Workforce and WIA Reauthorization

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Subject: [Workforce 2065] Workforce Competitiveness Questions
From: Brenda Dann-Messier
Date: Mon Jan 11 09:32 EST 2010

Dear Workforce Competitiveness List Participants,

My name is Brenda Dann-Messier, Assistant Secretary for Vocational and Adult Education. Thank you for planning time this week to participate in a virtual session of the WIA Community Conversations (http://www.nifl.gov/lincs/discussions/10WIA). I know it adds to your day to read and respond to discussion list posts, and I deeply appreciate you giving so much of your time.

This week, I ask that you discuss the successes and needs you see for adult education with respect to this discussion list’s topic. I’m hoping that you’ll be candid and honest, and that there will be an open and frank discussion on the list in this regard.

I’m here to listen, and to learn. This discussion is different from the typical discussion list guest discussions. I’m not going to react to your suggestions or answer questions. Please know, however, that what you suggest is worthwhile for the Department to consider as it forms its policy position on WIA reauthorization. Based on what I learn from the WIA Community Conversations, my hope is to be able to say what the real issues are that impact the field, our students, and our practitioners.

Additionally, I will present all conversation comments to the State Directors of Adult Education at their annual meeting in February. I will obtain their feedback as well.

If you are interested in what others are saying across the country, in addition to what you hear from this list discussion, please visit the Department of Education’s blog http://www.edgovblogs.org/duncan/2009/11/workforce-investment-act-reauthorization/ . The transcripts from face-to-face sessions hosted by OVAE are linked to the blog. We will link transcripts of these discussion list sessions to the blog as well.

To start the discussion, please reply to this email with your thoughts on any of the following questions:

• What have been the greatest successes your systems have experienced in putting adult learners on a path to jobs in high growth sectors?
• How can WIA reauthorization promote better alignment between adult education and workforce development? What types of innovative approaches might work?
• What are your hopes for WIA reauthorization?

I look forward to hearing from you,

Brenda

Dr. Brenda Dann-Messier
Assistant Secretary
Office of Vocational and Adult Education
United States Department of Education
400 Maryland Ave. S.W.
Washington, D.C. 20202


Subject: [Workforce 2065] Workforce Competitiveness Questions
From: Ellen Kovac
Date: Mon Jan 11 10:52 AM EST 2010

Dear Brenda,

This is Ellen Kovac. I teach ESL to immigrants and Business English to Unemployment recipients at Union county college in NJ. I'm happy to be able to participate in this dialogue.

I spend a lot of time searching for and creating materials that will best fill the immediate needs of my students. I would like to see more prepared materials that teach English directly to the roles that adults pay in their communities as workers and as parents, homeowners, citizens, taxpayers, etc.

Does the Department of Education have such a collection of lessons of which I am not aware?

Thank you and thanks to anyone who might know of such resources.

Ellen


Subject: [Workforce 2071] For the discussion of WIA re-authorization
From: Laurie Sheridan
Date: Mon Jan 11 7:15 PM EST 2010

I am the Workforce Development Coordinator for World Education and its SABES Central Resource Center. I coordinate a statewide team of Workforce Development Coordinators for the System for Adult Basic Education Support (SABES), which provides professional development and many other supports and resources for the ABE field in Massachusetts. I have worked for over 40 years in both workforce development and adult education. And so, I have both experience and profound interest in both WIA Title I and Title II, and in both adult basic education and workforce development.

I have just five brief points to contribute to this discussion, which is both badly needed and much appreciated. I thank you for the opportunity to address the issue of Workforce Investment Act Reauthorization, and the broad issues in the posted questions.

1) WIA Title II supports a broad and diverse ABE system, addressing multiple student goals including workforce preparation. There needs to be better coordination between the agencies that house and fund WIA Titles I and II—the U.S. DOL and U.S. DOE respectively. In many states, we have seen the results of such effective coordination and collaboration. We needs more at the Federal level, making it easier for ABE programs to combine the various funding streams, create integrated models, and move beyond the current “silos” that create parallel tracks and lack of coordination.

2) The ABE system in Massachusetts and elsewhere has been “starved” for funding for too long. We teach students facing multiple barriers and skill deficits, and try to “be everything to everyone,” have faced declining public funding for nearly 10 years, and face rising costs even as waiting lists grow, the need for English language programs increase, and education and skill requirements for the workplace increase. There is a real disconnect between the need, and the funding, and it is growing.

3) For a largely part-time workforce, it is difficult to find professional development that is accessible or consistent, and hours available for professional development are scarce and hard to find or fund. Funding and time allocated for significant and consistent professional development have been eroded through budget cuts, and this erosion impacts quality of programming as well. Teachers need ongoing professional development, as well as specific instruction focused on incorporating needed content, especially job-related or workforce-preparation content, into their curricula and classes. SABES published last year a substantial curriculum guide, “Integrating Career Awareness in ABE/ESOL” which has been used enthusiastically in a number of Massachusetts programs and classrooms, but it require significant training and assistance to use it, and not all teachers or programs have the PD time for this, to their students’ detriment.

4) More adequate compensation for ABE programs and practitioners is urgently needed. ABE practitioners (teachers, counselors and directors) typically eke out a living by working at multiple part-time jobs and programs, and struggle hard to provide quality instruction and programming despite low wages (less then 50% of K-12), few or no benefits, and typically part-time hours. Teacher turnover is high and increasing, the ABE workforce is “aging out,” and lack of staff continuity affects program quality despite our best efforts. WIA needs to beef up funding for ABE programs significantly in order to address this shortage and professionalize the ABE field as K-12 has been strengthened in the past.

5) Not all ABE students, in fact only a minority of them, are ready for post-secondary education. While I commend President Obama for advocating for some post-secondary education for all, not all students have the resources, skills, and/or time to go to college. For many, entering a vocational training program, apprenticeship, or certificate program is a big and desirable step. For many others, acquiring basic literacy and/or English skills must come first before college is even a possibility. Others will not be able to participate in any post-secondary education; even secondary education, whether high school, vocational school or a GED, is a difficult and distant goal to attain. All these adult goals and all student “next steps” need to be supported and facilitated under WIA.

