Integrated Education and Training- How to Guidance
Prepared by the Maine Adult Education State Office
This guidance for AE programs is based on the experience of 5 Integrated Education and Training (IET) pilots conducted at various Maine Adult Education service providers in FY 16. It begins with a reminder of the federal WIOA definition of Integrated Education and Training, includes guidance from the National Skills Coalition Integrated Education and Training Policy Toolkit and then looks more closely at the specific ways that these pilots were able to lay the foundation of programming to meet these definitions and serve the needs of local employers, partners and participants.
Federal WIOA Definition of IET/Guidance
What is integrated education and training (IET)?
Title II of Workforce Innovation and Opportunity Act defines integrated education and training as programming which must include these three components:
· Adult education and literacy activities as described below;
· Workforce preparation activities as described below;
· Workforce training for a specific occupation or occupational cluster as described below.
Reference: https://www.congress.gov/113/bills/hr803/BILLS-113hr803enr.pdf
What are adult education and literacy activities?
Title II of Workforce Innovation and Opportunity Act defines adult education and literacy activities to mean “programs, activities, and services that include adult education, literacy, workplace adult education and literacy activities, family literacy activities, English language acquisition activities, integrated English literacy and civics education, workforce preparation activities, or integrated education and training.”
What are workforce preparation activities?
Title II of Workforce Innovation and Opportunity Act defines workforce preparation activities to mean “activities, programs, or services designed to help an individual acquire a combination of basic academic skills, critical thinking skills, digital literacy skills, and self-management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for successful transition into and completion of postsecondary education or training, or employment.”
What is workforce training?
The workforce training component of IET is defined through a reference to WIOA Title I, section 134(c)(3)(D), which identifies the activities that constitute training. These include:
· occupational skills training, including training for nontraditional employment;
on-the-job training; incumbent worker training in accordance with subsection (d)(4) of WIOA; programs that combine workplace training with related instruction, which may include cooperative education programs; training programs operated by the private sector; skill upgrading and retraining; entrepreneurial training; transitional jobs in accordance with subsection(d)(5) of WIOA; job readiness training provided in combination with services described in any of clauses (i) through (viii);
adult education and literacy activities, including activities of English language acquisition and integrated education and training programs, provided concurrently or in combination with services described in any of clauses (i) through (vii); and customized training conducted with a commitment by an employer or group of employers to employ an individual upon successful completion of the training.
What is Integrated English Literacy Civics Education (IEL/CE)?
The term integrated English literacy and civics education means education services provided to English language learners who are adults, including professionals with degrees and credentials earned in their native countries, that enables 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.
Program requirements differ depending on the source of AEFLA funding used.
- IEL/CE under WIOA section 231: If funded under section 231, IEL/CE shall include instruction in:
· literacy and English language acquisition;
· instruction on the rights and responsibilities of citizenship and civic participation, and
· may include workforce training.
- IEL/CE under WIOA section 243: If funded under section 243, IEL/CE IET shall include instruction in:
· literacy and English language acquisition;
· instruction on the rights and responsibilities of citizenship and civic participation; and
· must be provided in combination with integrated education and training (IET).
Section 243(a) of WIOA.
As part of the IEL/CE program requirements, each program that receives funding under Section 243 must be designed to:
· prepare adults who are English language learners for, and place such adults in, unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency; and
· integrate with the local workforce development system and its functions to carry out the activities of the program.
What is the English Language Acquisition Program?
The term English language acquisition program means a program of instruction:
· 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
According to the National Skills Coalition IET Policy Toolkit
Integrated education and training is defined as an adult education and workforce development program model that provides simultaneous instruction in basic skills as well as occupational or industry-specific training. The integrated education and training program may be offered by an institution of higher education; another type of organization, such as a nonprofit education and training provider; or two or more organizations working in partnership, so long as the program equips individuals to attain basic skills and training in a specific occupation or industry.
While there are modest variations among IET models, many programs use a “team teaching” approach that utilizes dual instructors – one with expertise in adult learning pedagogy and basic skills instruction, and another with content-area expertise in the industry or occupation being targeted. Regardless of the specific teaching model, IET approaches typically support the attainment of both secondary (high school equivalency) and postsecondary credentials. Many IET programs also provide support services and pathway navigation to ensure that participants can persist and succeed in reaching their educational and vocational goals.
The IET model contrasts with the traditional sequential model, in which individuals are directed to complete English for Speakers of Other Languages (ESOL) or other adult basic education (ABE) requirements before being permitted to access occupational training. IET was developed in response to research findings that the sequential model was discouraging for many workers, who often languished in community-based classes or other noncredit courses that did not have specific relevance for their career interests. Research conducted using data from the Washington State Board of Community and Technical Colleges in 2005 showed that just 30 percent of ABE students were able to earn any college credits within five years, and even fewer (13 percent) of ESOL students succeeded in doing so.
Guidance from Maine’s Pilots
Participants
Targeting and Screening
All of the IET pilot programs carefully targeted and screened participants for the various programs to maximize the chance of successful outcomes.
The various methods of targeting and screening included:
· HS Credential requirements (either have earned one or will earn during program participation)
· Partner/employer participation in screening process to ensure that all participants met the final credentialing requirements
· Targeting of low income, chronically unemployed or underemployed participants for inclusion in education and training program and for employment with local companies.
· Various assessment given and results gathered: CASAS, North Star Digital Literacy and career aptitude assessments to understand students’ abilities before the program began
Participant Support
Programs also developed specific support structures for participants in the various IET programs to maximize the chances for success.
