1. Integrated English Literacy and Civics Education Program (IELCE)
NTI Afternoon Session #4
November 17, 2016
Chris Coro, OCTAE
U.S. Department of Education

2. Session Goals and Objectives
Gain an understanding into how the IELCE program design can allow flexibility to support diverse eligible individuals.
Gain an understanding on types and sources of data that are needed in planning an IELCE program.
Increase awareness of how design flexibility and needs assessment analysis can alleviate the concern that “participants won’t come.”
Use this information to reevaluate recruitment and service delivery strategy for the eligible participants.

3. Quiz Question #1
Which is a difference between the Integrated English Literacy and Civics Education (IELCE) program in WIOA and the EL/Civics program in WIA? A) IELCE program clarifies program services are also available to professionals with degrees and credentials. B) IELCE program includes literacy, English language acquisition, and civics education in combination with integrated education and training (IET) activities. C) WIOA authorizes and codifies IELCE. D) All of the above.
Answer: D

4. Quiz Question #2
True or false? English language learners seeking English language proficiency and civics education but not workforce training should not be excluded or discouraged from participation in the IELCE program.
Answer: True. Noted in the preamble discussion (P. 128):”... The Act does not require all participants enrolled in IELCE to be receiving IET services. The Act does require eligible IELCE providers to use those funds for IELCE in combination of IET activities. The eligible providers receiving funds under section 243 are required to provide these services in combination with integrated education and training.” (see )
Also: (p. 120) A program design that provides the option for interested eligible individuals to access integrated education and training services meets the statutory requirement that the program funds be used in combination with such services. A program design that provides the option for interested eligible individuals to access integrated education and training services meets the statutory requirement that the program funds be used in combination with such services.

5. Quiz Question #3
Which items below do not apply to IELCE programs? A) It provides instruction in the literacy and English Language acquisition and instruction on the rights and responsibilities of citizenship and civic participation. B) It provides workforce preparation to ELLs for placement in unsubsidized employment in in-demand industries and occupations. C) Services are designed to integrate with the local workforce development system and its functions. D) Services offered do not need to reflect English language learner needs as long as the IET reflects industry needs.
Answer: D.
Transition to variations of in combination with. TABLE TOP ACTIVITY. Brainstorm variations of ‘in combination with.’

6. Required IELCE Program Components

7. Variations of “in Combination With” IET
Use the program’s section 243 funds for IET.
Use the program’s section 231 funds to co-enroll or transition IELCE participants to IET when ready.
Use another program’s section 243 or 231 funds to co-enroll or transition IELCE participants to IET when ready.

8. Variations of “in Combination With” IET (Cont.)
Use WIOA Title I funds to support IELCE learner co-enrollment or transition to IET when ready.
Use non-WIOA funds (e.g. state funding for community colleges, SNAP E&T, CSBG, foundation funds, etc.) to co-enroll or transition appropriate participants to IET.
Other examples?

9. Program Design Aligned to State and Local Plans
Data driven economic, workforce, and workforce development analysis
Economic: Data and analysis on in-demand industries and existing occupations
Workforce: Employment and unemployment analysis and data, and key labor market trends, and skills gaps
Workforce development: Analysis of how education and workforce training will address the needs of the workforce
Why data? State and local workforce development plans!

10. Considerations to Drive Program Design
AEFLA considerations (Sec. 231) in awarding grants or contracts to local eligible providers: (1) The degree to which provider would be responsive to regional needs identified in the local plan (sec. 108) and serving individuals in the local plan most in need of adult education (low levels of literacy or those who are English language learners) (10) Whether the eligible provider’s activities coordinate with other available education, training, and social services in the community to establish strong links with elementary schools, postsecondary institutions, local workforce boards…. for the development of career pathways
Why data? RFP considerations!