6) It is well known that we are living in a rapidly changing economy, whether it is growing or contracting, and one whose skill and education demands are varying and likely to continue to change rapidly. It makes less and less sense for WIA-funded job training programs to teach solely narrow job-specific or occupation-specific technical skills, when those skills are likely to become obsolete in the near future. The real need is for broad skills and those that enable students to continue to learn new skills. For this reason, there is a strong need for, and for public support through WIA for, acquisition of broad, transferable skills and for the skills needed for ongoing, in fact lifelong, learning—“Learning to Learn.” Employers frequently indicate that they can always teach narrow occupational skills on the job—what they need is workers with “soft skills,” solid basic skills like reading, writing, arithmetic, verbal communication, and the ability to continue to learn.

7) Our country needs to throw a good deal more support into integrated learning and curricula in ABE programs. Programs that contextualize curriculum for the jobs students currently do or want to do, integrate adult basic education and job skills training, and/or incorporate job readiness into ABE instruction, help students learn more readily and progress faster. OVAE needs to fund research, identify and disseminate best practices and program models, and support programming that incorporates these approaches, which have proven effective in helping students learn and prepare for jobs, or do them better.

8) Models that integrate ABE instruction and job training deserve significant attention and support. So do programs that enable students to learn at work. Time for classes and study, for workers who need to upgrade their skills and for those who need to enter or re-enter the workforce, is a serious barrier for ABE students and would-be students with family responsibilities, complex lives, and the necessity of earning a living while trying to learn. Adult education at work, and other forms of support both financial and social, like child care and transportation, are needed in order to facilitate students’ ability to participate consistently, or at all, in ABE programs. It often seems that those who need ABE most, are least able to participate. But, they would benefit most, and be able to contribute even more to the community and to the economy, as well as to tax revenues, if only they had easier access to ABE or ESOL programs. If we are serious about adults needing to learn English, new skills, or higher literacy and education levels, we need to make it actually possible for them to acquire these skills, in an ongoing and adequately-funded way, and with policies and practices that actually support it.


Laurie Sheridan, Workforce Development Coordinator World Education/SABES Central Resource Center
44 Farnsworth St.
Boston, MA 02210
(617) 385-3737
lsheridan@worlded.org

SABES: Training Leaders in Adult Basic Education


Subject: [Workforce 2072] Workforce Competitiveness/WIA discussion
From: Chrissie Klinger
Date: Mon Jan 11 7:16 PM EST 2010

I service adult learners in a rural part of Pennsylvania with no public transportation. We do provide services in a one stop, PA CareerLink, as well as at other community locations. Despite the many obstacles job seekers face in a rural area, I feel our area has been successful in aligning adult education with workforce. We have a local WIB that includes adult education in their goals and discussions. Our local one stops have offered services at libraries throughout the county in addition the one stop building to meet the needs of the job seekers. They knew this was a need because they listened to the Adult Education field. Not only are Adult Education providers invited to WIB meetings, some serve on the WIB in committees and as voting members. We also have WIB leaders that come to education coalitions and join education related groups. In areas where this alignment is not happening, I suggest looking at how the local Workforce Investment Boards include education and how a local WIB board can get education involved more. My hope for WIA reauthorization is that it is not changed drastically because most aspects of it are not broken and do not need to be fixed. I think the fact that major decisions are made locally is important as long as the WIB making those decisions includes education throughout the entire decision making process. Each WIB area is so diverse that the local businesses and people can make the best decisions on training needs and programs.

Chrissie Klinger
Program Coordinator
Bedford County Literacy Council/CRSD


Subject: [Workforce 2073] Workforce Competitiveness Questions
From: Debbie Glass
Date: Tue Jan 12 8:06 AM EST 2010

• What have been the greatest successes your systems have experienced in putting adult learners on a path to jobs in high growth sectors?
I am from the Central Valley of California, and one of the most impoverished counties in America in terms of income and educational levels. Thirty-six percent of adults in our county have not achieved their high school diploma or equivalent. The key to our successes has been close collaborations between County Human Services, WIA staff, EDD and education providers. Unfortunately, the availability of high-growth sector jobs is a barrier for our area which has an agriculturally-based economy. A research study recognizing the linkages between service programs in our county revealed outstanding connections centered around the One Stop. The collaboration that exists here is a result of leadership at the agencies who are willing to share ideas, collaborate to serve learners and not compete for participants. The One Stop Leadership Team meets monthly to discuss successes and work for quality improvements of One Stop services.

• How can WIA reauthorization promote better alignment between adult education and workforce development? What types of innovative approaches might work?
WIA paperwork and determination of eligibility for services is daunting for many of the participants. Some of the One Stop staff are afraid to take risks to provide services for the hard-to-serve and less than persistent population because of the importance placed on performance measures. WIA reauthorization should include changes to streamline and/or digitize the eligibility materials. A touch-screen application system or system tied to cell phone or text would be useful for many participants who have technical knowledge, but may not use computers easily. Stronger ties to the business community to open up OJT opportunities/ incentives for small businesses to use One Stop services and funding for One Stop business services staff to provide intensive services to business owners/ managers should, in my opinion, be a part of the reauthorization. One innovative approach might be that an unemployed individual could arrange his/her own work arrangement by finding an employer who would be willing to take him/her on for the purposes of training and both the participant and the business person could take advantage of incentives. Perhaps a website could be established on which the business owner/manager could advertise for trainees and WIA participants could find a match. Creating a willingness and trust on the part of business people to include WIA trainees as a part of the workforce could be challenging, but could be included in public service announcements (podcasts, social networking sites) and commercials encouraging participation.

• What are your hopes for WIA reauthorization?
Our area of California has very high unemployment, low wages and low educational attainment levels. It would be my hope that WIA dollars could continue to serve the unemployed and undereducated and create strong ties between education and the business community and streamline procedures for both groups to determine eligibility for services. A link to economic development of the local communities would also be a plus.

