1. Brian Frazier Talent Investment Agency Office of Adult Education
Literacy and WIOA
Brian Frazier
Talent Investment Agency
Office of Adult Education

2. Stuff to Know What’s different between WIA and WIOA?
What are the new performance measures?
One big, integrated workforce system
Opportunities for literacy programs

3. Changes - WIA to WIOA
Workforce Innovation and Opportunity Act of 2014
Replaces the Workforce Investment Act of 1998
New grant competition for PY

4. Changes in Adult Education and Literacy Activities
WIA
WIOA
Adult Education
(English) Literacy
Workplace Literacy
Family Literacy
1. Adult Education
2. Literacy
Workplace Adult Education and Literacy
English Language Acquisition
Integrated English Literacy and Civics Education
Workforce Preparation Activities
Integrated Education and Training
Only discussing new activities (in red)

5. What is an English Language Acquisition Program?
A program of instruction -
That is 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--
(i)(1) Attainment of a secondary school diploma or its recognized equivalent; and
(2) Transition to postsecondary education and training; or
(ii) Employment.
The ANDS are important. If you want to receive WIOA funds and run a ELA/ESL program you must follow A &B. Look for opportunities to contextualize. Lit programs must be able to support attainment of diploma or equivalent and transition to postsecondary

6. Preamble Discussion
“We do not believe that the statutory requirement that the English language acquisition program must lead to precludes serving eligible individuals whose primary motivation for participating in the program is to support the educational development of their children.”
Preamble discussion is feedback on a national scale from providers.

7. Preamble Discussion
“We believe that it is clear that English language acquisition programs should not discourage or exclude eligible individuals from participation, regardless of whether they are seeking a secondary school diploma or its recognized equivalent, or transition to postsecondary education or training or employment.”
It’s on the program to have this support and contextualization for diploma or equivalent transition to postsecondary or training or employment. No the student. If the student doesn’t want it that find the school has to have this support in place.

8. Section
How does a program that is intended to be an English language acquisition program meet the requirement that the program lead to attainment of a secondary school diploma or its recognized equivalent and transition to postsecondary education and training or leads to employment?
Next slide answers

9. Three Options
Have implemented State adult education content standards that are aligned with State- adopted challenging academic content standards, as adopted under the Elementary and Secondary Education Act of 1965, as amended (ESEA) as described in the State’s Unified or Combined State Plan and as evidenced by the use of a State or local curriculum, lesson plans, or instructional materials that are aligned with the State adult education content standards; or
Offer educational and career counseling services that assist an eligible individual to transition to postsecondary education or employment; or
Be part of a career pathway.
Look at guidance and instruction for definition of career pathway.

10. Integrated English Literacy and Civics Education (IELCE) Services
Education services provided to English language learners 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 needed to function effectively as parents, workers, and citizens in the United States.
Integrated English literacy and civics education services must include instruction in literacy and English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation and may include workforce training.
Services provided with a General Instruction grant
EL Civics was a separate grant, now it is called IELCE. Lit program can still offer civics education but it will through the general instruction grant.

11. WIOA Common Performance Measures
Percentage of program participants in unsubsidized employment during the 2nd quarter after exit
Percentage of program participants in unsubsidized employment during the 4th quarter after exit
Median earnings during the 2nd quarter after exit from the program
Percentage of participants who obtain a postsecondary credential or diploma during participation or within one year of exit
Percentage of participants achieving measurable skill gains
Effectiveness in serving employers
WIOA’s 6 common Performance measure will be base line data collected for the next two years. No harm. This two year average will determine the 6 percentages. We will over MSG more closely in a few slides.

12. Measurable Skill Gains (MSG)
Five types of gain to measure progress toward academic, technical or occupation credential, or employment
Two types of gain apply to adult education:
Educational functioning level gain—three ways to document EFL gain
Receipt of a secondary credential

13. Five Types of Measurable Skill Gains for WIOA
Secondary diploma/ equivalent
Secondary or postsecondary transcript
Educational functioning‒level gain
Pre-post test
Completion of Carnegie Units
Program exit + entry into postsecondary education
Progress toward milestones
Passing technical/ occupational knowledge-based exam
Used in Title II
NOTE: This graphic will be printed on large chart paper and hung in training room

14. Educational Functioning Level Gain
An educational functioning level (EFL) gain may be measured by the following:
Comparing the participant’s pretest with the participant’s posttest, using an NRS approved test
Awarding of Carnegie Units or credits in an adult high school program
Enrollment in postsecondary education and training after exit
The Three Types under EFL

15. Counting Measurable Skill Gains
All participants are included for MSG for each period of participation.
Only one type of gain can be counted for each participant per period of participation, the last achieved.
Entry into postsecondary education is measured only after participant exits.
Receipt of secondary credential and entry into postsecondary education must occur by the end of the program year (June 30).
Participants in adult high school can complete Adult Basic Education (ABE) Level 5 by earning enough Carnegie Units or credits to move to 11th- or 12th-grade status according to state rule.

16. Measurable Skill Gains
What’s New?
What’s Not?
EFL gain is expanded to include postsecondary entry after exit for all participants.
Pre- and posttesting, and assessment procedures and policy, remain the same.
Receipt of a secondary diploma counts as type of gain for any participant
Entry into postsecondary and receipt of a secondary diploma counted until the end of the program year (June 30).
Presenter should include how we are connecting the two trainings and, if relevant, some examples of how people engaged in LEAP I.
Only one type of gain can count per period of participation

17. Core partners include:
One Workforce System
Core partners include:
Title I and Title III-Michigan Works! and re-employment services
Title II-Adult education
Title IV- Vocational Rehabilitation Services

18. One Workforce System Working towards common intake
One set of performance measures for all core partners
Improves the connections to employment, education and training opportunities that lead to family sustaining employment
Intended to increase access to services, including support services, for those with barriers to employment
A way for Lit programs to think about workforce

19. Opportunities for Literacy Organizations
Partner with core partners to support individuals:
in adult education classrooms
in Michigan Works! programs
Work with employers to provide workplace literacy
Work with all WIOA partners to establish a system of referrals
Any examples programs want to share?
In case of demonstrative effectiveness . They have to demonstrate past effectiviness.

20. Brian Frazier frazierb3@michigan.gov
Questions?
Brian Frazier
Patty Higgins
RFP Questions