state policy on college and career readiness · •wioa is designed to create a system of...

State Policy on College and Career Readiness

Network 2018 April 6, 2018

Massachusetts Department of Elementary and Secondary Education

Workshop Description

In this workshop, participants will gain a basic understanding

of Career Pathways options and strategies under the

Workforce Innovation and Opportunity Act (WIOA) including

Integrated Education and Training (IET) programs and

Integrated English Literacy and Civics Education (IELCE)

programs.

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CONTENTS

01 Career Pathways Collaborations

02 Career Pathways Services

03 IET/IELCE

04 Transitions to Community College

05 Resources

01 Career Pathways Collaborations


Career Pathways Collaborations (Policies for Effective AE)

5

http://www.doe.mass.edu/acls/abeprogram/


Indicator #3: Career Pathways Collaborations

• Local Workforce Development Boards and Memoranda of

Understanding

• Local Workforce Development Local Plan Packages

• Outstationing

• Shared Customers

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Local Workforce Development Boards (WDBs) and Memoranda of Understanding (MOU)

• WIOA requires that programs collaborate with partners to

enhance career pathways for students.

• This includes participation in planning with WDBs,

development of Memoranda of Understanding (MOU), and

provision of services for shared customers.

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• The Combined State Plan and Joint Partner Policy Communications guide the

establishment of local area partnerships and local MOU. These requirements will

specify how services can be connected, integrated, or enhanced by sharing

staffing and/or other resources, or jointly designed to improve outcomes for

shared customers.

• ACLS requires that programs in all 16 local workforce areas sign the local MOU.

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http://www.mass.gov/massworkforce/state-plan/wioa-2020/ma-wioa-state-plan-final-4-7-16.pdf

http://www.mass.gov/massworkforce/issuances/joint-partner-communication/


MA 16 local areas

Massachusetts Department of Elementary and Secondary Education 9Retrieved from: http://massworkforce.com/

http://massworkforce.com/


Local Workforce Development Plan Packages

• Each local workforce development board will develop a

workforce development plan package.

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http://www.mass.gov/massworkforce/wioa/acls/local-plan/


Local Plan Packages

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https://www.mass.gov/service-details/local-plan-packages-by-area


Local Plan Packages

• All LPPs have four sections:

I. Regional Data Package and Adult Basic Education Alignment

II. Workforce Board Strategic Plan

III. Memorandum of Understanding

IV. Participant Summaries and Performance Indicators

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SECTION I: REGIONAL DATA PACKAGE & ADULT BASIC EDUCATION ALLIGNMENT

• There are 7 Data Packages

1. Berkshires

2. Pioneer Valley (Franklin/Hampshire, Hampden)

3. Central (Central, North Central)

4. Northeast (Greater Lowell, Merrimack, North Shore)

5. Greater Boston (Boston, Metro North, Metro Southwest)

6. Southeast (Bristol, Brockton, Greater New Bedford, South Shore)

7. Cape Cod and the Islands

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Massachusetts Department of Elementary and Secondary Education 14


SECTION I: REGIONAL DATA PACKAGE & ADULT BASIC EDUCATION ALLIGNMENT

• Data Package

oDemographic Context and Overview

o Employer Demand Data

o Supply Gap Data

• Adult Basic Education Survey Results Analysis

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Data Package: Demographic Context and Overview

• Population trends in age, race, ethnicity, and immigration

• Commuter patterns in and out of the region

• Data summary

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Data Package: Employer Demand Data

• Context

• Industry Overview

• Occupation Overview

• Career Pathways

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Data Package: Employer Demand Data: Context

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Data Package: Employer Demand Data: Industry Overview

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Data Package: Employer Demand Data: Occupation Overview

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Data Package: Employer Demand Data: Career Pathways

• Projected employment and median earnings for key career

pathways important to the region

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Nursing Career Pathway

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IT Career Pathway

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Data Package: Supply Gap Analysis

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Data Package: Supply Gap Analysis