Debbie Glass


Subject: [Workforce 2074] For the discussion of WIA re-authorization
From: Paul Jurmo
Date: Tue Jan 12 9:46 AM EST 2010

Hello, Colleagues,

I agree with Laurie Sheridan's comments in the preceding email.

Here are some recommendations for those who wish to build more effective workforce learning systems at the national, state, and local levels:

In our planning, we should be considering the "3 Ps" of principles, practice, and policy:

1. PRINCIPLES

We should learn from research and experience in adult education, organizational development, and other fields to identify the principles (standards, values, underlying assumptions) that guide our work. These might include:

-- A focus on understanding and responding to our learners'/customers'/clients' needs: Our field is called on to serve many different types of clients (e.g., out-of-school youth, English language learners, older adults, people with disabilities, ex-offenders, etc.), each of whom come with particular interests, challenges, strengths. We all, however, need essentially the same mix of basic skills, occupational knowledge, self-efficacy, an educational and career plan, and a support system. This set of "career tools" can serve as a framework or check-list to guide each participant's learning plan.

-- A commitment to high quality and continuous improvement.

-- A willingness to learn from and adapt practices from our field and other fields, some of which are new and innovative and some of which are "oldies but goodies." (For example, over the past two decades, federal, state, and foundation funding has supported many demonstration projects which developed models of work-related basic education that we can build on.)

-- Leadership which is well-informed, rigorous, committed, and willing to make difficult decisions and stand up for these and other principles.

2. PRACTICE

We need to adapt and use good practice to build effective learning systems that respond to various learners, various purposes, various contexts. These practices include both instructional/learning practices and administrative practices such as:

2.a. INSTRUCTIONAL PRACTICES

... Well-designed curricula facilitated by well-prepared and well-supported instructors;

... Use of proven instructional methods (I personally have learned a lot from the Equipped for the Future model and other research from the adult basic education field.)

... Emphasis on helping learners to engage in ongoing self-study (self-directed learning) beyond the classroom;

... Use of innovative, authentic educational technologies (e.g., PowerPoint, the many web sites -- including YouTube -- which provide great readings, videos, etc.) and other free or low-cost technologies which can help learners develop EFF-type skills, content knowledge, and computer skills);

2.b. ADMINISTRATIVE PRACTICES

Administrators need to provide an infrastructure within which good instructional practice can flourish. This includes:

... Research to understand community learning needs, so that services can be customized to serve those needs. In practical terms, this might mean creating career pathway services for local industries and special programs for particular populations (e.g., English language learners, ex-offenders, out-of-school youth, people with disabilities).

... Effective professional development which carefully selects staff and then supports them through ongoing supervision, mentoring, training, evaluation.

... Careful recruitment, orientation, and placement of learners, to ensure that learners are matched with services that meet their needs and learners understand and are committed to working with those services.

... Well-equipped, accessible learning opportunities (provided both in physical locations and via on-line learning).

... Meaningful, efficient involvement of employers, labor unions, social service providers, higher education providers, and other stakeholders (e.g., to shape curricula, provide guest speakers, provide ongoing education and/or employment of other supports for learners).

... Efficient reporting of data and lessons learned, to inform funders and policy makers about program successes, challenges, and needed areas for further investment.

3. POLICY

To enable good practice to happen at the program level, policy makers (in Workforce Investment Boards, in state agencies, in business and labor organizations, in legislatures, in foundations) need to:

-- learn from the research and experience of attempts to use adult basic education as a tool for workforce development and workplace change;

-- re-think how adult basic education and workforce development funds are used;

-- invest in demonstration projects and other initiatives to help programs develop and sustain good practice at the local level;

-- be willing to eliminate ineffective practices, programs, and personnel, if necessary;

-- demonstrate the same kinds of critical thinking, planning, research, and other basic skills that employers say they are looking for in the U.S. workforce.

CONCLUSION

-- The above ideas are not all that new. A number of sources have been developing these kinds of principles, practices, and policy guidelines for the past two decades or more. These include:

.... The Equipped for the Future systems reform initiative (which identified the basic skills adults need for work, family, and civic roles, as well as guidelines for good practice and good policy);

.... Focus on Basics, The Change Agent, the National Center for the Study of Adult Learning and Literacy, the ERIC Clearinghouse on Adult and Vocational Education (which summarize research on adult basic education generally and work-related basic education in particular);

.... The National Workplace Literacy Program (which funded workplace basic skills demonstration projects across the U.S. in the late 1980s and early 1990s and whose reports are stored in the above-mentioned ERIC Clearinghouse);

....The Council for the Advancement of Adult Literacy and the Center for Law and Social Policy (whose publications present recommendations for work-related adult education policy);

-- Those who want to use adult basic education as a tool to help U.S. workers succeed in meaningful, rewarding employment are facing huge challenges. However, we also have many good resources to learn from. We need to "work smarter" as we build more effective systems of work-related learning for lower-skilled U.S. adults.

Paul Jurmo, Ed.D.
Dean, Economic Development and Continuing Education Union County College
40 West Jersey Street Elizabeth, NJ 07202
908-659-5103 office
Jurmo@ucc.edu


Subject: [Workforce 2076] For the discussion of WIA re-authorization
From: Barbara J. Struble
Date: Tue Jan 12 8:57 PM EST 2010

I have taught ESL/ABE/ASE, held position as coordinator and Director of these programs in Arizona and Alaska. My comments follow:

1 QU - What have been the greatest successes your systems have experienced in putting adult learners on a path to jobs in high growth sectors? How can WIA reauthorization promote better alignment between adult education and workforce development? what types of innovative approaches might work?
1. ANS: success: not much success. Healthcare requires lots of education if a client want to earn a living wage. CNAs work too hard for too little pay. Skilled trades apprentice programs are very good, but limited. There needs to be an effective bridge between employers and educators. Employers are profit or service driven. Many of them have instituted their own training programs because education has not produced the job force they need.

