Adult Education and the Workforce Innovation and Opportunity Act (WIOA) Transitioning from WIA to WIOA: Opportunities and Challenges Panel Discussion Moderated by: Lori Strumpf, President, Strumpf Associates: Center for Strategic Change
What Is WIOA? It amends the Workforce Investment Act of 1998 to strengthen the United States workforce development system through innovation in, and alignment and improvement of, employment, training, and education programs and promotes individual and national economic growth. 2
What Is WIOA? The Law goes into effect July 1, 2015. It contains major new provisions for Adult Education as part of a comprehensive national employment/education/training strategy. WIOA substantially improves Titles I and II of its WIA predecessor bill. 3
Purposes of the Law To increase, for individuals, particularly those individuals with barriers to employment access to and opportunities for the employment, education, training, and support services they need to succeed in the labor market. To support the alignment of workforce investment, education, and economic development systems in support of a comprehensive, accessible, and high-quality workforce development system. To improve the quality and labor market relevance of workforce investment, education, and economic development efforts to provide America s workers with the skills and credentials necessary to secure and advance in employment with family-sustaining wages and to provide America s employers with the skilled workers the employers need to succeed in a global economy. 4
Purposes of the Law (continued) To promote improvement in the structure of and delivery of services through the United States workforce development system to better address the employment and skill needs of workers, jobseekers, and employers. To increase the prosperity of workers and employers in the United States, the economic growth of communities, regions, and States, and the global competitiveness of the United States. 5
Themes Alignment and unification among core programs Career pathways Industry sector partnerships Services to employers Regionalization Use of evidence based, best practice research Access for those with disabilities Using integrated technology for alignment, access, and management 6
Key Requirements The Law Identifies 4 Core Programs: Workforce Development Activities for Adults, Dislocated Workers and Youth (Title I) Adult Education and Literacy (Title II) Wagner Peyser (Title III) Vocational Rehabilitation (Title IV) 7
Requirements States must submit a unified state plan that has both a strategic vision and operational strategies to align the 4 systems (identified as core programs) Performance Indicators that are the same across all 4 programs 8
Required Outcome Measures Performance Indicators % of program participants who are in unsubsidized employment during the second quarter after exit from the program; % of program participants who are in unsubsidized employment during the fourth quarter after exit from the program; the median earnings of program participants who are in unsubsidized employment during the second quarter after exit from the program; 9
Performance Indicators (continued) % of program participants who obtain a recognized postsecondary credential, or a secondary school diploma or its recognized equivalent during participation in or within 1 year after exit from the program; % of program participants who, during a program year, are in an education or training program that leads to a recognized postsecondary credential or employment and who are achieving measurable skill gains toward such a credential or employment; and the indicators of effectiveness in serving employers established by the Secretaries of Education and Labor 10
Indicator Related to Credential Program participants who obtain a secondary school diploma or its recognized equivalent shall be included in the percentage counted as meeting the criterion only if such participants, in addition to obtaining such diploma or its recognized equivalent, have obtained or retained employment or are in an education or training program leading to a recognized postsecondary credential within 1 year after exit from the program. 11
Purpose of Title II: Adult Education and Family Literacy A key change to Title II under WIOA is a greater emphasis on the connection between adult education programs and employment. Both state eligible agencies and adult education providers are directed to foster well-functioning connections between Title II and Title I services, as well as Title II services connection to local education, training, and support services more broadly. Assist adults to become literate and obtain the knowledge and skills necessary for employment and economic selfsufficiency; Assist adults who are parents or family members to obtain the education and skills that are necessary to becoming full partners in the educational development of their children; and lead to sustainable improvements in the economic opportunities for their family; 12
Purpose of Title II: Adult Education and Family Literacy (continued) Assist adults in attaining a secondary school diploma and in the transition to postsecondary education and training, including through career pathways; and Assist immigrants and other individuals who are English language learners in improving their reading, writing, speaking, and comprehension skills in English; and mathematics skills; and acquiring an understanding of the American system of Government, individual freedom, and the responsibilities of citizenship. 13
A Few New Provisions for Adult Education The bill embraces unified planning among workforce, adult education, and other stakeholder groups at the state level. It strongly coordinates Titles I and II. Promotes coordination between a local workforce development board and adult education providers by requiring that the board review a provider s application for Title II funds before the application is submitted to the state eligible agency. Readiness for work and college is made a major service option for Adult Education. Provision is made for more attention to distance learning and technology. Certain National Leadership and State Leadership activities are now required. States are expected to measure Adult Education service to employers and to meet stronger accountability requirements. WIOA calls for the Department of Education to fund an independent evaluation of Adult Education programs at least every four years. 14
