Greetings from Montana LINCS
Having trouble with this email? Click here for MTLINCS Email for 8/24/15.
Looking for past emails?
Go to the Email Archives in the upper left-hand corner on the
home page at http://www.nwlincs.org/
Information overload? Just scroll through the list of items to see what may be pertinent for you.
WIOA Kickoff Followup Coming Soon!
1. HiSET Blast
HiSET 2015 Information Brief - Math
As many Math teachers requested, we have enhanced the Math
information with a great deal of detail. Teachers may expect a similar
level of detail in our 2016 Informational Brief for all subtests. This
particular update was developed in response to feedback received from Math
teachers across all HiSET states and territories.
Click here for the brief.
HiSET® Program eUpdate | July 2015
Test Taker Bulletin
The 2015–2016 HiSET® Test Taker Bulletin (PDF) is available! The bulletin contains new information about policy changes, new states and jurisdictions, SSD requirements, and more.
Upcoming Practice Tests
Writing, Math and Reading Practice tests will be released in September 2015. More information about test preparation materials for the 2016 HiSET exam will be available in August 2015 — stay tuned!
New HiSET posters will be available in August 2015. Please contact Lindsey Hamilton for more information or if you would like to order the new HiSET posters.
HiSET Refund Policy
The policies for rescheduling and refunds for the HiSET exam have changed. Test takers can now reschedule or cancel their appointments up until 11:59 p.m. local time the day before the scheduled appointment. For example, if a test taker's appointment is on Friday, June 5, the deadline to cancel is Wednesday, June 3 at 11:59 p.m. Eastern Time.
Test takers will be eligible for refunds on battery and individual fees if they cancel their appointment up until 11:59 p.m. local time the day before the scheduled appointment. Battery refunds will be made only if the test takers have not taken any of the subtests. Also, please note that state, jurisdiction and/or test center fees will still apply and these fees will not be refunded.
New Voucher Form
Our new voucher form is now available. You can access the new voucher form from our Download Library.
Annual Statistical ReportThe 2014 Annual Statistical Report on the HiSET® Exam (PDF) is now available. You can also access this report from our Download Library. This statistical report contains data about the HiSET exam pertaining to our inaugural 2014 testing year.
HiSET Success Stories
Does your state or jurisdiction have a HiSET success story you want to share with us and others? If so, we want to hear it. Email Bill Kopco with details and include "HiSET Success Story" in your subject line.
For more information about the HiSET program, contact us.
Montana HSE Update: August 2015
HiSET Test at a Glance Update
Greetings HiSET States & Territories-
Just a quick update on revisions to our Test At A Glance (TAAG) document.
We will be making modifications to the HiSET TAAG, specifically to provide additional information in Math. This update will be released the week of August 10th.
Also, as a reminder the 2016 TAAG will be released on September 1st. Please let us know if you have any questions.
Jason A. Carter, National Director, High School Equivalency Testing (HiSET®)|Educational Testing Service
Save the Date!
2015 HiSET Conference
November 30 to December 2
Registration and Exhibit information available soon!
As you know, we are continuing our efforts to improve processes and ensure test integrity through the practice of regular, random test center audits. These audits are meant to ensure consistency in the processes followed to deliver the HiSET nationally, and are in no way an attempt to impede testing or to get centers “in trouble”. Our efforts are related directly to best practices, and we hope that this process continues to create an environment where centers can grow and learn and improve processes, as well as offering an opportunity to find centers that exemplify what we consider stellar center management. We are sending out the reminder to test centers below this week, as we’ve had a handful of centers surprised by their audits, and want to remind everyone that these audits are standard, customary practice and in no way should impact their day to day operations of delivering tests.
As part of our ongoing commitment to quality and consistency in the delivery of the HiSET exam, a test center observer may visit your center the day of the test or the week preceding it. You should check the observer’s identification and letter of authorization from ETS Office of Testing Integrity. If you are still in doubt about the identity of the auditor, you should call the number on the letter to verify the visit. Test center observations are scheduled to ensure that procedures and facilities meet test center standards. The observer will want to monitor as many aspects of the administration as possible, particularly test security arrangements and procedures, testing environment conditions and any evidence of recent changes in program policies, procedures, or requirements. It is requested you provide full cooperation to the observer, however, an observer should not in any way impede you or your staff in the execution of the test administration. These audits will be unannounced and are random and ongoing throughout the testing year in all of our HiSET jurisdictions. You can always contact Test Administration Services at 1-800-257-5123 for additional questions or information regarding test center audits.
Please feel free to reach out to me if you have any questions or concerns.