2 QU What are your hopes for WIA reauthorization?
2. ANS: More funding and accountability for professionals who can create methods to train a workforce. Perhpas the answer is to move from Department of Education to Department of Labor on a Federal Level. This would change the focus of adult literacy.

Barbara J. Struble


Subject: [Workforce 2077] WIA
From: Susan Lyons
Date: Tue Jan 12 8:58 PM EST 2010

An idea initiated by a local employer in rural upstate NY in 1990, and later incorporated into School-to-Work initiatives; the Shadowing, Mentoring, Internship Learning Experience (SMILE) program was developed for in-school youth, and later expanded to out-of-work adults. The program prepared and matched participants with employers in their field of interest for a day or partial day “shadowing”, a longer term “mentoring” or a full-fledged “internship”. It had tremendous impact on many individuals at relatively low cost. I think a similar initiative incorporated into WIA, with emphasis on "high growth sectors" where possible, would "promote better alignment between education and workforce development", while making a difference in the lives of millions and helping improve our economy.
Susan


Subject: [Workforce 2083] WIA reauthorization ideas
From: Karen Williams
Date: Wed Jan 13 1:39 PM EST 2010
The points I would like to see revised in WIA reauthorization include the following:

• A holistic approach in funding to education as part of workforce preparation and job search activity, so money can be paid for either or both and it’s not divided into two camps.
• Too much emphasis on levels completed as discussed by others and instead looking at points gained or GEDs achieved.
• Holding states accountable to disperse funding on a timeline. California does not follow the timeline they give us and so far this year, have not made any payments to their adult education providers eventhough their written documents say we will receive the third payment after our Jan. 31 deliverables are received.
• Making it possible for programs such as library literacy programs to receive funding for serving adults in the lowest levels of literacy. Again, in California, the state is not taking any new programs and the deliverables are difficult to achieve and/or are not cost-effective for library literacy programs to participate. For this reason, less than 10% are receiving WIA Title II funds. If a base grant was available with more money for those who are able to produce the gains, it would make it feasible for these programs to participate and it would be good for California to be able to show how they are addressing the lowest levels.
• Give incentives to the Title I programs to work closely with Title II and vice versa. Eliminating the divisions altogether would be the best.

Karen Williams, Executive Director
Stanislaus Literacy Center
1224 I Street, Modesto CA
95354 Tel 209-522-0656
www.ReadingWorks.net


Subject: [Workforce 2085] My Answers
From: Ellen Lindsey
Date: Thu Jan 14 5:29 AM EST 2010

Thanks for the chance to give some input…
1. What have been the greatest successes your systems have experienced in putting adult learners on a path to jobs in high growth sectors?
From our vocational training programs in cabinetmaking and shipping&receiving, we have consistently placed 85% of graduates. The foundations of both programs were carefully laid at the beginning, a key ingredient. Research into the needs of employers in these industries resulted in lists of skills entry-level employee must have. Curriculum development followed, with on-going input from industry experts. This provides a very close match between what our grads know, and what employers need.
2. How can WIA reauthorization promote better alignment between adult education and workforce development?
Let us do our jobs! Currently the paperwork requirements of WIA are taking too much time/effort away from providing services to clients. In Illinois, JTED monitoring is a good example of sufficient and efficient monitoring.
Additionally, more funding for longer term training would enable clients with multiple barriers to succeed at higher rates. We work with students full-time for 3 months. The progress and transformations needed could use more time for many people that we serve, and all whom we do not.
3. What types of innovative approaches might work?
Transitional money, which entices employers to give an individual a chance without having to pay the full price of employment, has been helpful to job placement in this climate, especially.
4. What are your hopes for WIA reauthorization?
Effectiveness and efficiency!

Thanks,
Ellen Lindsey
elindsey@gwtp.org
312-563-9570, ext. 224


Subject: [Workforce 2087] WIA reauthorization ideas
From: Chrissie A. Klinger
Date: Thu Jan 14 8:54 AM EST 2010
I strongly AGREE with everything Karen has recommended. I am in PA and we are experiencing the same state level money issues. Points gained versus levels is also something that really needs to be considered!

Chrissie Klinger
Program Coordinator
Bedford County Literacy Council/CRSD
(814) 839-4480


Subject: [Workforce 2088] WIA Discussion – Technology and DL in MN
From: Jean McAlister
Date: Thu Jan 14 9:02 AM EST 2010

I'd like to add to Jennifer's statement on creative/flexible technology use.

For an individual to train using ITA funding in our region (NJ), the participant must be in class for at least 20 hr. per week. This creates a hardship for some as it relates to childcare, eldercare, and transportation issues. On-line and hybrid instruction would be a wonderful alternative. While we have provided some on-line/hybrid instruction, accountability of hours spent on instruction/class work is challenging to report and monitor that are keeping with acceptable WIB guidelines. I'd like to see national guidelines and acceptance of these methods of training based on outcomes, rather than time spent on task. (Daily assignments, on-line chats with instructor on topic, etal).

Jean


Subject: [Workforce 2089] WIA input
From: Kay Gregor
Date: Thu Jan 14 11:08 AM EST 2010
it should be noted that literacy councils are able to provide successful “ Niche” programming for adults with lower literacy levels. An example of this is a short-term tutoring program we provide for people who want and need to pass their written/ or knowledge portion of their state driver’s license test. Persons having difficulty passing the test ( having taken it and failed several times) are referred to our program by the local department of motor vehicles and the local court system for people who have fines or face jail time for related automobile issues. We also tutor those who want their Commercial Driver’s License , often referred by a trucking company or construction company. We are currently doing this program with no financial support from the DMV, the courts, or any other sustainable source. We did receive a one time grant from our local Community Foundation for the start up of the program. The grant has paid for the intake and the coordination of the program, but the tutoring is done by volunteers. With knowing that having a driver license is mandatory for many jobs, I would like to see financial support for this program through our local Workforce Development Center. Literacy program are a great value for the money needed to provide practical educational programming. This is just one example: I know of many more / possible we can share these ‘niche’ programs and begin to directly work with our WFCenters to see how literacy programs can assist in serving the people we both serve.

