Narrative: d.

The Adult Education Section operates Integrated English Literacy and Civics Education (IELCE) 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. IELCE program providers are established through an open and competitive process that is direct and equitable. The Adult Education Section held a competition in February 2024 for a four-year grant from July 1, 2024, through June 30, 2028, to fund IELCE programs as an optional grant. Eleven (11) local providers were awarded with Section 243 funding. The Adult Education Section will conduct its next Request for Proposal (RFP) in the 2027-2028 program year at the latest.      

Several local adult education programs have collaborated with Arkansas United Community Coalition, an immigrant advocacy group, working since 2010 to provide information and resources to those entering the state. These partnerships have been helpful by making individuals familiar with Arkansas United aware of adult education services and by assisting students, including those with professional credentials in their native countries, understand their options through the legal and other services provided by Arkansas United and their other partners.

State staff has participated in webinars by Enhancing Access for Refugees and New Americans to learn how to better serve English language learners who are professionals with degrees and credentials in their native countries. One of the goals of this project is to apply an immigrant integration and inclusion lens to support learners’ linguistic, economic, and civic integration needs. Pillars of immigrant integration and inclusion includes civic integration, linguistic integration, and economic integration. Adult education providers can play a key role in civic integration by assisting or referring participants to agencies that can verify foreign credentials, assist with government documentation attainment, and navigate community services. In terms of linguistic integration, adult education providers can integrate multilingual strategies that assist immigrants and English language learners in improving their English and math proficiency, supporting the educational and skill achievement of parents and family members, and assisting adults to become literate and obtain the knowledge and skills for employment and economic self-sufficiency. In terms of economic integration, providers can integrate workers’ rights and responsibilities, workplace digital competencies, and career exploration, into the curriculum.

Local programs awarded Section 243 funds are required to offer at least one IET aligned with the needs identified by the local workforce development boards or based on the needs of local employers. Activities such as reading classes, focused on government and the United States Constitution, provide contextualized instruction opportunities designed to teach civic principles while supporting language acquisition, qualifications of U.S. citizenship, and the steps required to achieve citizenship are studied, as well as the rights and responsibilities of American citizens.

Participants are assessed to identify the level of proficiency with the English language and their academic and career aptitudes and interests. Based on the results of assessments, students are assisted with English language instruction, workforce training, civics education, workforce preparation, financial literacy, and digital literacy. Students have participated in field trips and workshops on topics such as home ownership, utilizing the library, including completing the process of obtaining a library card, and learning of available resources there.

Providers who receive Integrated English Literacy and Civics Education must offer integrated education and training (IET) to English language learners. Adult education providers must offer students integrated education and training (IET) programs. IET is 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. An IET program must include three components: adult education and literacy activities, workforce preparation activities, and workforce training.

In addition, as part of a career pathway, the design of an IET program should support the local and state workforce development board plans as required under WIOA. Adult education providers must offer Workforce Alliance for Growth in the Economy (WAGE™), a job readiness program for unemployed and underemployed adults, trademarked by the Adult Education Section, to English language learners. The WAGE™ program is designed to provide workforce preparation and training for an in-demand occupation.

A career coach assists English language learners with career exploration and identifying a career pathway. Career coaches, through the National Career Development Association (NCDA) Career Service Provider course are trained in helping skills, labor market information, career assessment, employability skills, and program management to name a few. Career coaches have been very instrumental in helping individuals with job search skills, resumes, mock interviews, identifying a career pathway, and enrolling in postsecondary education and training programs. In addition, career coaches help eligible individuals reduce barriers by providing supportive services such as childcare, assistance with transportation, and tuition and supplies.

Statewide academic online software programs such as English in Action and Burlington English are supplemented to reinforce teacher-led instruction. Burlington’s blended curriculum promotes academic preparation, civics knowledge, career readiness, and technology integration at all levels and areas of instruction. The IET/IELCE component of Burlington helps to prepare English language learners for a targeted career course of study. Learners are provided contextualized language, communication, and employability skills needed to help learners attain, succeed in, or transition to a new career. Burlington English includes a workforce component that makes it especially helpful in preparing students for employment.  These resources can be used onsite and at home. Laptop checkout is made available to students who may not have a computer at home, providing continued access to these resources.

