Coordinator Call November 20,

Program Alignment Unified strategic planning across core programs Enhances role of State and Local Workforce Development Boards in developing and implementing a Unified State Plan Increased Accountability Establishment of common measures across core programs Increases accountability and transparency through reporting and evaluations Enhanced Service Delivery Promotes engagement of employers and alignment of education and training activities through career pathways Strengthens partnerships and investments in one-stop delivery system 2

 Title I – Workforce Development Activities ◦ Subtitle A: System Alignment ◦ Subtitle B: Workforce Activities and Providers  Title II – Adult Education and Literacy  Title III – Amendments to the Wagner-Peyser Act  Title IV – Amendments to the Rehabilitation Act of 1973  Title V – General Provisions 3

 Individual with Barriers to Employment  Career Pathway  One-Stop Partner  Supportive Services  Workforce Development System 4

Individual with a barrier to employment A member of one or more of the following populations: Displaced homemakersEx-offendersLong-term unemployed Low-income individualsHomeless individuals, or homeless children and youth Individuals within 2 years of exhausting lifetime eligibility under the SSA, title IV part A Indians, Alaska Natives, and Native Hawaiians Youth who are in or have aged out of foster care Single parents (including single pregnant women) Individuals with disabilities, including youth English language learners, individuals with low levels of literacy, and individuals facing substantial cultural barriers Such other groups as the Governor determines to have barriers to employment Older individualsMigrant and seasonal farmworkers 5

Career Pathway A combination of rigorous and high-quality education, training, and other services that-- Aligns with skill needs of industries in the State and regional economy Organizes education, training, and other services to meet the particular needs of an individual to accelerate educational and career advancement Prepares individual to be successful in secondary or postsecondary education options, including registered apprenticeship Enables an individual to attain a secondary school diploma or its recognized equivalent, and at least 1 recognized postsecondary credential Includes counseling to support in achieving the individual’s education and career goals Helps an individual enter or advance within a specific occupation or occupational cluster Includes education offered concurrently with workforce preparation activities and training for a specific occupation or occupational cluster 6

AEFLA Elements Use of funds for adult education and literacy activities – new activities Funding of local activities using 13 considerations under AEFLA Alignment of adult education content standards with ESEA State academic standards Assess and improve quality of adult education providers 7

8  Activities, programs, or services designed to help an individual acquire a combination of basic academic, critical thinking, digital literacy, and self-management skills  Includes competencies in utilizing resources and using information, and acquiring other skills necessary for successful transition into postsecondary education, training, or employment

 What kinds of technical assistance will programs need to understand these new definitions?  Are there models in place now?  What kind of professional development is needed to assist programs and instructors? 9

10  Service approach that provides adult education and literacy activities concurrently and contextually with workforce preparation activities and workforce training  Targets training in occupations or clusters that assist adults in their educational and career advancement

 How can we put quality criteria in place to ensure that IET programs provide sufficient focus on basic skills instruction while providing workforce training and workforce preparation?  What accountability measures should be in place for programs that use AEFLA funds for the workforce training component of IET? 11

12  Codifies the IEL/CE program, previously funded through annual appropriations  Provides instruction in literacy and English language acquisition, civic participation and the rights and responsibilities of citizens, and workforce training  Activities must be provided in combination with IET activities  Focuses program design and goal on preparing adults for employment in in-demand industries and in coordination with local workforce system

 How can programs conduct IEL/Civics in combination with IET?  Are there existing models?  What are the implications for the intensity of the programs funded? 13

 As a program review the implications and current practices associated with the new activities.  Submit suggested areas for technical assistance and professional development needs for the program and for instructors.  Engage other stake holders in the discussion of how WIOA will/can change Iowa’s workforce delivery system.  Planning Doc for New AEFLA Activities - Unpacking WIOA I Planning Doc for New AEFLA Activities - Unpacking WIOA I 14