Kay Gregor, Executive Director
Racine Literacy Council
phone: 262-632-9495
www.racineliteracy.com


Subject: [Workforce 2090] wia ideas
From: Mary Gleason
Date: Thu Jan 14 11:09 AM EST 2010

Hello. We are a very small non profit making an enormous difference in people's lives. We have hundreds of volunteers teaching reading at the very lowest levels, and ESL. We have only one funded class right now, thanks to the library system. We have had as many as six going on simultaneously at different times. We have found that federal money was almost more trouble than it was worth. Expectations for grade level gains are unrealistic in the population that begins with the sounds of the letters. Expectations for the number of hours are unrealistic for the population that is working two marginal jobs to make ends meet. Other kinds of improvement are observable, and can be reported. For example, when one of our adult students learned to sign her name, it made a huge difference in her life and the lives of her children. Until then, the children had been accused of forging school documents they brought home for their parents' signature.
One person, learning to sign her name legibly, helped herself and lifted that terrible pressure from her children also. That kind of improvement is not measured by just test scores.
It would be great if the WIA could include low literacy and ESL classes at the work site. There should be some incentive to employers to provide time and space at work. A small literacy program could send either a paid teacher or a volunteer to the work site. WIA could at least pay the mileage for the volunteer, and the time and benefits to the paid teacher, plus time for pre and post testing, and especially time for record keeping. Staff time for record keeping, data base maintenance, testing, and even copy machine fees or phone costs, for example, were not covered because they were considered administrative. WIA should include fees for external financial audits, too.
WIA could include money for a case manager. The population at the lowest level of literacy and the very beginning levels of English learning usually has a cluster of obstacles, marginal jobs, if any, transportation that is unreliable, sporadic health care, and many other problems that make attendance spotty.

Mary Gleason
Executive Director
CC Literacy Council
4044 Greenwood Dr.
Corpus Christi, TX 78416
361-857-5896 fax 857-5898


Subject: [Workforce 2091] I am Dom....
From: Dom Gagliardi
Date: Thu Jan 14 2:41 PM EST 2010
I am Dom Gagliardi, Principal of Adult and Career Technical Education for the Escondido Union High School District. Escondido is located in San Diego County, and we serve approximately 10,000 students each in our adult education program. I wanted to address some successes we have had leveraging resources from multiple programs to address the basic skills needs of students and getting them employed in high growth sectors, specifically in health careers.

One example is a program that began in the spring of 2008 targeting high school seniors and young adult who were interested in pursuing a health care career pathway in nursing. The City of Escondido provided a $75,000 grant to assist with community outreach and to hire a "health care navigator" who primarily provides case management services of students while they are in the program. The target population was low-income English learners. Students participated in a class called Healthcare Career Fundamentals (funded through what is known as the Regional Occupational Program in California). From this group, students were selected to participate in a Certified Nurse Assistant program based on assessment scores in reading and mathematics. Students who did not meet the minimum basic skills requirements were referred to Adult Basic Education programs (WIA supported). Those students who did meet the minimum standards were selected. The Certified Nurse Assistant course again was funded by Regional Occupational dollars. Some of the city grant provided supportive services such as paying for immunizations, TB tests, required finger printing, scrubs, transportation and the actual certification test.

Of the fifteen students who actually made it to the clinical component of the class (regulations allow only 15 students per each instructor), 13 students completed, passed the state certification exam, are now employed as certified nurse assistants and all are enrolled in a local community college waiting to matriculate into more advanced nursing programs such as LVN or RN.

A surprising factor was that a philanthropy group that heard of the program paid the students while they were in their clinical rotation. In addition, those students who met age and income qualifications were paid through San Diego Workforce Summer Hire a Youth dollars.

During this school year, we have implemented a similar model for our medical assistant program. Through a special from the San Diego Workforce Partnership, federal funds are being used to partially subsidize the cost of the program. ROP funds are used to cover the balance. Again, students who do not have the basic skills to enter the program are enrolled in Adult Basic Education (WIA) until their skills are improved. The Workforce dollars also underwrite a "health career navigator" who provides case management to these students. Based on the students' eligibility the "navigator" assist the students with other supportive services such as transportation, immunization fees, uniforms etc.

The only reason I have provided this lengthy response is to demonstrate how funding can be leveraged and to show how adult education and workforce development can be aligned.

Dom Gagliardi
Principal of Adult and Career Technical Education
Escondido Union High School District


Subject: [Workforce 2092] employment goals
From: Bev Dye
Date: Thu Jan 15 10:47 AM EST 2010

ABE programs are held accountable on whether or not their students gain/retain employment. We are not an employment agency, but an educational agency. We can work with students on workplace skills, and give them tools so that hopefully when they obtain their GED they will be successful in the employment outcomes. But...are the programs that are funded under WIA Title I (i.e., job centers, etc.) held accountable on whether or not their clients earn their GED? Should work both ways...


Bev Dye
ABE/GED Director & Instructor
125 College Drive
Casper, WY 82601
(307) 268-2588
(307) 268-3021 (fax)


Subject [workforce 2093] (no subject)
From: Valerie Fischer
Date: Fri Jan 15 12:08 PM 2010
WIA reauthorization
• What have been the greatest successes your systems have experienced in putting adult learners on a path to jobs in high growth sectors? How can WIA reauthorization promote better alignment between adult education and workforce development? What types of innovative approaches might work?
• What are your hopes for WIA reauthorization?

I am blessed to live in a state which has sustained an unemployment rate of less than 3.5% for the past year – employment opportunities are bountiful for those who wish to work. As well, we have a state surplus of $2.5 billion, so we do not experience issues like other states across the country. We’re lucky to have employers who support students to work towards their GED and recognize its value; some employers prefer a GED as its specific to skill knowledge not just ‘seat time’ of high school graduates. The strong collaboration within our state Workforce Development Council has been instrumental in partnerships towards meeting workforce needs and goals in a very organized and deliberate fashion.