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Adult Basic Education Survey Results Analysis

• Alignment With Adult Education and Literacy Activities

• Educational And Service Needs Of Priority Populations

• Projected Need For Adult Education And ESOL Programs

• Career Pathways for ABE and ESOL Populations

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Outstationing

• Outstationing is the practice of assigning an ABE staff person

to a One-stop Career Center (OSCC) for a set number of

hours each week

• The outstationed coordinator, acts as a liaison between ABE

programs in the region and the OSCC

• The primary role of the outstationed coordinator is to help

current and potential ABE students access services


http://www.doe.mass.edu/acls/systemci.html


Shared Customers

• WIOA is designed to create a system of comprehensive services for

students/clients to advance them on a career pathway regardless of the partner

program in which they originally enroll.

• WIOA requires core partners to align, connect, and integrate services by sharing

resources and jointly designing services in ways that improve outcomes for

shared customers and prioritize serving individuals with barriers to employment.

• Core partners will work together to redesign the OSCC customer flow and service

practices across partner agencies including mapping regional career pathways

and the accessibility and availability of services to shared customers.

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02 Career Pathways Services


Career Pathways

• Career Pathways services aim to develop a continuum of

services that take adult learners from instruction to

employment. Adult education programs can offer a range of

career pathways services including career awareness, career

exploration, workforce preparation activities, bridge classes,

Integrated Education and Training services, and Integrated

English Literacy and Civics Education services.

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http://www.doe.mass.edu/acls/acp/


Massachusetts Career Pathways Systems Development for Adult Education

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Massachusetts Career Pathways Systems Development for Adult Education

The career pathways system was developed to help the

estimated 37 million adults and out-of-school youth in

the United States with limited skills1 (in

Massachusetts, the number is approximately 900,0002)

obtain the skills needed for employment and help

employers fill in-demand positions. These models aim

to develop a continuum of services that take adult

learners from instruction to employment.

Career pathways are developed and maintained

through collaborations among workforce development

partners, including adult education (AE) providers,

local workforce development boards, One-Stop Career

Centers (OSCCs), training providers, postsecondary

education providers, employers, and other

stakeholders. They include three essential features:

1. Well-connected and transparent education,

training, credentialing, and support services.

2. Multiple entry points that enable students to

enter the career pathway.

3. Multiple exit points at successively higher

levels leading to self- or family-supporting

employment3.

1 U.S. Department of Education. Retrieved from https://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/factsh/us-country-profile.pdf

2 U.S. Department of Education. Retrieved from https://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/state-profiles/massachusetts.pdf

3 Center for Law and Social Policy (2014). Shared Vision, Strong Systems Framework Version 1.0. Retrieved from http://www.clasp.org/resources-and-publications/files/aqcp-

framework-version-1-0/AQCP-Framework.pdf


Career Pathways services

• Career Awareness

• Career Exploration

• Workforce Preparation Activities

• Bridge Classes

• Integrated Education and Training

• Integrated English Literacy and Civics Education

• Transition to Community College



Career Awareness and Career Exploration Activities1

• Integration of career awareness and exploration activities in the overall program design that

focuses on postsecondary education options in preparation for priority occupations identified in

the local plan package, that lead to family sustaining wages, multiple career pathway options, and

employment opportunities.

• Career Awareness Activities:

o Taking career interest inventories/assessments

o Exploring job market information through websites and publications

o Listening to career speakers

o Participating in a career day or career fair

• Career Exploration Activities:

o Opportunities for students to do “job shadows” in areas of interest

o Opportunities for informational interviews with local professionals

o Career-related research projects

1For more information on career development education, see the Department’s Career Development Education Guide and Glossary.

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http://www.doe.mass.edu/connect/cde/guideglossary.pdf#search=%22career development education guide%22


Workforce Preparation activities

• Integration of workforce preparation activities into the adult

education curricula, informed through collaboration with partners.

o Basic academic skills, critical thinking skills, digital literacy skills, and self

management skills, including competencies in:

Utilizing resources

Using information

Working with others

Understanding others

Skills necessary for successful transition into postsecondary education or training, or

employment

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Bridge Classes

• AE programs offer bridge classes that help students

transition from adult education to postsecondary education

and/or training.

