in Wilkes dropped 30.4 percent, from $47,992 in 2000 to $33,398 in 2014.
-- Wilkes Journal Patriot, February 19, 2016
Click – background: population
Click – Quote from JP
WCC service area is geographically fairly large and the population is small.
Therefore, our classes are smaller; opportunities to coalesce students for group instruction by academic subject or occupational interest are rare.
The service area is economically depressed with few large employers requiring a constant flow of new hires. Employment is diverse, with no large local business or industry demanding a constant stream of trained new hires. There is a lot of entrepreneurship among our ELLS; tiendas, landscaping, house cleaning, construction, agriculture.

23. Wilkes Community College
WCC has completed these EL Civics grant projects,
approved and funded by NCCCS
Understanding the United States I & II (Citizenship)
Our Community, Our Home I, II & III (Access and navigation of community resources)
Civics on Holiday (Citizenship)
Civics Computes I, II & III (Integrating technology in citizenship topics)
Civics Works I & II (Integrating career exploration/awareness/ preparedness)
Each successive project added elements now required by WIOA to what was already in place,
so now we are continuing with the above and adding . . .
Click – (new) – Co-enrollment in OT
We learned from each project we’ve done, and the cumulative requirements of each added to our preparedness for WIOA and Integrated Education and Training.
Co-enrollment in occupational training

24. Integrated Education and Training model
Contextualized instruction: foundational skills training is linked to workplace topics through websites and texts offering activities that extend learning and personalize contexts to students’ fields of interest
Contextualized, Career-Infused ELA
A variety of resources is available for classroom use: “Hot Jobs” posters from High Country Workforce Development Board are on display in all classrooms; NC Career Clusters guides; Ventures: Transitions; Working Smart and more. Instructors can choose most appropriate for level, interests, and background experience.
Workforce Preparation Activities, Career Exploration, Pathway Orientation
3 components of IET
Click – Contextualized Instruction block
Click - Workforce prep block
Click - Occupational training
Click - movement
Contextualized English language acquisition - Adult Education & Literacy
For example, we survey students at the beginning of each semester to determine topics of need and interest on which to base our ELA instruction. For example, our beginning students consistently request study and practice in interaction with medical providers. Based on this expressed need, we teach lessons on calling for appointments, describing symptoms, etc., and then extend the learning to workplace contexts by presenting information and activities on occupations in the health field. Using NC Career Clusters guides, readings from a low-level occupational profile website, information from NC Works, etc., students learn about an array of health-related occupations, regional demand for new workers, expected incomes, level of education required, etc. Students are encouraged to inform instructors when they discover a particular interest in a specific occupation or field so more in-depth career exploration and preparation can be offered.
Workforce preparation activities
Workforce training
Occupational / Workforce Training
Ed2Go: our IET “Bridge” strategy

25. Integrated Education and Training model
Ed2Go ~ Benefits:
Flexible: courses from 10 hours to 75 hours
Certificates of Completion – students are rostered in community college classes (data collectible)
Wide variety of course offerings in many occupational fields
Effective Bridge activity
~ Highly supported by ELA instructor during computer lab time – CALP; (student clocks out of ELA when logging in to Ed2Go)
~ Gives exposure to pace and complexity of text routinely encountered in curriculum and continuing education courses
~ Provides opportunity for students to develop individualized pathways in specific occupations
~ Neither the college nor the students are restricted by the need to assemble groups of students for dedicated classes
~ Students develop the capacity to succeed independently in higher education and occupational training
Students earn stackable credentials in their field of choice
Click - highlight each point
Workforce training
CALP is Cognitive Academic Language Proficiency – very different from BICS – Basic Interpersonal Communication System
We are piloting this approach this year. We have one student who successfully completed a 10 hour/6 week course in health care and followed that with a 24 hour/8 week course. She intends to take the 30 hour Anatomy and Physiology Ed2Go course in the spring. Other students have learned from observing her, seeing the materials she is reading, the online testing process, the pace, interaction with the online instructor, etc. We are incorporating perusal of Ed2Go offerings in conjunction with career exploration activities and expect several more students to successfully complete courses this year.
Funding for tuition is not allowable from our Basic Skills or grant funds. We have requested the WCC Foundation to add Basic Skills testing fees to its list of options for the Annual Fund campaign and are discussing expanding that to include tuition costs. We are pursuing corporate grant funding and have access to funds earned by the department for staffing positions at Merlefest, our annual Americana music festival.