1) WIA reauthorization needs to continue to prioritize basic improvements in academics. While academics and workforce readiness go hand in hand, the foundation of Adult Education is academic. 2) Subsequently, students, centers and states should be assessed on what we are required to do – improve basic skills and obtain the GED; measures of employment or retention of employment should be secondary and carry a lesser weight in performance indicators. We have a voluntary audience and have marginal control over economic factors and decisions for post secondary. 3) Funding formulas should include performance in addition to population – rural states have no reward/incentive for the good work that is done. 4) The state administrative cap does not reflect the continued growing regulations and accountability and needs to increase.

Valerie Fischer
Director of Adult Education
ND Department of Public Instruction
Bismarck, ND 58505



Subject: [workforce 2094] employment goals
From: Allison Pickering
Date: Fri Jan 15 12:17 PM 2010

Again, Bev, this is probably your state's policy. I would like to see a reasonable, national policy.

Allison Pickering
Assistant Principal
Escondido Adult School
760-291-3244



Subject: [workforce 2095] WIA discussion
From: Donna Brian
Date: Fri Jan 15 1:15 PM 2010

Hi Workforce Colleagues,
I’d like to know if you have reached any feeling of consensus with the messages posted concerning the WIA reauthorization based on what others have said. When I am summarizing the points that have been made, I’d also like to know which ideas resonated with the most discussion list members. I have the feeling that when your thoughts were expressed by someone else on the list, you didn’t then post your own statements, so some of the ideas that may be very important to many of you may only have been said once. Since Brenda Dann-Messier wants to know what recommendations come from the people on our list, it would be good to know the strength of your feelings as well.

I have made a compendium of the posts made so far (and I’m trying to keep it updated as they come in) and this compendium is on the ALE Wiki at http://wiki.literacytent.org/index.php/Workforce_and_WIA_Reauthorization , if you would like an easy place to go review what has been posted. Then let me and the rest of the list know what you would like emphasized in our recommendations.

Thanks to everyone who has shared so far. We have a wealth of thought here. And to those of you who are yet to post, do it soon!

Donna

Donna Brian
Moderator, LINCS Workforce Competitiveness Discussion List


Subject: [workforce 2096] Funding for Personnel, the key
From: Diane Frank
Date: Fri Jan 15 1:15 PM 2010

We can't afford to NOT teach communication skills to immigrants and natural citizens. I've been observing this forum during the Q&A session and I've yet to hear from anyone in the Pacific NW as to the needs of Work Place needs' in our area. This area of the continent may be unique in that most all immigrants are swayed to come here as forest and fruit harvester/pickers by large corporations who promise money, lodging. When they arrive there are few if no amenities for them. Quite often they are illiterate in their own language and all the efforts to inform them are lost in creating translations.


They are exploited from the get-go by these corporations and companies who go so far as to:


1) detract SS, state and federal taxes from their paychecks (which of course never get reported which I have witnessed firsthand)

2) provide rotten trailers where 3-4 families try to squeeze into for living quarters 3) very often call in INS at the end of a season when they are to pay the workers thereby expunging themselves from paying anyone for their hard work. Many working immigrants end up in jail (which costs state taxpayers) as a result of being purposely placed on unleased/improperly leased public and private lands (dropped off by the vans full day after day by these greedy corporations). There are millions of acres owned by private/state/federal available for lease.


Our public lands are over-picked, edibles (such as mushrooms) are not observed/inspected for disease (which must be inspected at the site) cross contamination (poisonous mushrooms bagged during picking with edibles). We loose literally millions of valuable resources each year in this part of the country to this illegal picking at the hands of these corporations.


Many immigrants arrive and discover there really is no work (although promised there would be), don't get paid, suffer from rain/cold exposure sending them to clinics and hospitals (paid by taxpayer), get pregnant (enabling a native born legal resident). Worst of it is, only the workers are caught, not their dependents who are stuck here to fend for themselves in a foreign country when they and theirs is imprisoned or deported. Guess where they go for survival? Our state welfare system.


Our food quality is compromised, resources/revenue is compromised, legal system is overburdened with preventable arrests/containment/representation/deportation, state human services is overburdened and suffers budget cuts. And yet the only budget which seems unaffected is the legal system and dispensing federal administration systems. Does it appear that I'm ditching on immigrants? NOT AT ALL. Having voluntarily worked with these immigrants for years to encourage them to report who they work for which allows us to report the corrupted exploitation to our state Labor and Industries who may go into these corporations and fine/monitor their activity to stop illegal action has been a long, daunting task.


The greatest, safest, soundest, place for immigrants to report in to is their local literacy center. It is a safe-haven. It affords them the ability to keep themselves out of jail, report abuse, become contributing citizens, stay in America, learn English, represent themselves, communicate. It would be in the best interest of our nation if corporations who make use of immigrant labor pay a separate tax which primarily supports literacy education. This tax should be made legal by every state/city. Taxed money which stays local.


As the result of a phonetic dictionary I developed (used by ESL), I have had, during promotional tours, the luxury of visiting literacy centers in 14 states this year. The staff (of which there are few) the volunteers (of which there are plenty but unreliable) are over-worked and stressed. They have passion and work like little ants feverishly upholding the guts of humanity. Little or no pay, unappreciated by white-collar workers (yes, that term still applies) and loved by millions of those they've helped to merely survive needs to be addressed. Hitting the pocketbooks and earmarking tax money specifically is essential. U.S. taxpayers are paying the expense one way or another, may as well be intelligent about this placement of funding. Could move a bit of it over to literacy centers from the legal system, yeah? I was a volunteer literacy tutor for 10 years at the community college level (how did these kids make it past high school?????) in Texas, California and Alaska.


I know how ungrateful the higher paid echelon is towards those of us who have mercy and persevere, voluntarily helping the 'challenged' despite the blood and mud in the trenches. In my interview with hundreds of literacy tutors this year alone along the west coast, the common denominator is not learning material, learning/teaching strategies, but is funding to pay people to keep these centers open and operational. Period.


