Located in:
- Program-specific Requirements for Adult Education and Family Literacy Act Programs
The Unified or Combined State Plan must include a description of the following as it pertains to adult education and literacy programs and activities under title II of WIOA, the Adult Education and Family Literacy Act (AEFLA).
d. Integrated English Literacy and Civics Education Program
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, including how the Integrated English Literacy and Civics Education program under section 243(a) of WIOA will be delivered in combination with integrated education and training activities.
Describe how the State will fund, in accordance with the requirements of title II, subtitle C, an Integrated English Literacy and Civics Education program and how the funds will be used for the program.
Describe how the Integrated English Literacy and Civics Education program under section 243(a) of WIOA will 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.
Describe how the Integrated English Literacy and Civics Education program under section 243(a) of WIOA will be designed to integrate with the local workforce development system and its functions to carry out the activities of the program.
Current Narrative:
(d) Integrated English Literacy and Civics Education Program. 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, including how the Integrated English Literacy and Civics Education program under section 243(a) of WIOA will be delivered in combination with integrated education and training activities
d. The Arkansas Division of Workforce Services, Adult Education Section (ADWS-AES) operates 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 are established through an open and competitive process that is direct and equitable as outlined in section III “Distribution of Funds for Core Programs”. Integrated Education and Training activities are required for all funded local programs to meet the requirements of section 243. Local programs will offer at least one IET that is aligned with the Local Workforce Development Board (LWDB) identified employment needs and availability of educators and trainers in the area. Local programs will recruit IEL/CE participants to enroll in IET programs and provide additional civics, language and academic support as needed by ELLs. ADWS-AES will provide technical assistance and monitor local programs offering relevant IET programs, have effective IET recruitment and retention activities aimed at IEL/CE participants; and provide adequate language support in addition to concurrent and contextualized, Literacy, ESL, and workforce preparation activities.
To meet the needs of ELLs who have degrees or professional licenses in other countries, ADWS-AES is expanding its use of educational software designed to upskill English language learners. In addition, ADWS-AES has built a relationship with Arkansas United (AU) a non-profit organization that provides diverse service to immigrants through its Immigration Resource Centers. This partnership will allow ADWS-AES to assist ELLs with professional credentials in their home countries in understanding their options through the legal and other services provided by AU. The organization also offers community-level access to enable ADWS-AES to more clearly identify ELLs and their specific barriers and needs.
(d2) Describe how the State will fund, in accordance with the requirements of title II, subtitle C, an Integrated English Literacy and Civics Education program and how the funds will be used for the program.
(d2) As in previous years, IEL/CE funds will be allocated to providers based on a direct and equitable, competitive process. Funds will be distributed on a competitive basis that is direct and equitable through the RFP process. Funds available under section 243 of the WIOA will be for a four-year cycle. The state will provide technical assistance to section 243 funded programs to ensure compliance and monitor performance. If it is deemed that a funded program is under-performing after technical assistance has been provided, ADWS-AES may suspend section 243 funding and find alternatives to ensure services are continued in the local areas by increasing funding to other section 243 funded providers or hold a targeted competition. Funds will be allocated using a model that references adult ELL demographics and immigration patterns for the state. During the 2021-22 year, the state has recalibrated ELL data and demographics to align with the 2020 Census. This resulted in an increase of programs expected to serve ELLs based on the previous RFP. It is anticipated that the Adult Education Section of the Division of Workforce Services will receive at least the established and historical minimum of $200,000 per year. In accordance with the requirements of Title II, programs requesting IEL/CE grant-based funds through the RFP process will be awarded based on a local program’s ELL enrolled population; ELL enrolled population growth; performance in educational gains and outcomes; and, availability of Integrated and Education Training programs. Programs requesting funds through the RFP will include a budget and narrative describing the program’s plans for funds; the ELL population enrolled for the previous fiscal year; and actual or anticipated ELL population growth based on the Department of Labor statistics. Each RFP will be evaluated based on a rubric provided by the state and funds will be distributed based on need and services provided.
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.
(d3) Describe how the Integrated English Literacy and Civics Education program under section 243(a) of WIOA will 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.