Amy E. Briggs
Director of Product Management
ETS High School Equivalency Test (HiSET)
Estimate how well prepared you are for the HiSET exam:
Montana HiSET Resources
Check out the shared
resources on the HiSET Resource page at http://www.nwlincs.org/
HiSET Success: Montana
Do you have a HiSET success story you want to share with us and others? If so, we want to hear it. Email Margaret Bowles with details. Include "HiSET Success Story" in your subject line.
2. Montana and National News Information
Click here http://www.nwlincs.org/
3. Montana Instruction
Check out #9 - #19.
4. Montana MABLE Information
MABLE 2015 Update! (Note: Updated Business Language Below - Posted on 7/27)
MABLE launch went smoothly on July 1st. It is important to read the business language that provides succinct, clear language on reporting in MABLE. All program staff members need to be aware of MABLE changes and their implications for program/classroom management. A new Users’ Manual will be forthcoming soon. However the business language captures the new reporting features.
Margaret Bowles, Adult Literacy and Basic Education Director
Montana Office of Public Instruction
Highlights of the new MABLE include:
· Focus on the program year (no more instructional year);
· Students no longer tied to PAIs dating to enrollments in past years;
· Easy to track student gains;
· Teacher read-rights to all of MABLE beginning July 15th (Contact Carol Flynn at OPI if you need access to MABLE);
· Spreadsheet will be available to track all exited student (coming soon);
· Aligned to WIOA; and
· Reports will be updated by July 31st5
5. Montana Moving Pathways Forward Resources
Click here to access all MPF Resources.
6. WIOA Update
8/24/15: Montana WIOA Kickoff Follow-up Coming Soon
8/13/15: WIOA Vision for One Stop Delivery System
Click here for document.
On August 13, 2015, the Department of Education’s Office of Career, Technical, and Adult Education, in collaboration with the Department’s Office of Special Education and Rehabilitative Services, and the Departments of Labor and Health and Human Services, released a program memorandum entitled, Vision for the One-Stop Delivery System under the Workforce Innovation and Opportunity Act (WIOA). The program memorandum lays out the vision for the one-stop delivery system under WIOA, highlights characteristics the Departments believe contribute to a high-quality one-stop delivery system, and provides links to key technical assistance resources to support states and local areas as they integrate this vision into their system.
The Departments encourage states to adopt this vision and build it into the policies and procedures related to the establishment and management of the one-stop delivery system.
Cheryl L. Keenan
Director, Adult Education and Literacy
Office of Career, Technical and Adult Education
U.S. Department of Education
8/10/15: OCTAE Connection – Flash Edition on WIOA
Click here to access OCTAE Connection.
8/10/15: National Association of Workforce Development Professionals
Classes offered: Increasing Employment Outcomes with Tough Clients
This program offers a 6-step framework so you and your clients can expedite their success. Each step offers fresh perspective and practical approaches to increase immediate and long-term outcomes for clients at all levels, including those with major employment barriers.
This program is valuable for anyone focused on helping lots of people with significant barriers to begin and succeed in employment, including staff and managers in workforce development, corrections, addiction recovery, housing & homeless services, mental health, disability, education, youth services, and more.
Cost: $375 per person
Click here for more information.
7/6/15: WIOA Joint Blog: Making a Shift in the Public Workforce System
On July 1, 2015 many of the provisions of the Workforce
Innovation and Opportunity Act (WIOA) went into effect. OCTAE, along with our
partners at the Department of Education’s Office of Special Education and
Rehabilitative Services, the Department of Labor, and the Department of Health
and Human Services released a blog discussing the combined efforts at the
federal, state, and local levels to date, and how the federal partners will
continue to support the transformation of the public workforce system as state
and local officials work to transform their systems. Read the joint statement about this significant milestone by Acting Assistant Secretary
of OCTAE Johan E. Uvin and our partner agencies.
We encourage you to continue to visit www.ed.gov/aefla for additional information and resources, as they become available.
Cheryl L. Keenan
Director, Adult Education and Literacy
Office of Career, Technical, and Adult Education
U.S. Department of Education
WIOA Montana Updates:
Click here http://www.nwlincs.org/
Montana WIOA: Chunking Pertinent Information for Montana.
7. Career Pathways: U.S. Chamber of Commerce Promotes Data Analysis for Career Pathways
Taken from LINCS Career Pathways
The U.S. Chamber of Commerce Foundation has released a document titled, "ANALYZING TALENT FLOW: Identifying Opportunities for Improvement", which proposes analyzing public data to better understand where job candidates go after completing education and training. The authors suggest that "improving the integration and use of employer and public data could play a critical role in understanding and improving career pathways for all stakeholders."
