Integrated Education and Training (IET) Connecting Adult Education Students to Living Wage Careers In Washington state, Integrated Education and Training (IET) is the centerpiece of pathway design for basic skills students. Students who begin in basic skills learn in context to their chosen pathway. High School completion is competency-based, and students can co-enroll in a high school completion program while participating in integrated education and training that leads to certificates, degrees, and a living wage career. This session will highlight: IET in guided pathways as the core strategy for serving students who begin in basic skills; The range of IET options available in Washington state; High school completion as a competency-based, co-enrolled program; Contextualization of basic skills and English language acquisition to the pathway and IET of the student’s choosing; Navigational services designed to provide wraparound support and guide students to completion.

Integrated Education and Training Meeting WIOA Requirements IET in Guided Pathways IET and Co-Enrollment in High School Completion IET and Navigational Services To meet our objectives we will cover four components in this presentation: Meeting WIOA Requirements IET in Guided Pathways IET and Co-Enrollment in High School Completion IET and Navigational Services

IET in WIOA “‘Integrated Education and Training’.—The term integrated education and training means a service approach that provides adult education and training 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 Workforce preparation activities Workforce Training for a specific occupation or occupational cluster Read slide *WIOA, SEC. 203 Definitions (11). Regulation 463.35

IET in WIOA Services must be provided concurrently and contextually such that— Within the overall scope of a particular IET program, the adult education and literacy activities, workforce preparation activities, and workforce training: 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. Read slide *WIOA, SEC. 203 Definitions (11). Regulation 463.35

IET in WIOA The IET 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. Read slide *WIOA, SEC. 203 Definitions (11). Regulation 463.35

IET in WIOA The adult education component of the programs is aligned with the state’s content standards for adult education; and The integrated education and training program is part of a career pathway. Read slide *WIOA, SEC. 203 Definitions (11). Regulation 463.35

Integrated Education and Training IET as part of a Guided Pathways Approach In Washington State IET (delivered as I-BEST) is the critical piece for how basic skills fits in with the statewide college initiative.

Basic Skills in Guided Pathways Meta Major 1 I-BEST Meta Major 4 I-BEST CI CI Basic Education Meta Major 2 I-BEST Meta Major 5 I-BEST CI CI CI CI In the Guided Pathways framework , students select a meta-major, which can also be thought of as a career cluster. Examples of meta-majors include Health Care, Business, Machining Trades, etc. When a student tests into basic skills, they will be assessed for skill levels, and whether or not a high school credential is needed. Goals, interests, and a meta-major are identified. Funding is then identified and a package is created. Earliest English language acquisition and basic skills learners receive instruction keyed to the college and career readiness standards and contextualized to the different meta-majors available at the college. Then, when students are ready, they move into the meta-major of their choice that they have been preparing for. I-BEST is offered in a twelve to fifteen credit core of each meta-major, providing students with the contextualized College and Career Readiness and English Language Acquisition instruction needed to be successful. Any Developmental education requirements are contextualized to the pathway in an accelerated-outcomes model. Students in need of a high school credential are co-enrolled in HS 21+, or if they are targeting a two-year degree they can check a box upon completion and earn a high school diploma at that time. Finally, Faculty team-teach in meta-majors, with I-BEST as a delivery model embedded within each meta-major. Meta Major 3 I-BEST Meta Major 6 I-BEST “CI” stands for Contextualized Instruction

The Guided Pathway Funded Contextualized Instruction ($25/quarter) IET Quarter 1 (Opportunity & State Need Grants) IET to 2 Year Degree (AtB & State Need) BAS Degree/Transfer (AtB & State Need) -HS 21+ -I-BEST at Work -I-DEA -Career Specific -Tuition -Books -Fees/Supplies -High School Diploma In our system level Basic Education for Adults pathway model, students in levels 1-3 ABE & ELA receive instruction keyed to the college and career readiness standards and contextualized to the different meta-majors available at the college. When students are ready they can move into high school diploma competency-based program (if documentation is not complete). Or if they are ready and eligible, they can move into Quarter 1 of I-BEST with tuition funded by WorkFirst, BFET, Worker Retrainer, WIOA Title 1, and Opportunity Grant funds even if they don’t have a HSD or GED. This allows eligible students to earn the 6 college-level credits needed to transition onto Ability to benefit and full federal financial aid and our State Need Grant in their second quarter of I-BEST or other college pathways. Then, in their second quarter in I-BEST once they have moved onto federal financial aid with Ability to Benefit--they can continue to access, Opportunity Grant, and/or State Need Grant funding to get them all the way to their two year degree. Upon receiving a 2-year degree in Washington, they can check a box and receive their high school diploma. They then can use those same funding sources to transfer into one of our applied baccalaureate degrees at our CTC or a 4 year university if they choose. These pathway contextualized instruction programs were developed to create a truly comprehensive pathway as the foundation to each meta-major or board industry sector pathways in our guided pathways initiative and includes even our lowest level students.