English as a Second Language (ESL) instructors have been trained on career pathways and career clusters to ensure that adult learners receive information on the employment options available and that career pathways are integrated into lessons. The Adult Education Section and the Arkansas Adult Learning Resource Center provide training on various methods of team teaching. The “IET-Team Teaching Models” training provides instructors an explanation and demonstration of team-teaching methods. Implementing this training, vocational and English language instructors work together to plan and deliver instruction.

Students served with 243 funds are included in the state WAGE™ program, the workforce development arm of the Adult Education Section.  The WAGE™ program prepares students with basic skills, workforce preparation, and industry-recognized certificates, and is the workforce development arm of the Adult Education Section. Students can earn a WAGE™ Level I, followed by a WAGE™ Level II certificate through which students receive the skills needed to obtain and thrive in a new career. As a part of earning a WAGE™ Level I certificate, students work with a trained Career Service Provider to identify their career interests and aptitudes, and prepare for job search as they receive practical, hands-on training on topics such as resume writing and interviewing. The Adult Education Section now provides opportunities for students to earn industry-recognized certificates in any of the 16 career pathways clusters through the WAGE™ program.

IELCE programs 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. Students also attend job fairs and participate in mock and actual interviews with representatives of local businesses. Career Service Providers also teach skills needed to maintain employment once hired, such as timeliness, collecting and organizing information, and teamwork. Through the WAGE™ program, students learn these and other workforce preparation skills, language instruction, and learn entry-level skills for their identified field of interest.

In WAGE™ Level II, students continue studies in their chosen field, earning industry-specific credentials to better prepare them for employment. Language instruction continues in support of student success and workforce preparation skills are more industry specific. Programs work with partner agencies such as Arkansas Rehabilitation Services and Temporary Assistance for Needy Families (TANF) to fund the training and credentialing for eligible students. Students that are not eligible for assistance provided by other agencies may have these costs covered by available state funds. Local programs have had some frustration in identifying credentials for desired pathways of students who are unable to provide a social security number. Requirements of a social security number to take licensing examinations or to be employed in some roles have creating some roadblocks for students. The Adult Education Section and local programs are currently researching options to provide a clear path for students in this situation.

A statewide need for trained healthcare workers and clear career pathways have made healthcare one of the most popular career clusters in the state. Several adult education programs offer Certified Nurse Assistant (CNA) training as a part of their IET offerings. Additionally, Pharmacy Technician, offered digitally through Aztec, and Phlebotomy are becoming increasingly popular offerings in the state.

Local programs partner with area business and industry to identify IETs that will provide employment opportunities with a living wage or provide stackable credentials leading to improved employment and wage outcomes for students. To date, programs have had students prepare for careers in hospitality, health sciences, retail sales, and construction. Adult Education services are provided in each of the 75 counties of the state. Adult Education programs operate in all comprehensive one-stop locations and in multiple affiliate sites.

Adult Education programs hold job fairs and an Open House, with participation from partner agencies. The Division of Workforce Services offers Mobile Workforce Centers, RVs and trailers equipped with computer stations with internet access, printers, copiers and manned by trained staff that are available to travel to locations throughout the state, assisting citizens with job search and resume creation. These Mobile Workforce Centers have been included in Open House and job fair events held at local adult education programs and have been a valuable resource for assisting individuals immediately.

Communication with students who have low levels of English language proficiency is addressed through several means. In workforce centers for which ten percent of population in the targeted service area speak a certain language, it is required that applications, grievance procedures, and any documents requiring a participant’s signature are provided in that language. Workforce centers are also encouraged to provide other information in commonly spoken languages locally. Local adult education programs provide marketing materials in the One-Stop locations and in the communities in the most common languages spoken locally other than English. Additionally, marketing and other program materials are developed in language not to exceed the eighth-grade level.

The Adult Education Section provides both an English and Spanish version of the Intake form, as Spanish is the most common first language in the state. Documents are translated to other languages as needed in areas where there are significant numbers of people who speak other languages such as Marshallese, Vietnamese, etc. Software such as Google Translate, Microsoft Translator, and iTranslate are used to communicate with those who speak other languages to identify needs that may be addressed by participation in adult education, partner agencies, or other area resources. Several programs have staff members who can speak common languages other than English and the Adult Education Section employs two staff members who speak fluent Spanish and have assisted in some cases.

Some IELCE participants can receive the benefit of having training costs covered by Temporary Assistance for Needy Families (TANF), or Arkansas Rehabilitation Services. Students seeking immediate employment are also led to the Division of Workforce Services for assistance with job search.