Various examples of support networks included:
· Participants create Individual Learning Plans which highlight personal learning and career goals. These are revisited throughout programming
· Participants are introduced to community supports
· Referral system to community supports/partners was implemented
· Issues such as learning to communicate, self-advocacy and negotiation skills are transparently taught as keys to success
· Incentivizing successful participation/completion with a transportation reimbursement reward
· Academic and career counselor on site during IET programming
· Targeted support for needs of specific population, i.e. orientation to U.S. Workforce for ELL
· During orientation with all participants, an extended discussion on goal setting and how to overcome barriers is held
· High percentage of learners simultaneously taking advantage of other regional support service providers and networks.
· Providing counseling and mentoring opportunities along with assistance in licensing process.
· Co-Location-space was made available at a central location at Madawaska High School for participants to easily meet in a single location while simultaneously accessing the partner agencies for ease of program and course acceptance and processing
· The requirements, outcomes, and timeline of programming were clear to all involved from the onset. Programs provided information to all involved in various ways.
Curriculum/Credentialing/Career Pathway development
Curriculum Development
IET Pilot programming in Maine found success in the contextualization of curriculum (basic and soft skill) for the various career pathways as well as employer and industry specific input in curriculum development. The comments below were taken from the final reports of Maine’s IET pilots.
· Using textbooks used by Community College credentialing partner , (ex. High Pressure Boilers Fifth Edition (Steingress, Frost and Walker) to develop College and Career Readiness Standards driven lesson plans for HSE/HSD math and ELA proficiencies
· Career-specific WorkReady program developed with employer input to address industry specific goals including the soft skills needed and also identifying personal development goals specific to technical skills.
· IET students enrolled in intensive reading and writing classes with a business focus.
· Employers had significant input into the design and delivery model of this 2-week curriculum
· Local Workforce Investment Boards sent out a survey to over 20 local contractors to gather initial data on training- and hiring-needs and to establish employer-partnerships.
· Curriculums were created that responded to the skills employers stated they sought in entry-level employees. Many of these skills were industry specific (for example: HIPPA, insurance forms, scheduling, office equipment and for construction: tool use, measuring, safety). However, employers from both industries supported the local adult education’s focus on employability and being a good employee.
· Developing Pertinent Content: Carefully selecting texts for the career-specific courses is very important. We consulted with other Adult Education programs and business partners, and relied heavily on the professional experience of our industry instructors to choose relevant and appropriate course material.
· Academics were determined through a literacy analysis of particular jobs by shadowing learners and faculty/student visits to health care facilities. Talking to a wide variety of people in a broad selection of jobs through our Bridges to Patient Care portion of the pilot provided partners, instructors, and students with invaluable information.
Credentialing
Successful IET programming includes an industry recognized credential relating to an in demand local industry. Adult Education IET programs either partnered to offer this industry specific credential or were able to offer the credential themselves. Some examples include:
· As part of providing industry-recognized certificates, we worked with ABC Maine to have our site, as well as the Sumner Memorial High School’s wood shop, approved to offer NCCER (National Center for Construction Education and Research) course certifications and exams. We also received National Healthcare Association (NHA) approval to proctor exams for NHA Certifications. Also note-worthy is that in partnering with Beal College, we established an Articulation Agreement for reciprocity of credit for our Medical Terminology course. As a result, six of our MAA students are eligible for three course credits should they pursue further education at Beal College.
· Approximately 30% of the participants are anticipated to be eligible to sit for the official H-P Boiler Operator Exam within 12 months of beginning this program.
· Current IET students will also have an opportunity to enroll in a new employer recognized credential, the Office Certificate
Career Pathway Development
Many IET programs focused on the specific needs of industry/career through the establishment of a core group of partners, including employers, which met/communicated regularly throughout programming with participants, instructors and staff
· The local workforce investment board participated in the steering and development of the career pathway including providing needed information on what area businesses are seeking when looking for a qualified workforce
· Input from regional employers who had been identified by the Northern Maine Development Commission as having boiler operators in their employ.
· Included employer site visits and speakers. These meetings opened avenues for communication and awareness between employers and our program, as well as between employers and our students
· The Valley’s three Adult and Community Education programs also participated in quarterly meetings of the Aroostook Tri-Agency (DOE, DHHS, DOL) Career Pathways Workgroup
· Employers who worked with us are looking for long-term growth, to provide support over time, and to develop a working relationship with us to assist with training needs when appropriate.
· The Collaborative continued its work with area employers, Northern Maine Community College (NMCC), Maine Department of Labor, and Aroostook County Action Program to identify 12 qualified candidates who met all the NMCC Commercial Driving License (CDL) program admission requirements (a personal interview, a valid Maine driver’s license, a clean driving record, alcohol and controlled substance screening, DOT physical, high school diploma or equivalency, and immunization record).
Staff/Instructors
IET Programs in Maine found that having staff and instructors specially trained in the specific industry and /or working with the particular student population led to greater success.
Instructors
· Instructor for the Boiler Operator Course is also employed in the industry by business partners
· To gain an understanding of the skills our participants would need for entry- level positions with local employers, our instructors job shadowed two Certified Nursing Assistants (CNAs) and a dietician at Seaport Village Health Care Facility and joined participants on the Bridge to Patient Care orientations with local employers. Directors attended local LWIB and partner meetings specific to the health care employment needs in our area.
· One lesson that worked was having our instructional staff all look at the same information on co-teaching and discuss it in depth afterward. It turned out that co-teaching meant something very different to our academic instructors than it did to our workforce training instructors. We were able to get everyone in agreement and working together by providing staff with the same co-teaching model materials and videos so that they all had the same visualization of what co- teaching should look like for this project at the start. We did make some changes along the way but not because of misunderstandings. It was with group agreement after rational discussion and because it addressed student needs in the best manner possible.