Definition of Adult Education The term adult education means academic instruction and education services below the postsecondary level that increase an individual s ability to: read, write, and speak in English and perform mathematics or other activities necessary for the attainment of a secondary school diploma or its recognized equivalent; transition to postsecondary education and training; and obtain employment. 15
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. 16
Key Approach: Integrated Instruction Rigor and Relevancy Research shows a simple but important insight: A relationship existed between a students interest and investment in their work at school and their teacher s repertoire of techniques for engaging them. 17
Key Terms: Contextualized Learning and Instruction Contextual Learning: A process of construction, through contextual experiences, that provide opportunities to use knowledge and skills in authentic ways. Contextualized Instruction: This is instruction that uses a targeted context, such as career exploration, financial or health literacy to learn skills in reading, writing, math, critical thinking and communication. Many providers have deliberate pre-i-best and pre-vocational courses that prepare students to be successful in the next step of their career and education pathways. 18
Coordinated Instruction Basic skills instruction that is not only in a targeted context but is also coordinated with other courses (vocational or academic) so that the skills and information of the basic skills courses are provided in pace with what is needed in the courses. Examples include ABE classes that support vocational program participation. 19
Integrated Instruction Instructional strategies which promote connectedness between knowledge and skills. Integrated instruction allows students to move further, faster towards their goals by simultaneously combining skill building in basic education and a particular context Third party research has shown that this program model out-performs any other for moving students further and faster to college success and vocational credentials. Teams of ABE and vocational instructors work together to develop and deliver instruction, and assess student progress in both skill areas. 20
WIOA Resources www.doleta.gov/wioa www2.ed.gov/about/offices/list/ovae/pi/adulted/ wioa-reauthorization.html 21
About Lori Strumpf Lori Strumpf has over thirty years in the field of organizational development and change management in human services and workforce development organizations. Lori has been in business as Strumpf Associates: Center for Strategic Change for the last 30 years. She is a nationally known expert in organizational management, training and design for education, training, and human resource development systems. Prior to starting her business, Lori was the Assistant Director for the National Association of Private Industry Councils. She is a founding member of the National Youth Employment Coalition. She has been a Senior Associate at Brandeis University, Center for Human Resources, Heller School for Public Policy. Prior to moving to Washington, D.C. to work on the Vice President s Task Force for Youth Employment, Lori was the Assistant Director to a project for court diverted delinquent youth. She also worked at Florida State Prison, counseling prisoners. Strumpf Associates is a small cadre of training and consulting experts, headquartered in Washington, DC. The Principals in Strumpf Associates have decades of experience helping organizations manage change, build systems, build leadership teams, and improve program quality and customer satisfaction. The Center provides organizational change management consulting and executive coaching to schools, workforce organizations, and welfare organizations. Lori Strumpf has a Masters and Specialist Degree in Educational Counseling from the University of Florida. 22
Panel Members Troy Goracke, State Board for Community & Technical Colleges, WA Margaret Kirkpatrick, Colorado Department of Education, CO Karen Bautista, San Bernardino Adult School, CA Debra Harlow, Piedmont Community College, NC Moderator: Lori Strumpf, Strumpf Associates: Center for Strategic Change, DC 23
Troy Goracke, State Board for Community & Technical Colleges, WA 24
Washington State s Transition to WIOA CASAS Summer Institute 2015 Troy Goracke
WA Basic Education for Adults 34 Community & Technical Colleges 9 Community Based Organizations 49,303 students served in 2013-14 26
Preparing for WIOA: BEdA o 2013-14: Wrote new Adult Education State Plan aligned with drafts of WIOA Adopted CCR Standards Required comprehensive career pathways Tied pathways to I-BEST Required contextualized instruction in all ABE and HSC Transitioned all EL Civics to integrated, co-enrolled employment activities (I-BEST) 27
Preparing for WIOA: BEdA (cont.) Math for ELA Math and English to college level Technology training Project IDEA (flipped classroom) Require employability skills at all levels of ABE & ELA o Quarterly WIOA updates to Council for Basic Skills o WIA to WIOA Transition Grant 28
Preparing for WIOA: WA State o Governor and Workforce Board direct that BEdA represented on each local WDC (Workforce Development Council) o WIOA Steering Committee and all subcommittees and task forces have State BEdA representative 29
Preparing for WIOA: WA State (cont.) o Engaged AEAC (Adult Education Advisory Council) in drafting Guiding Principles for WIOA Committees o Intense outreach to CTC system and stakeholders for feedback on proposed WIOA regulations 30
Margaret Kirkpatrick, Colorado Department of Education, CO 31
Karen Bautista, San Bernardino Adult School, CA 32
Culture Shift for K-12 Adult Education Preparing for WIOA Implementation Dr. Karen Bautista Principal, San Bernardino Adult School, CA
Overview Changing the Culture of Adult Education Need for New Skills Partnership Approach New and Increased Data Collection Data Recording and Report Submission Our Students: Instructional Program and Follow Up Culture Shift: Idea, Plan, Action!