Integrated Education and Training Current I-BEST options in Washington State (I-BEST): https://ibestprograms.sbctc.edu/ Note resource for participants

Integrated Education and Training Co-Enrollment in HS 21+

High School 21+ Features Contextualized Instruction Competency Based Life Experience Focus on Rigor & College Readiness I want to share a few of the unique features that make of High School 21+ so effective. Contextualized Instruction: This was a shift in instructional practice for Basic Education for Adults. Instead of teaching reading, writing, and math alone, High School 21+ teaches this skills in the context of another subject; for example math in the context of health science or reading and writing in the context of contemporary world problems and environmental science. This connects the instruction to concrete topics allowing students to apply the concepts being taught and brings in multiple graduation requirements, allowing students to demonstrate competency in more than one content area in a quarter, accelerating them to a credential. Competency Based: High School 21+ isn’t focuses on hours a student spend in class, but the outcomes the student masters. There are a variety of ways for students to demonstrate mastery of competency; whether it is through past course taking, passing a class, scoring at college level on an assessment, or demonstrating competency thought life experience. The focus on competency allows the student to progress once skills are mastered and not wait until the clock hour requirement is met. Life Experience: The competency based aspect of High School 21+ allows for more than traditional school education to be taken into consideration. Using life experience to demonstrate competency honors the what the student learned since leaving school. In addition, this life experience demonstration of competency is not limited to only occupational education and elective credit, but can be used as a means to completing any highs school credit requirement, if the competencies are met. Focus on Rigor and College Readiness: Finally, every since the programs conception the belief has been every High School 21+ student should complete their high school diploma ready to enter college-level credit conferring courses. None of these students should receive their credential and then need to spend two or three quarters completing Dev Ed courses. That focus on rigorous content and instruction moving student through pre-college is always the expected outcome.

High School 21+ Benefits Student Driven Preparation Through Pre-College Increased Expectations Can Blend with Other Programs Now that we know the main features of High School 21+, lets look at some of it’s benefits. Student Driven: A student decides the pace at which they move through the program. If a student is nervous as they come back to school, and only want to focus on one highs school competency that first quarter, until they build he confidence through success, that is completely acceptable. On the flip side, if a student comes in and wants to quicly finish, they could take a full load, complete some independent study courses, and demonstrate competency in eight graduation requirement areas. The student should be able to decide, with staff guidance. Preparation Through Pre-College: As was discussed in the features of High School 21+, every student graduating through the program should be ready to move directly into credit barring college course work. This allows them to bypass the Dev Ed sequence, moving them to a certificate or degree more quickly. Increased Expectations: Clearly the expectations for students has increased as we focus on rigorous content and assessment, move them to college readiness and demonstrate mastery in competency in multiple subject areas in each course. But High School 21+ has also increase expectations for faculty. Faculty experience: when they teach in a High School 21+ program developing courses that met multiple competencies and planning out the instruction for the entire quarter to make sure that all content was covered and assessed rigorously so you cold ensure students met competency, was much more challenging that telling students to complete these pages out this workbook. It was a lot more fun and fulfilling as well. It felt great to really teach again. Can Blend with Other Programs: High School 21+ can be blended with other programs. There are a variety of examples, GED, Open Doors, and skill remediation spring to mind, because all of these are focused on the College and Career Readiness standards and work toward similar goals. You can also combine High School 21+ with I-BEST and I-BEST like programming.

HS 21+ & I-BEST Co-Enrollment Intentional Advising Competency Based Dual Credit HS Credential Without Associates Definite advantages for students exist when you co-enroll them in a credit barring college program and High School 21+ One thing to remember though is that intentional advising, looking not only at program completion but also completing a high school diploma, is required from the start. Consider and evaluate which high school competencies are met in the program and how those match up to the gaps they need to fill, and be aware of what needs to be added in, like Washington State History for example, which is just not going to be covered in their welding program. However, the competency based aspect of High School 21+, does allow for many competencies to be met in the context of the credit program they are co-enrolled in. Again this isn’t limited to Occupational Education and electives; this can include the math that is in the carpentry program or the science required for nurses. Really investigate the content and outcomes and see what can cross over. Dual credit is definitely encouraged. Just because a class counted for five credits toward a professional technical degree, does not be the same course cannot be used to also award competency toward a high school graduation requirement. This dual credit strategy simply accelerates students progress toward a high school credential and a college certificate or degree. Another benefit of the co-enrollment is a high school credential without earning an Associates degree. We are fortunate the in Washington State if you earn an Associates degree you can receive your high diploma by checking a box and the graduation application. However, if the program culminates in the Tipping Point, one year of college and an industry recognized certificate, that can lead to living wage employment, but not a high school credential. That credential will be needed if the student wants to go back to school later and access financial aid. With co-enrollment in High School 21+ the high school credential can be earned at the same tie as the student reaches the Tipping Point, with minimal, if any, additional course taking.

Integrated Education and Training Navigational Services

Navigational Services Funding Navigation Transportation & Childcare Student Navigator In the wraparound support model, a navigator, a coordinator, or a support coach is there at each step of the student’s learning. Maybe the student needs help accessing financial aid. The navigator is there to help. Maybe the student needs a hand in navigating the maze of college services. The navigator is there to help. Maybe the student needs cross referrals for supports with transportation and childcare. Again, the navigator is there to help. Remember, for many students, the biggest barriers are not in the classroom, but outside of it. Navigational services ensure students receive what they need so that they can be successful in the classroom.

Integrated Education and Training Navigation as a System: https://tinyurl.com/y9o7l79q Note resource in Washington state for how all WIOA partners frame navigation and that the college system is adapting this resource as a tool for professional development.

QUESTIONS & CONTACT INFO William S. Durden Policy Associate, Guided and I-BEST Pathways WA State Board for Community and Technical Colleges wdurden@sbctc.edu | 360.704.4368 I thank you for your time, your patience, and your attention, and I welcome your questions – both today and after the fact by contacting me via the above information.