11. Use Data to Make Decisions…
Which IELCE participants is the program targeting and why?
What are the prerequisite skills participants need to succeed in the IET(s)?
How does the IELCE program, in combination with the IET, support both participant and industry needs?
What is the best approach for meeting the “in combination with IET” requirement?
What specific data supports this approach?
Deeper dive to debunk the comment that IET programs will inherently lack eligible participant enrollment. This is based on compliance and thinking through the logic behind data analysis. Mention states have flexibility on the design of IET that meets local learner ed level and competencies needed from growth industries

12. Data Resources for Program Design
Labor Market Analysis
Industry/Occupational Analysis
U.S. Census American Factfinder Tool (For languages spoken at home with self-reporting English language proficiency)
Migration Policy Institute’s State Immigration Data profiles (For entire universe of limited English proficient individuals, including those in the labor force)
U.S. Department of Education’s Adult Education NRS (Individuals at all ESL educational functioning levels that have achieved measurable skills gains [Tables 3 & 4 but other tables as well])
U.S. Department of Labor’s Career Pathways Toolkit (Comprehensive list of data sources for analyzing in-demand occupations and industries) Bureau of Labor Statistics Occupational Employment Statistics (Employment by occupation and industry at national, state, and some metropolitan areas) Bureau of Labor Statistics Current Employment Statistics (Employment projections by industry for states and some metropolitan areas) U.S. Department of Labor’s Occupational Information Network- O*NET (Find occupations within industry and those with a bright future)
Which data?
Reference both types of information can be potentially be found in the analysis from WIOA state plans.
Also ask audience whether there are other examples of more localized data that might be helpful. For example, the number of ELL learners enrolled at community colleges, the number of ELLs enrolled in area TANF programs. Is there disaggregated data from area universities or existing investments (DOL grants- TAACCCT programs at community colleges) that might be useful?

13. STATE ENROLLMENT BY PROGRAM TYPE (ABE, ESL, ASE)
Compare/Contrast
State A's eligible immigrant population
State A’s current program population
NRS Data Run
MPI State Immigration Data Profile
State A: Language Spoken at Home (by age and English proficiency)
Ages 18-64
469,398
Speak only English
381,770
Speak language other than English
87,628
Speak English "very well"
57,470
Speak English less than “very well” (LEP)
30,158
Speak Spanish
41,416
23,231
18,185
65 and Older
74,465
66,344
8,121
4,618
3,503
STATE ENROLLMENT BY PROGRAM TYPE (ABE, ESL, ASE)
PROGRAM YEAR:
STATE A
State
ABE
ASE
ESL
Total Enrollment
State A
1,388
201
1,325
2,914
Percentage of Total Enrollment (2,914)
47.63%
6.90%
45.47%
Reference both types of information can be potentially be found in the analysis from WIOA state plans

14. Questions for IELCE Planning and Design
What partnerships, referral mechanisms, and support services are currently in place to facilitate (co-)enrollment, retention and recruitment of eligible individuals in IELCE programs?
What strategies are used in sharing information about AEFLA programs and recruiting eligible individuals in your state?
What are ways this can be adapted and utilized for specifically for your state’s targeted IELCE population?
How might the recruitment strategy differ for ELLs ready for IET vs. ELLs needing more English Language Acquisition instruction? .

15. Key Takeaways
Flexible design options meet the needs of both eligible participants and industries (as well as the requirements in 34 CFR 463).
An IET pipeline can be developed for ELLs by examining recruitment practices and service delivery partnerships.
Use data to develop an IELCE recruitment strategy that is responsive to the particular needs of state/local ELL population and in-demand industries.
Such efforts can support the vision and goals of state and local plans under WIOA.

16. IELCE TA Project Goal and Focus: Prior and During Local Competitions
Provide training (ASDM and NTI) to help states understand and implement the new requirements under section 243 of WIOA for the new IELCE program and activities.
Help states prepare and conceptualize IELCE competitions to award funding to eligible local IELCE providers in a newly conceived way.

17. IELCE TA Project (Cont.)
Goal and Focus: Post-Local Competitions
Support state directors and appropriate state staff in identifying an IELCE provider and in building a national IELCE TA Network of diverse state and IELCE providers.
In addition to technical assistance, the project will 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) for future scaling considerations.

18. Questions?