New Culture for Adult Education Old Paradigm 10 program areas Funding model based on seat time Growth funding encouraging expansion New Paradigm 5 Program Areas Funding determined by Consortia Need to serve adults in areas without a community adult program
Former Mission Statement and Logo The Adult School shall provide quality, lifelong educational opportunities and support services that address the unique and changing needs of individuals in our diverse multicultural community.
Need for New Skills Old Paradigm Stand-alone classes providing introduction to skills, often taken for personal development or job advancement New Paradigm Building career pathways Using Labor Market Information to inform program development
Partnership Approach Old Paradigm Annual advisory boards New Paradigm Active relationship with Workforce Investment Board (WIB) Partner of one AB 86 Consortium; Member(s) of AB 86 Consortium MOUs with referral agencies Collective impact approach to funding
New and Increased Data Collection Old Paradigm Entry/Update Forms J 18/19 WIA Benchmarks # of Graduates Monthly A.D.A. reports New Paradigm Changes in enrollment data needed/definitions critical Social security number/security procedures Completers Received certifications/licensures Employment/Retained in Employment
Data Recording and Report Submission Old Paradigm P1, P2, Final Reporting periods WIA Quarterly Expenditure reporting New Paradigm Where do we input the data? How do we display the data for analysis? How do we share the data?
Who are our students? Old Paradigm Any adult wanting to take a class. New Paradigm Any adult wanting to improve their skills for employment or matriculation into post secondary coursework.
When is the student no longer a client? Old Paradigm When the student leaves a course. New Paradigm When the student has successfully transitioned to long-term employment. or When the student enrolls in post secondary education. We need to track this!
Instructional Program Old Paradigm Individual subject matter courses After course completion/graduation, student was on their own. New Paradigm Courses that contribute to a career pathway. Integration of content matter and basic skills/21 st century skills/technology Awareness that students need support and skills to transition to higher education and the workforce(college and work readiness)
Follow up with students Old Paradigm No follow up once students leave. New Paradigm Follow up on graduates is key to track outcomes Need to reengage students who have left before completion.
Changing Culture Strategic Planning Determining the mission... Began in 2011 with series of focus groups First 3 year plan: 2012-2015 New Mission Statement: San Bernardino Adult School provides a bridge to post secondary education and the labor market through the delivery of quality education. Our external customers are: Individuals planning to move on to higher education and or employment Employers who require an educated workforce
Changing Culture Strategic Planning Planning continues.... Key Achievements: Building Foundation, Capacity and Infrastructure Alignment of Mission/Funding Steering Committee Governance Workgroups
Workgroups to Build Capacity Data Collection and Analysis Labor Market Information Workgroup Career Pathway Development Rewards and Recognition Workgroup Best Practices Workgroup Integrated Instruction Cohort Branding and Marketing Team
Changing Culture Strategic Planning Second Plan 2015-2018 with external partners Strategic Priority: Reposition the brand and image of the San Bernardino Adult School to one of high quality learning, knowledge and skill development, and a go to place of first choice for businesses to find talent and for learners to gain certifications and licensure, credentials, and to prepare for post secondary education and careers. Planning continues.....
Changing Culture Strategic Planning Taking action..... Second Plan 2015-2018 with external partners Goal 1: Increase awareness of the quality of the offerings and outcomes of the SBAS Goal 2: Complete the transition from a vocational approach to technical skills training to a Career and Technical Education (CTE) approach Goal 3: Build navigation skills of students to help them move to the next step of education and/or work Goal 4: Integrate key skill sets required by many occupations into all teaching and learning.
Debra Harlow, Piedmont Community College, NC 51
Certified Production Technician Career Pathway at Piedmont Community College Academic & Support Services Provided Throughout Associate Degree Industrial Systems Tech Diploma Industrial Systems Tech. Diploma Certificate Industrial Systems Technology Basic Skills & Workforce Development Programs BS+ (9th Math & 10th Reading) ABS HSE Diploma NC Career Ready Certificate Employability Skills CPT National Certificate ACA 111 or 112 ABS Instruction (Classes & Online) Level 4 Maintenance Supervisor $43,680 Level 3 Maintenance Technician $37,400 Level 2 Maintenance Technician $32,240 Level 1 Certified Production Technician $23,980 Orientation (ABS; BS+; Workforce Dev.) 52
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