Diane Frank

Rainier, WA


Subject: [workforce 2097] WIA discussion
From: Regina Suitt
Date: Fri Jan 15 1:16 PM 2010

What have been the greatest successes your systems have experienced in putting adult learners on a path to jobs in high growth sectors?

• We have had a full time ABE/GED Instructor holding classes in the two main OneStops for nearly five years. This works really well for case managers and clients. If someone needs a GED, the case manager walks them right over to the teacher to get started.
• We also contracted with the OneStop this year to provide Contextualized ABE classes in Health, Sustainable Construction and general Workforce Skills. Stimulus funds given to the OneStops paid for these classes.


How can WIA reauthorization promote better alignment between adult education and workforce development? What types of innovative approaches might work?

• There are other important interim goals that could be associated with workforce skills, not just getting a job. I’m afraid sometimes that people take low wage jobs that won’t really help their long term situations.
• Funding could go to companies to provide on-site classes to increase skills. This could help people who don’t have the time, childcare or transportation to attend classes outside of work.
• Stimulus money in our community went only to the OneStops; some of it could have gone to the adult education programs too.


What are your hopes for WIA reauthorization?

• I work at Tucson's main adult education program that served 7800 students last year, 85% are functioning below the 9th grade in reading, language or math and nearly 80% of them are under 45 - working age. Many of these folks want jobs, but with skills below the 9th grade level they need more time. Many of our students face challenges with work schedules, child care and transportation - all real barriers to them attending a class, no matter how badly they want a job. Another challenge in Tucson is the number of good jobs available even for those who have higher level skills to get them.
• Students functioning under the 9th grade need more time and support to get up to a level to transition either into college, vocational programs or higher wage jobs. They need childcare and transportation help. Adult education is barely funded to do the academic part; to add on top of it a requirement to also find them a good job, is unrealistic. We should work closely with the Onestops: we do the realistic educational piece and they do the work piece.
• We should expand the primary goals allowed on NRS. If anyone gets a GED, it should count. If anyone gets their citizenship, it should count. Other goals around civic participation and parenting should also be added. They are important interim goals for those that getting a job will take longer.


Regina Suitt

Program Manager Advanced Programs

rsuitt@pima.edu


Subject: [workforce 2099] WIA Reauthorization
From: Gwendolyn Johnson
Date: Sun Jan 17 8:26 AM 2010

Greetings,

Although I'm terribly late, I'd like an opportunity to make a contribution to this discussion. Before I comment, I’d like to speak to my role/function with the organization that I represent. For the past five years, I’ve worked in a number of positions to service the learners in South Baltimore at the South Baltimore Learning Center (SBLC). Those positions have been Academic Support Counselor; Intake Specialist and Learner Support Services/Partnership Coordinator. As primary point of contact for majority of the learners coming to us for services, it becomes clear from the beginning what challenges/barriers the learner faces as it pertains to obtaining the High School Diploma as we seek to find out what would stop them from completing the process. Becoming a legitimate employee is at the top of that list.

What have been the greatest successes your systems have experienced in putting adult learners on a path to jobs in high growth sectors?

SBLC has a Career/Employability Counselor working directly with the upper level Pre-GED and GED learners on career exploration activities to take steps towards achieving their post secondary or technical training in prep for a job. She works with the learners in a classroom setting for 1-4 hours a week and allows for drop-in appointments throughout the week. By the end of a semester (10-12 week session) the learner will have completed a portfolio to speak to what he/she has learners and armed with a plan to take the next step(s).

The Career/Employability Counselor has held career and college awareness events to connect learners with resources in the community as well as the occasional employment fair with those employers willing to consider a candidate without a high school diploma. While the job opportunities are sparse, we’ve have some success with employment referrals for job placement or consideration. We’ve had the good fortune of partnering with a local hospitality facility, banking institution, and office building owner willing to accept applications from our learners. However, those employers are far and in between.

Sometimes we've the good fortune of having job training opportunities announced to our learners but it has often times come with an unintentional “either” “or” option. These opportunities don’t always support the educational piece necessary to receive credentials. When our learner is desperate enough, he/she will leave our program for the opportunity to make an earnest wage. They find it difficult...if not impossible to do both at the same time.

How can WIA reauthorization promote better alignment between adult education and workforce development? What types of innovative approaches might work?

In my opinion, you can’t have one without the other. Adult education services should lead straight into workforce develop options. The WIA reauthorization could allow for the “promise” of a fair advantage after or while studying to improve upon skills. Maybe there could be some type of incentive for employers to create OJT opportunities for our population. Something like the Welfare to Work program but for adult literacy learners.

What are your hopes for WIA reauthorization?

My sincere hope for WIA reauthorization is that it doesn’t force a learner to choice between education and job training/employment opportunities. Our learners need a bridge/process that doesn’t require a drastic choice. Also they don’t need a bridge/process that is daunting or highly restrictive. Accessibility would be key. We find out all types of reasons as to why our learners are in need of our (adult literacy) services but many of them have some type of disability that hinders them from being as successful as they’d like to be. My hope is that this premise is always considered when planning for any initiative for adult learners.

Thank you so much for the opportunity to speak to an issue that is so near and dear to my heart because the need for workforce develop is huge for so many of the wonderful people I get to meet every day.

