Located in:
- Program-specific Requirements for Adult Education and Family Literacy Act ProgramsThe Unified or Combined State Plan must include a description of the following as it pertains to Adult Education and Literacy programs under title II, the Adult Education and Family Literacy Act (AEFLA).
d. 1. Describe How the State Will Establish and Operate Integrated English Literacy and Civics Education Programs Under Section 243 of WIOA, for English Language Learners Who Are Adults, Including Professionals with Degrees and Credentials in Their Native Countries.
Current Narrative:
The Arkansas Division of Workforce Services, Adult Education Section (ADWS-AES) will establish and operate Integrated English Literacy and Civics Education (IEL/CE) under Section 243 to provide educational services to adult English language learners (ELLs), including professionals with degrees and credentials in their native countries to acquire English language skills necessary to function effectively as parents, workers, and citizens. IEL/CE program providers will be established through an open and competitive process that is direct and equitable as outlined in section III “Distribution of Funds for Core Programs”. Funds available under section 225 (a) (1) of the WIOA will be for a four year cycle, however, the ADCE-AED state office will review the performance level of providers after two years to determine if a new competition is needed or warranted. The providers who meet the criteria and demonstrate effectiveness in performing the integrated English literacy and civics education in combination with integrated education and training activities will be awarded. Services will include instruction in the following areas: literacy, English language acquisition, rights and responsibilities of citizenship, civic participation, and workforce training.
In order to prepare and place adult ELLs in employment and integrate with the local workforce, IEL/CE courses must provide content-based and integrated instruction on topics proposed by the United States Citizenship and Immigration Service (UCIS), local workforce/employer needs and requests as well as ELL needs within Arkansas. Programs are highly encouraged to involve students in activities. The minimum topics that are to be included in instruction are as follows: 1.English Language Instruction: Reading, Writing, Listening, Speaking
2. Civics activities: (4 Pillars of Civics): Naturalization & Citizenship, Civic Participation, US History, Government
3. Integrated Education and Training, which, in addition to the language and civics instruction outlined above, includes but not limited to Workforce Training, that results in a credential, certificate or diploma that leads to unsubsidized employement; Soft Skills: Completing Employment Applications, Interview Techniques, Computer Literacy, Workplace Culture • Employability Certificates: CRC, WAGE™ • Training Programs: Accelerated Opportunity, Apprenticeships, Employer requested Training
IEL/CE programs will operate in combination with integrated education and training activities through Career Pathways, including partnerships with business and industry and other educational institutions, and language instruction to address local needs. Partnerships provide opportunity for students to participate in employment training through accelerated opportunities, internships, and apprenticeships. IEL/CE programs can actively and specifically engage students by hosting guest speakers from and organizing field trips to local agencies and businesses as well as guiding students through language, civic, and employment education.
IEL/CE programs will provide English language instruction within a content-based Civics curriculum based on topics and guidelines provided by the US Citizenship and Immigration Services (UCIS) as well as OCTAE’s Civics Education. In addition to English language instruction, workforce skills will be emphasized and integrated. Workforce skills include soft skills development; industry recognized credentials; and, training opportunities, such as apprenticeships and national programs such as Accelerated Opportunity. In addition to partnerships with workforce agencies, local programs will foster employers and vocational training service providers. The IEL/CE content and activities are aimed to be delivered through effective practices that enable ELLs to increase their English language proficiency in reading, writing, speaking, and listening in combination with civics and workforce education in order to better understand and navigate governmental, educational, and workplace systems and key American institutions. In addition to classroom instruction, programs are encouraged to involve students in activities supported by IEL/CE funds, such as field trips to civic or historic related venues; guest speakers to expand and enhance classroom instruction; and, organized visits to local workplaces.
Along with explicit content-based classroom instruction, partnerships with other agencies, such as Arkansas Division of Workforce Services (DWS) and Arkansas Rehabilitation Services (ARS), as well as Business and Industry should aim for ELLs to obtain, retain, and/or upgrade employment. Workforce training should be developed based on student and local employment needs. These may include, but are not limited to, soft skill development internships, apprenticeships, or employer on-site training for employment and language skills.
The State has developed a prescribed list of topics and objectives based on UCIS guidelines and suggestions for Civics Education. Employment was added to be in accordance with WIOA guidelines regarding IEL/CE. Programs that are supported with IEL/CE grant funds should cover the following topics and objectives. Programs are encouraged to add or further develop these topics and objectives.
Consumer Economics •Banking/Finance: types of accounts, budgeting, check cashing, paychecks, taxes •Consumer Rights: filing complaints •Housing: types of housing, lease/rent, housing assistance, tenant rights, utility providers
Community Resources •Advocacy: civic- oriented organizations, community issues •Directory: career services, important places and services available in the city, county, state, and national level (library, city hall, DMV) •Education: post-secondary institutions, K-12 school system, parent involvement, organizations, job work training opportunities •Family: childcare, parenting, senior services, family activities and resources in the community •Immigrant Resources: rights, organizations, and services •Safety/Security: emergency services, personal safety, household safety, victim rights, workplace safety
Health •Emergencies: emergency services, procedures •Healthcare: nutrition, resources, providers, cost, insurance, drugstores, pharmacies, mental illness, substance abuse, patient rights
Employment •Employment Services: career centers, DWS, requirements, certifications/licenses, WAGE™ •Workplace Skills: job applications and interviews, job training programs, , workplace culture, computer skills •Rights: worker rights, safety
Government and Law •Citizenship Preparation: structure and role of government on local, state, and federal levels, voting laws and rights •Enforcement: role of police, how to speak and behave when interacting with police •Identifications: obtaining a driver’s license, state identification, permanent resident card •Laws: domestic violence laws. child abuse laws, right to a lawyer
Programs that receive IEL/CE grant funds must complete an annual report that includes the number of students served with funds (both ESL and ABE/ASE) and the lessons and materials used in the following areas: *US History and government *Agency Partnerships and Business & Industry *Language instruction *Rights and Responsibilities of citizenship *Civic participation *Naturalization procedures *Employability skills