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The ballots are counted and the results are ready to be announced for the 2015-2016 ACE of Florida Board of Directors. The participation in this year’s ACE election was at an all-time high. More ballots were cast than any election in recent history. A special thank you to all of the candidates who were willing to place their name on the ballot and were ready to volunteer to serve on the ACE Board if elected. To all of the ACE members who took the time to mark their ballots and vote in this election, thank you for your input and involvement in electing the best people to represent your interests in adult and community education.
2015-2016 ACE of Florida Election Results:
President-Elect for 2015-2017 – Maria Miranda, Instructional Supervisor, SAVES Program, Miami-Dade County Public Schools
District II – Martha Compton, Director, Adult and Community Education, Florida Panhandle Technical College
District IV – Shannah Kosek, Supervisor, Adult & Community Education, Clay County Public Schools
District VI – Andrew Jenkins, Senior Director, Orlando Tech, Orange County Public Schools
District VIII – Marc Hutek, Director, Adult Education, Hillsborough County Public Schools
District X – John Small, Senior Director, Workforce Education, Polk County Public Schools
District XII – Lyle Agnew, Assistant Principal, Adult & Community Schools, Palm Beach County Public Schools
District XIV – Mavis Pacetti, Supervisor, Adult Programs, Lee County Public Schools
District XVI – Nyce Daniel, Principal, Lindsay Hopkins Tech Ed Center, Miami-Dade County Public Schools.
]]>An Overview of Pertinent WIOA Statutes and Federal Regulations
This document contains the following information regarding Integrated Education and Training as authorized in WIOA and associated regulations:
- Definition
- Required Components, including citations and related definitions
- Guidance regarding the term “integrated”
- Guidance regarding the term “educational and career advancement.”
Definition
Integrated Education and Training (IET) is defined in WIOA Section 203(11) as: 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.
Required Components
The required components of an IET program are specified in C34 CFR 463.36 as:
- Adult Education and literacy activities as described in 463.30
- Workforce preparation activities as described in 463.34, and
- Workforce training for a specific occupation or occupational cluster, which can be any of the training services defined in section 134(c)(3)(D) of WIOA.
The specific allowable services, as defined in statute and (proposed) regulation for each of these components are included below.
- Adult Education and literacy activities as described in 463.30:
- Adult Education
- Literacy
- Workplace adult education and literacy activities
- Family literacy activities
- English language acquisition (ELA) activities (defined in 463.31)
- Designed to help eligible individuals who are English language learners to achieve competence in reading, writing, speaking, and comprehension of the English Language
- That leads to attainment of a secondary school diploma or equivalent; transition to postsecondary education/training; or employment
- Integrated English literacy and civics education (defined in 463.33 and 463.70)
- 463.33(a): Services that provide EL learners who are adults, including professionals with degrees or credentials in their native countries, that enable such adults to achieve competency in the English language and acquire the basic and more advanced skills needed to function effectively in society as parents, workers, and citizen.
- 463.33(b): Must include instruction in literacy and ELA, and instruction on the rights and responsibilities of citizenship and civic participation and may include workforce training.
- 463.70(c): Such educational services must be delivered in combination with integrated education and training services as described in 463.36
- Workforce preparation activities or
- Integrated Education and training
- Workforce preparation activities as described in 463.34:
- Activities programs, or services designed to help an individual acquire a combination of basic academic skills, critical thinking skills, digital literacy skills, and
- self-management skills including; utilizing resources; using information; working with others; understanding systems; skills necessary to transition into and complete postsecondary education, training, or employment; and other employability skills that increase an individual’s preparation for the workforce.
- Workforce training for a specific occupation or occupational cluster, which can be any of the training services defined in section 134(c)(3)(D) of WIOA:
- (i) Occupational skills training, including training for nontraditional employment
- (ii) On the job training
- (iii) Incumbent worker training in accordance with subsection 134(d)(4)
- (iv) programs that combine workplace training with related instruction, which may include cooperative education programs
- (v) Training programs operated by the private sector
- (vi) skill upgrading and retraining
- (vii) entrepreneurial training
- (viii) transitional jobs in accordance with subsection 134(d)(5)
- (ix) job readiness training provided in combination with services described in any of clauses (i) through (viii)
- (x) adult education and literacy activities, including activities of English Language acquisition and integrated education and training programs, provided concurrently or in combination with services described in any of clauses (i) through (vii), and
- (xi) customized training conducted with a commitment by an employer or group of employers to employ an individual upon successful completion of the training.
