Adult Education and Family Literacy Act Program

Integrated English Literacy and Civics Education(IELCE) was a new approach with the passage of the Workforce Innovation and Opportunity Act (WIOA) for many adult education providers as many English as a Second Language (ESL) programs were often stand alone, even from other adult education services offered by the provider.  Local providers continue to work towards aligning ESL and adult basic and adult secondary education curriculum for a seamless transition for learners.

 In the previous grant cycle, there were 13 IELCE recipients which was a significant decline from the roughly 40 EL-Civics recipients under the Workforce Investment Act (WIA).  Many of the providers that were not successful in their application because the proposed IELCE program was not being offered in combination with Integrated Education and Training (IET) as required under Section 243.  Over the last few years, the Michigan Department of Labor and Economic Opportunity (LEO) offered technical assistance and professional development on the requirements of IELCE with the goal of expanding the services in the state in future grant cycles.

 LEO will look to expand not only the number of IELCE recipients but also the regions of the state with IELCE programs in the grant cycle to begin in Program Year 2020-2021.  In the previous grant cycle, the IELCE recipients were concentrated in West Michigan and Southeast Michigan, as well as one recipient in Southwest Michigan.  While not all areas of the state have English language learners, there are areas of the state that do not have IELCE services that would benefit from the availability of such services. 

 Michigan has a high concentration of immigrants and refugees and seeks to be a welcoming state for all to live and work.  The demographics of the English language learners served in adult education are diverse and include migrant seasonal farm workers, refugees from war-torn countries, and spouses of executives in the auto industry and professors at state universities.  The prior educational level varies significantly as some areas of the state primarily serve English language learners with little formal education in their native country, while other areas serve English language learners that are highly educated and have college degrees from their native country.  As such, the training options and IET programs will vary to support the needs of the English language learners in that community and include a pathway for low-level English language learners to prepare for and transition to the IET program.      

 There has been significant progress in recent years by local adult education providers in partnership with the Michigan Works! Agencies, community colleges, and employers to identify training opportunities for English language learners.  One proven strategy is to analyze the types of jobs the skilled and unskilled English language learners currently in the adult education program are interested in or generally acquire as natural starting points for IET options.  Often, the career paths of the ESL participants vary from the in-demand industries and occupations identified in the region.  Another strategy to explore is expanding current partnerships with training programs to include English language learners, such as secondary career and technical education programs. 

 Adult education providers must expand recruitment strategies beyond those currently enrolled in the adult education program and continue to identify additional training opportunities for English language learners. 

 The Department of Labor and Economic Opportunity will continue to offer professional development and support the sharing of resources, research, and evidence-based practices among IELCE recipients.  

 The Department of Labor and Economic Opportunity – Workforce Development (LEO-WD) will conduct an open competition in 2020 for qualified providers of IELCE programs under Section 243 of WIOA to be funded for a four-year grant cycle beginning in program year 2020-2021.  The LEO-WD will ensure direct and equitable access to all interested applicants by publishing the grant announcement and applicable documents on the WD Adult Education website.  Formal announcement of the request for applications will be widely circulated via press release and all WD distribution lists.  Associations representing adult educators, literacy councils, community colleges, and workforce development agencies will be notified of the grant opportunity.

 The WD created a standardized application template required for submission by all applicants.  The application was created to meet the application requirements stated in Section 232 of AEFLA and was sent to OCTAE for review prior to the release of the grant announcement.

 The WD will require all applicants to demonstrate past effectiveness by providing performance data on improvement of eligible individuals’ skill levels, particularly eligible individuals who have low levels of literacy, in the content domains of reading, writing, mathematics, English language acquisition.  Applicants are also required to provide data on outcomes for participants related to employment, attainment of secondary school diploma or its recognized equivalent, and transition to post-secondary education and training.  The LEO-WD has defined past effectiveness as meeting at least 50 percent of the performance targets.  The overall measurable skill gain target rate was 47 percent for program year 2018-2019, so programs must have had at least 23.5 percent of participants make a measurable skill gain to have demonstrated effectiveness in providing adult education services.  Data from prior years and trends in past data will be taken into consideration.

 All applicants that meet the demonstrated effectiveness criteria will be considered for funding and the applications will be sent to the respective local board to review for alignment with the local plan.

 Applicants are required to describe how they would provide ESL and civics education concurrently and contextually and identify the components of civics education that are integrated into the curriculum.  At a minimum, the rights and responsibilities of citizenship and an overview of U.S. government at the federal, state, and local level must be provided.

 Applicants are also required to describe how workforce preparation activities are incorporated into the IELCE program; identify the local and regional needs for IELCE services; identify the opportunities in the region to integrate basic skills education with training in in-demand occupations; identify the specific curricula that will be used; and demonstrate how such curricula will be contextualized at all levels so that it aligns with regional in-demand occupations and meets industry standards.  Eligible providers must also describe their partnership with the local Michigan Works! Agency (MWA), and how the MWA will help participants to transition from IELCE services to employment or further training or education.

 IELCE applicants that receive an average score of 80 points out of a possible 100 will be approved for funding.  Applicants denied funding will be given the opportunity to appeal that decision.

 The IELCE programs under Section 243 of WIOA must be designed to prepare the English language learners, including professionals with degrees in from their native country, for employment in-demand industries.  The IELCE recipients will engage workforce partners and local employers to identify training opportunities that prepare individuals for employment in in-demand occupations and industries and include pathways for low-level English language learners to prepare for and transition to the IET program.

 There has been significant progress in recent years by local adult education providers in partnership with Michigan Works! Agencies, community colleges, and employers to identify training opportunities for English language learners.  The career paths of the English language learners can vary from the in-demand industries and occupations identified in the region.  One proven strategy practice is to align upskilling opportunities, such as short-term industry-accredited training, to build on the participant’s previous education and work experience.  Another strategy to continue to explore is expanding current partnerships with training programs to include English language learners, such as secondary career and technical education programs. 

The adult education providers that receive Integrated English Literacy and Civics Education (IELCE) funding under Section 243 of WIOA are required to partner with Michigan Works! Agency on the development of the IELCE program.  All applicants applying for IELCE funding must describe in the application their strategies for collaborating with the local workforce board and ensuring participants have access to the programs and services offered at the Michigan Works! Agency. 

 Since the passage of WIOA, there has been increased collaboration and more frequent communication between the Michigan Works! Agencies and adult education providers, specifically those that offer IELCE programs. The Department of Labor and Economic Opportunity – Workforce Development (LEO-WD) has tried and will continue to facilitate and foster this partnership through the issuance of joint guidance and shared professional development for adult education providers and the Michigan Works! Agencies on integrated education and training (IET) to ensure common understanding of program requirements.  LEO-WD also awarded Title I discretionary funds to the Michigan Works! Agencies to support training for adult education participants enrolled in IET programs to incentivize IET program development and expansion across the state.  WD will continue to identify ways to support greater collaboration between adult education providers and the Michigan Works! Agencies.