Florida PYs 2020-2023 Published Approved

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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:

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.  

The term, “Integrated English literacy and civics education (IELCE)” means education services that are provided to English language learners who are adults, including professionals with degrees or credentials in their native countries, to enable such adults to achieve competency in the English language and acquire the basic and more advanced skills needed to function effectively as parents, workers and citizens in the United States. English language learners holding a secondary or post-secondary degree and/or credential in their native country may enroll in an adult ESOL/IELCE program to improve literacy and English language acquisition through contextualized English language instruction with authentic materials and lexical items. Examples of profession-specific curriculum for participants with foreign degrees or credentials include English for Engineers or Medical English. Use of specialized curriculum in IELCE serves to help participants acquire critical English language skills necessary to accelerate employment in the same field in which they hold a foreign degree or credential. IELCE eligible providers engage in activities such as recruiting, enrolling and providing ongoing wraparound support for English language learners in IELCE programs. Specifically, IELCE eligible providers support skilled individuals to evaluate foreign credentials, obtain professional licenses and identify career clusters and related pathways that match their professional and career goals.

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.

IELCE funds for local and state leadership activities are distributed through multi-year competitive and continuation local grants. Due to COVID-19, the 2020-2021 IELCE application will be a continuation of the 2017-2018 competition. The IELCE competitive grant process will be conducted in 2021-2022. Only sites with established ESOL and ELCATE programs are eligible to apply for IELCE funds. Each program that receives funding 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 and integrate with the local workforce development system and its functions to carry out the activities of 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.

Florida’s B.E.S.T. Standards will be integrated into curriculum frameworks which also include career information and workforce preparation activities in addition to the English Language Proficiency Standards for Adult Education. Adult educators can participate in IELCE regional workshops, conferences and webinars sponsored in collaboration with the state leadership grant awardees. Emphasis will be placed on education for democratic citizenship and the instruction of those foundational concepts and beliefs which are essential to successful self-rule. Emphasis will be placed on the development of innovative and targeted IELCE workshops and sessions around education for democratic citizenship, entrepreneurship education and how adult education can be a mechanism for engagement, and economic and social mobility for Florida’s residents.

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.

Integrated English literacy and civics education (IELCE) services shall include instruction in literacy and English language acquisition, instruction on the rights and responsibilities of citizenship and civic participation and may include workforce training. Eligible providers are required to demonstrate their program delivery model in the grant application to ensure integrated education and training activities are provided directly or through collaboration with identified partners or with other community-based organizations.

Providers will integrate IELCE into the local workforce system by partnering with local workforce development boards, career and technical education centers and local colleges to identify workforce needs and implement systems that facilitate the successful transition into key areas and sectors as outlined through local MOU’s. The ongoing partnership between eligible providers and local workforce providers is key in developing a strong workforce.