• The focus of bridge classes varies, but may include

ACCUPLACER preparation and college writing or math

classes.

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03Integrated Education and

Training/Integrated English Literacy and

Civics Education


Integrated Education and Training

• The term ‘integrated education and training’ means a service

approach that provides adult education and literacy

activities concurrently and contextually with workforce

preparation activities, and workforce training for a

specific occupation or occupational cluster for the purpose

of educational and career advancement (Section 203(11) of

WIOA).


http://www.doe.mass.edu/acls/acp/?section=training


IET Components

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Contextualized AEL

Workforce Preparation Activities

Workforce Training

Concurrently and Contextually aligned


Integrated English Literacy and Civics Education Definition

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 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. (Section 203(12) of WIOA).



IELCE Components

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Contextualized AEL

Workforce Preparation Activities

Civics Education

Workforce Training

Concurrently and Contextually aligned


Civics Education

“…instruction in literacy and English language acquisition and

instruction on the rights and responsibilities of citizenship

and civic participation…”(34 CFR §463.33).


04 Transitions to Community College


Transition to Community College

• To provide a foundation of services within MA community

colleges that enable adult learners to transition into and

complete postsecondary education

• 11 community colleges have ACLS-funded Transition to

Community College programs.

• Partner with ACLS-funded ABE providers to ensure successful

transition of ABE students into postsecondary education

• National College Transition Network


http://www.doe.mass.edu/acls/cc/default.html

http://www.collegetransition.org/home.html


Transitions to Community College

• Successfully enroll adults who were previously enrolled in

ESE-funded adult learning centers;

• Are fully integrated into the community college;

• Provide instruction and advising support to ensure that

students function successfully in postsecondary education;

and

• Provide students access to degree-bearing college credit

courses at no cost.



Transition to Community College


• 15 students per semester

• 12/15

• Cohort Model

• Advising (“intrusive advising”)

• Developmental education instruction

• Credit-bearing courses

05 Resources


Resources

• SABES Center for Education and Career Planning: http://sabes.org/pd-center/ed-and-career-planning

• Center for Law and Social Policy (CLASP): http://www.clasp.org/

• CLASP Memo: IET: Model Programs for Building Career Pathways for Participants at Every Skills Level: http://www.clasp.org/resources-and-publications/publication-1/WIOA-IET-Model-Programs.pdf

• Academic, Career, and Employability Skills Transitions ACES-Transitions Integration Framework (ACES-TIF): http://atlasabe.org/resources/aces

• North Star Digital Literacy: https://www.digitalliteracyassessment.org/standards

• Career Pathways Toolkit: An Enhanced Guide for Systems Development: https://careerpathways.workforcegps.org/announcements/2016/10/20/09/37/Career_Pathways_Toolkit_An_Enhanced_Guide_and_Workbook

• EL/Civics Online: https://elcivicsonline.org/

• Center for Occupational Research Development: http://www.cord.org/

• ACLS IET webpage: http://www.doe.mass.edu/acls/systemci.html


http://sabes.org/pd-center/ed-and-career-planning

http://www.clasp.org/

http://www.clasp.org/resources-and-publications/publication-1/WIOA-IET-Model-Programs.pdf

http://atlasabe.org/resources/aces

https://www.digitalliteracyassessment.org/standards

https://careerpathways.workforcegps.org/announcements/2016/10/20/09/37/Career_Pathways_Toolkit_An_Enhanced_Guide_and_Workbook

https://elcivicsonline.org/

http://www.cord.org/

http://www.doe.mass.edu/acls/systemci.html

THANK YOU

781-338-3812 [email protected]

www.doe.mass.edu 75 Pleasant Street, Malden, MA 02148

Derek Kalchbrenner, Educational Specialist

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