(d3) 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 (USCIS), local workforce/employer needs and requests as well as ELL needs within Arkansas. Programs are highly encouraged to involve students in activities. The topics are as follows:
- English Language Instruction:
a) Reading, b) Writing, c) Listening, d) Speaking
- Civics activities:
Four Pillars of Civics:
a) Naturalization & Citizenship; b) Civic Participation; c) US History; d) Government
- Workforce Training:
- Soft Skills: Completing Employment Applications, Interview Techniques, Computer Literacy, Workplace Culture
- Employability Certificates: Career Readiness Certificate, WAGE™ Level I
- Training Programs: Apprenticeships, Employer requested Training, WAGE™ Level II
Over the past few years, the Adult Education Section has reorganized all workforce activities under the state’s Workforce Alliance for Growth in the Economy (WAGE™) program. This includes all integrated education and training programs, workplace classes, etc. The WAGE™ program provides a path for participants to identify and prepare for a chosen field using career pathways. Through the program, participants are able to earn a WAGE™ Level I Workforce Preparation certificate, the curriculum for which includes working with a Career Service Provider to determine a pathway that considers the individual’s interests and aptitude, increasing basic skills, soft skills, and financial and digital literacy, within the context of a career pathway. The Level I certificate is designed to prepare ensure that students are prepared for the workforce and to move into the next step forward in their careers.
Those who complete the WAGE™ Level I Certificate can then work toward a Level II certificate, working to complete entry-level credentials that align with the participant’s chosen field. 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 opportunities for students to participate in employment training through WAGE™, 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 (USCIS) as well as the English Language Proficiency Standards. In addition to English language instruction, digital literacy and financial literacy, 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 WAGE™. 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. Emphasis is being placed on contextualized, concurrent instruction, with multiple trainings provided during the 2020-21 and 2021-22 years, and plans to expand in future years.
Along with explicit content-based classroom instruction, partnerships with other agencies, such as the Arkansas Division of Workforce Services (ADWS) 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 USCIS guidelines and suggestions for Civics Education. Employment was added 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. Distance Learning offerings for English Language Learners have increased dramatically during the pandemic. Workforce training remote options have become a tool for local programs to reach ELLs who have not yet felt comfortable returning to the classroom.
| Topic | Objective |
|---|---|
| Consumer Economics | Banking/Finance: types of accounts, budgeting, check cashing, paychecks, taxes, banking applications, recognizing scams 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, ADWS, 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
(d4) Describe how the Integrated English Literacy and Civics Education program under section 243(a) of WIOA will be designed to integrate with the local workforce development system and its functions to carry out the activities of the program.
(d4) Arkansas IEL/CE grant awardees are expected to reference the local Workforce Development Boards’ plans to identify the high demand industries and skills in each of the program’s area/region. Local Program Directors regularly attend local Workforce Development Board meetings in order to be aware of local business needs, changes, and challenges in the area/region and how they may impact program design and instruction. Grant awardees select relevant workforce preparation content that is aligned with local needs and the available Integrated and Education Training program.
Each month an IEL/CE Committee meets to discuss policy, strategies, trends, and changes in the fluidity of activities designed to administer to the needs within this program. Committee members research succeeding program practices, developing trends in the workplace, local and state industry needs, and discuss goals best suited for Adult Education participants. Committee members stay on top of barriers local workforce and IEL/CE programs have and may foresee in recruiting, retaining and expanding the opportunities for participants.
IEL/CE staff help identify local and state trainings to help gain insight and opportunities into developing instruction and services to better equip and prepare IEL/CE participants. One area of focus has been to include trainings to target areas of distance learning as the pandemic has forced many ELL learners from the classroom and face-to-face into unfamiliar distance learning modes.
One area the IEL/CE program plans to integrate with the workforce is through improving the digital literacy skills through utilizing the distance educational tools of Voxy EnGen, Burlington English, and the WAGE™ program. Beyond the educational modes, these programs focus on the workforce educational entry points of using technology in career education.
The recruitment and enrollment of students into IEL/CE will continue to be a focus in this grant application process as the pandemic has shifted the economy and shuffled many potential participants in the current workplace. To help meet some of the barriers of clients in travel and language, digital learning equipment and software will be a vital tool in continuing to reach them. Interest, language ability and cost are the specific barriers to many students, and recipients of IEL/CE funds are expected to connect with other programs such as Title I and Title III to identify participants and provide additional supportive services.
Beyond recruitment and retention, the IEL/CE program will continue to address and readdress the barriers of integrating IEL/CE program participants into the workforce programs and successful career clusters to enable them to take advantage of combined opportunities there. The WAGE™ program has addressed two main areas IEL/CE participants have utilized the Manufacturing and Hospitality clusters and helped expound on these career pathways through using the software in Burlington English.