Guidance on “Integrated”
In C34 CFR 463.37 the Department of Education further clarifies what it means for an IET program to meet the requirement that the three components are “integrated.” The regulation states that the three components must be provided concurrently and contextually such that:
- Within the overall scope of a particular integrated education and training program, the adult education and literacy activities, workforce prep activities, and workforce training activities are:
- Instructionally balanced proportionally across the three components, particularly with respect to improving reading, writing, mathematics, and English proficiency of eligible individuals
- Occur simultaneously, and
- Use occupationally relevant instructional materials
- The integrated education and training program has a singe set of learning objectives that identifies specific adult education content, workforce prep activities, and workforce training competencies, and the program activities are organized to function cooperatively.
Guidance on “Educational and Career Advancement”
In C34 CFR 463.38 the Department of Education further clarifies what it means for an IET program to meet the requirement that the program be “for the purpose of educational and career advancement.”
A provider meets the requirements for educational and career advancement if:
- The adult education component of the program is aligned with the State’s content standards for adult education as described in the State’s Unified or Combined State Plan; and
- The integrated education and training program is part of a career pathway.
April 3, 2015
Workforce Innovation and Opportunity Act— Five Notices of Proposed Rulemaking Available for Public Inspection
On Thursday, April 2, 2015, the Department of Education released a program memorandum announcing five notices of proposed rulemaking (NPRMs) related to the Workforce Innovation and Opportunity Act (WIOA). We encourage you to share this information with interested stakeholders, and to become familiar now with the content of the NPRMs in advance of the comment period.
The notices are:
? A NPRM between ED and the Department of Labor (DOL) to implement jointly-administered activities under Title I of WIOA regarding unified and combined state plans, performance accountability, and the one-stop system. This NPRM applies to all core programs, including state vocational rehabilitation services and adult education programs.
? A DOL-only NPRM to implement changes made to the adult, dislocated worker, and youth programs authorized under Title I of WIOA.
? An ED-only NPRM that will implement changes to programs authorized under Adult Education and Family Literacy Act (AEFLA), which are contained in Title II of WIOA.
? Two ED-only NPRMs that will implement changes made to the programs authorized under the Rehabilitation Act of 1973, which are contained in Title IV of WIOA, as well as new provisions.
The AEFLA Title II NPRM is available online at https://federalregister.gov/a/2015-05540. The other four NRPMs are posted on the Federal Register Public Inspection website at https://www.federalregister.gov/public-inspection. They will all be available for comment during a 60-day period beginning on April 16, 2015.
Please visit www.ed.gov/aefla for links to the NPRMs and additional resources and information.
OCTAE website: http://www.ed.gov/about/offices/list/ovae/index.html
email: octae.newsletter@ed.gov
To subscribe, please use the email address: https://public.govdelivery.com/accounts/USED/subscriber/new?topic_id=USED_2
OCTAE Connection does not endorse products, policies or practices described in its stories.
Remember to check out the OCTAE Blog: http://www.ed.gov/edblogs/ovae/
]]>March 6, 2015
The departments of Education, Health and Human Services, and Labor continue our exciting work together on career pathways systems building and programs. In April 2014, we issued a joint Request for Information (RFI) for information and recommendations about career pathways from stakeholders in the public and private sectors.
A diverse group of 141 respondents from across the nation responded. We received information about existing career pathways systems, roles and responsibilities of career pathways partners, connections to economic development strategies, how pathways systems are funded, how participant outcomes are measured, and how providers ensure that pathways stay current with labor market trends.
An interagency team has been reviewing and analyzing the responses and is happy to share this summary report with overarching themes from the RFI. The report includes facilitators and barriers to career pathway(s) development and implementation. It also includes promising practices and recommendations for what federal, state, tribal, and local agencies can do to support the successful development of career pathways systems.
The report concludes with an overview of key opportunities to advance some of the major recommendations in light of recent developments, such as the passage of the Workforce Innovation and Opportunity Act. (Did you know that career pathways are referenced no fewer than 21 times in the new law? That is exciting news for our work in this area!)
The information obtained through the RFI will be used to inform technical assistance efforts, funding opportunities, policy discussions, and other activities to support the development of career pathways systems. Stay informed of our ongoing work at this link.
]]>http://www.ed.gov/blog/2015/02/the-importance-of-transforming-adult-learning/
]]>The 2016 COABE Conference is scheduled for April 11-13 in Dallas Texas.? To register, visit the COABE website, www.coabe.org.
The 2016 Florida Literacy Conference is scheduled for May 4-6 at the Hilton St. Petersburg Bayfront.? To register, visit the FLC website.
The 2016 Summer Symposium is scheduled for June 19-22 at The Sundial in Sanibel.? More information will be emailed and posted soon in regards to registration and hotel information.
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If you plan to attend this session, it is highly recommended that you download, print and bring to the conference a copy of the new OMB Omni Circular. ?Click the link below to download the OMB Omni Circular:
http://www.gpo.gov/fdsys/pkg/FR-2013-12-26/pdf/2013-30465.pdf
This session is scheduled for Monday, October 6, 1:45 – 4:45 pm.
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