26. Resources
“Hot Jobs” (booklets and posters available from the High Country Workforce Development Board)
NC Career Clusters guide (especially Interest Profiler)
Ventures -Transitions
low literacy materials for career planning, job profiles/descriptions, and work-related guides produced by the government of Alberta, Canada (
Portfolio/Transitioning sequence designed for all WCC Basic Skills students as they complete their ASE credential. The sequence includes the following employment-centered activities:
registration with NCWorks;
self-assessment in computer literacy, learning styles, and “Reality Check”;
career exploration with NCWorks, Workforce Connects, MECA, O*Net, and the NC Career Clusters Guide;
Career Readiness Certification;
composition of a resume and employment cover letter;
application to WCC and FAFSA;
a “WCC Treasure Hunt” and “Be Prepared” video and reflection activity; and
optional Working Smart and/or Study Skills and Strategies courses
Other:
> Integrating Career Awareness
> free online site
> NCWorks online and O*NET
> lesson plans and materials provided by USCIS (
> “Learn about the United States: Quick Civics Lessons” booklet, also provided by USCIS
> NEWSELA website
> American English resource from the U.S. Department of State (
> Daily lunchtime “Nutrition for the Mind”
> NC ABE and ASE Content Standards
> MECA (Microcomputer Evaluation of Careers and Academics)
> Workforce Access
> Burlington English
> Reality Check (jumpstart.org)
> Guide to Study Skills and Strategies (Globe Fearon/Pearson Learning Group, ISBN )

27. Resources

28. Leveraging Resources Funding Foundation funds Endowment funds
Civic organization funding
Grants
Workforce Development Board
Gaston Literacy Council Funding:
Community Members:
Undesignated funds (Annual Campaigns, & Special Events supported by local foundations, businesses and individuals. Designated Funds: Capital Campaigns.
Designated Funds: Local Foundations (Hardware & Software / Curriculum / Salaries / Training/ Travel Expenses)
Workforce Development Board: Career Facilitator Training
United Way: Program Support & Operating Expenses
Endowment Fund: Administrative Costs
Program Support:
Volunteer Community Members
Advanced Students
As we are developing career pathways, a major part is obtaining and sustaining necessary resources.  The IET encourages partnership that bring resources and shared responsibilities for outcomes. We want to share some funding resources with you:
A community college’s Foundation may provide funds for student tuition to offset a student’s expenses. Contact your local college’s Foundation Office.
2) For overall program grants, Colleges and CBOs that have grant offices should contact the grants person to see what grants have been awarded to the college  or that they expect to apply for to determine if funding is available for ELL and ABE students and program efforts.
3) For individual student resources, the Financial Aid Administrator at the college  will be able to describe other funding that students may be eligible for through their office.  I suggest that meet with the Financial Aid administrator and the Basic Skills Director/Coordinator together to promote collaboration and internal partnering.
4) There are braided funding resources that college coordinators and Directors usually consider and these vary by region, workforce development board  engagement and industries located in the various communities. 
Be sure to visit the NCCCS CCR Transition’s Braided Funding webpages for important information.

29. Leveraging Resources
Braided funding resources. On the NCCCS CCR Transition’s Braided Funding webpage.
10/30/2017

30. Developed Resources http://nccareers.org/realitycheck/landing/
ELA/Civics is now required in all ELA classes. In addition to development by past EL Civics project grantees, you can also find federally funded civics education resources at:
LINCS ESL Pro is a newly developed resource on LINCS. It offers practical ideas and hands-on strategies to better serve ELLs preparing for work or training in career pathways:
Reality Check from NC Commerce is a fun, online tool for students to explore jobs that meet one’s financial needs:
There are many ‘developed’ resources readily available … and they are free!
Civics education resources
LINCS ESL Pro
Reality Check from NC Commerce

31. On LINCS, there are three modules that explore education and training strategies in the context of ELLs. “Preparing ELLs for Work and Career Pathways” provides teachers and administrators with practical ideas and a broad overview for connecting ELA to career pathways.
On LINCS, there is an online PD module that includes an overview of contextualized concepts as well as modules on program design, curriculum development and instruction, evaluation, and assessment.
There is also a comprehensive instructional resource designed specifically for teachers.
10/30/2017

32. From the OCTAE report, Making Skills Everyone’s Business, is a vision document that compiles data and analysis on the understanding that foundational skills – the combination of literacy, numeracy, English language skills, and employability skills – are crucial for economic sustainability and is a shared responsibility and benefit to the whole community.
This is an important document with vital information at your fingertips as you meet with partners and collaborators in the field.

33. Questions?