Take care,
Gwendolyn Johnson
Learner Support Services/Partnership Coordinator
South Baltimore Learning Center
28 E. Ostend Street
Baltimore, MD 21230
Office: 410.625.4215
Fax: 410.727.8316
www.southbaltimorelearns.org


Subject: [workforce 2101] WIA Discussion
From: Chrissie Klinger
Date: Mon Jan 18 5:39 PM 2010

After reading all the responses here are the key things I noticed:
-More goals for NRS reporting-especially when dealing with very low level learners we need a better way to show the progress they make over time.
-The funding needs to be allocated better, too much goes to Labor and Industry and barely enough makes it to education. Also, states get it from the federal govt. but state budget issues delay or cause misuse of that money.
-One Stops need to involve education fairly all over the US. It seems like some of us have great partnerships and others don't but there is nothing in place to "force" One Stops to involve education in an equal manner. Someone mentioned the ARRA stimulus money and how that went to Labor and Industry; where I work our WIB included us in that and gave us money but many education partners in my state as well as throughout the country were not included.
-Professional development and the simple fact of education being mostly part-time and no benefits was something else that needs to be addressed, but honestly I think that is going to be a more local thing and I doubt the federal government will make guidelines on that-but that doesn't mean it shouldn't be discussed:)

Chrissie Klinger
Program Coordinator
Bedford County Literacy Council/CRSD
(814) 839-4480


Subject: [workforce 2102] WIA Recommendations
From: Peg King Van Duyne
Date: Tue Jan 19 8:32 AM 2010

Adding a post discussion response after missing the week - I was offline for two weeks. I hope this is not too late to add to federal and state review of WIA reauthorization discussion. I'm speaking from 25 years' experience in volunteer tutor coordination and leadership of a combined adult education/ workforce development program in behalf of refugee and immigrant women, young adults and a small number of South Vietnamese reeducation camp male survivors. For twenty cycles the organization provided an experiential training in entry level office jobs with basic skills remediation, intermediate ESOL, computer, office and cultural skills training, career exploration trips, individual volunteer tutors and 2 unpaid internships in metropolitan Boston. Constituents came from four WIBs; a few independently paid tuition; foundations paid for the volunteers' coordination. I wore a few hats: job developer, diction instructor, professional development leader, volunteer tutor trainer, grants writer and curriculum developer coordinating with financial and service companies, hospitals and banks. From these experiences I recommend most adult and young adult classes enable learners to experience the language and the work they are learning as they are engaging in the AE and/or WF training program. (Career exploration classes visit the city's employers and employees to discover how work is produced, how services are provided, how fields work, how corporations compare) . I recommend that the teaching experience simultaneously be a learning opportunity.

What have been the greatest successes your systems have experienced in putting adult learners on a path to jobs in high growth sectors?

In our case a system included our standalone community based organization, employers (including HR hiring personnel and internship supervisors), the multiple WIBs (including Career Center counselors and contractors), local colleges, a network of newcomer agencies, centers and schools from which to recruit training applicants, a network of ethnic community leaders, a network of service providers and our local, regional and state professional associations. The essential partners were employers who welcomed refugees and immigrants.

1. Beginning with local hospitals we developed a process of continuous coordination with employers who benefited from our graduates' work upon being hired. The employers invested their time in meetings and face-to- face and phone consultations. They gave curriculum recommendations, stated their job and employability requirements, gave learners career exploration interviews, practiced job interviewing and at the end of the program, attended our Job Fair. They provided internships for each cycle of training- The organization coordinated over 2000 internships. The employers readily evaluated the program, its curriculum and the readiness and employability of our candidates for jobs. Some employers took our twenty hour readiness volunteer tutor training to then practice English conversation and mentor an individual in the current training program for nine months' of three hour-once a week meetings. They grew to understand the learners' point of view and process of language and computer skills learning; all tutors received a weekly update about the training program's lessons and participated in peer meetings held every six weeks. They also engaged in weekly fifteen minute phone conversations with the paid professional tutor coordinator who facilitated the development of the tutor/learner partnership and the ESOL literacy and language supplemental lessons for the individual.

2. Knowing the end goals- succeeding in having the specific skills to use on the job and the interviewing competence to compete in the open labor market, the staff instructors shared in the construction of a coordinated and integrated experiential curriculum. They matched lessons in their specific specialties in coordination meetings. For example, mixing and matching language and writing lessons in business letters with word processing business letters' training.

3. We held weekly professional development discussions, planning, performing and being accountable by principles that included that individuals matter and that our mentoring on a daily basis assured their incremental day by day mastery of skills. Three day retreats held 2/3 of the way through a cycle assured instructors' accountability for instruction and learners' mastery of skills, remediation and coordination with the team.

4. Our programs grew in length to meet the learners' needs for training due to added employers' requirements. We began with six months' training and this grew over the years to nine months plus three months for job search. The program concluded the training with the graduates participating in an on-site three month daily job search led by a job developer with assistance from staff and volunteer tutors in practicing diction for job interviewing, networking, interviewing at job fairs and practicing job interviewing skills on the phone and face to face as well as editing on-line applications. The staff cooperated closely with the Career Center Counselors connected to the WIBs and recommended the graduates seek out employers in CC workshops and meetings.

How can WIA reauthorization promote better alignment between adult education and workforce development? What types of innovative approaches might work?

Proposal: To stimulate the joint training of AE and WFprofessionals and their increased collaborative classes and programs, WIA authorizes, funds and delivers region-wide professional development conferences (model is 2009 DOL Baltimore conference) with half day and full day trainings of newly developed and previously developed model programs and have the lead instructors demonstrate their best practices. (Example would be constructivist or functional education models) WIA gives these six months in advance of a new or renewed contract and makes the conference required for all program contractors or applicants for contracts and their staff members. These sessions would be followed by on line practicums in specific topics such as coordinating internships with employers before the RFP's are sent out.

What are your hopes for WIA reauthorization?

Could we hope for the banks' taxes and the taxes on Wall Street players' bonus' be allocated to the design of a federal and state system of professional development of many AE and WF professionals ( along with unemployed computer professionals and active retired teachers) to design ae/wf experiential literacy, language and job training programs. Then they give the conferences and on line courses to ramp up many training programs.

I hope that stimulus money goes to corporate employees who have a sabbatical to work with training and AE personnel to construct and deliver the specific trainings needed for the un or under-employed to learn new literacy, language and computer skills as well as corporate specific work skills.

Stimulus money will be provided to libraries for face to face and on line ae/wf programs in libraries with money for training and supporting tutors' steady training and mentoring learners.

Margaret (Peg) King Van Duyne
One WITH One, Inc.
peg@onewithone.org
978 443 8884

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