Using Talent Flow Analysis (TFA), which is explained as a process for analyzing the flow of workers into and out of a targeted set of regionally important jobs, the authors outline four steps for making this data relevant to career pathways. The four steps are described as follows:
Groups of employers select the targeted jobs that are critical to competitiveness.
Each employer prepares internal talent inflow and outflow data for these targeted jobs, to be shared at an aggregate level with the group.
Using the aggregated data from each employer, regional employer summary tables and figures are created for the employers to use.
Groups of employers analyzes the data to identify opportunities for improving talent flows, including how to make better use of underutilized sources of talent.
8. College and Career Readiness: New Employability Skills Framework
Taken from OCTAE Connection
The College and Career Readiness and Success Center (CCRS Center), in partnership with the Center on Great Teachers and Leaders (GTL Center) and RTI International, recently released a professional learning module entitled “Integrating Employability Skills: A Framework for All Educators.” Provided below is information to bring stakeholders unfamiliar with the Employability Skills Framework up to speed.
The framework was developed as part of the Support for States Employability Standards in Career and Technical Education and Adult Education project, an OCTAE initiative. The framework development was guided by a group of career and technical education (CTE), adult education, workforce development, and business organizations.
These skills, which may be taught through the education and workforce development systems, fall into three broad categories: applied knowledge, effective relationships, and workplace skills.
The first category, applied knowledge, encompasses both academic and technical knowledge, and applications in the workplace. The second category, effective relationships, includes the interpersonal skills required to maintain positive and productive relationships with supervisors, coworkers, and team members. The third category, workplace skills, encompasses the practical skills required to be productive in any type of job, including time management, clear communication, and critical thinking. To learn more about the Employability Skills Framework, please visit its homepage.
This new framework recognizes the importance of nonacademic skills in the workforce, which students may not have the opportunity to learn outside of classes before they graduate and are ready to enter the job market. This framework seeks to integrate these skills into traditional CTE classes and education programs so that students will be prepared for the workforce regardless of backgrounds.9. College and Career Standards: Next Generation Assessments for Adult Education
Taken from LINCS College and Career Standards
Last fall, the Office of Career, Technical, and Adult Education held a meeting of assessment experts to discuss the next generation of assessments for adult education accountability. The paper <Developing Next Generation Assessments for Adult Education> presents a summary of that discussion on two topics: 1. Approaches to assessments for accountability in adult education and 2. Characteristics and approaches for next generation assessments. The paper is also posted on the National Reporting System website at: www.nrsweb.org.
Ronna Spacone, Office of Career, Technical, and Adult Education
10. College and Career Standards: Sustaining Standards-based Education Resource
Taken from LINCS College and Career Standards
Some administrators, professional developers and others involved in leadership may be interested in checking out the Handbook for Sustaining Standards-based Education in Adult Education. This handbook highlights the work of Kentucky and Montana on standards-based reform. The resource highlights "Four Sustainability Stages and how they fit together ... including: 1.Creating Readiness: Enhancing the Climate for Change; 2.Garnering Support: Mobilizing Interest, Consensus, and Backing among Key Stakeholders; 3.Institutionalizing the Initiative: Maintaining Changes through Existing Policies and Practices; and 4.Initiating a Scale-Up Plan: Sustaining Momentum, Progress, and Creative Renewal."11. Corrections: New Research Brief Released: Educational Technology in Corrections 2015
Taken from OCTAE Connection
The U.S. Department of Education’s Office of Career, Technical, and Adult Education (OCTAE) recently released Educational Technology in Corrections 2015. This new report details the current status of educational technologies in corrections, existing and emerging approaches to providing such services in facilities, and the successes and challenges of early implementers. The report states that it is designed to inform federal, state, and local corrections officials, and correctional education administrators, of ways to “securely and cost effectively provide advanced technologies in corrections facilities to help strengthen and expand educational and reentry services.”
Educational Technology in Corrections 2015 is an initial response to the 2014 RAND report, Evaluating the Effectiveness of Correctional Education. The new OCTAE report builds upon findings from this earlier report, which laid out the challenges and opportunities that technology presents for correctional education. OCTAE has entered this educational arena with enormous respect for the legitimate security concerns of correctional staff. But it also has entered with an optimism that advances in electronic communications and educational technology can be safely used to extend higher-quality teaching and learning resources to correctional teachers and students.
Correctional settings create significant barriers for educators, incarcerated students, and program partners that must be accommodated in order to provide an effective teaching and learning environment. The introduction of advanced technologies makes these barriers even more apparent. While other education systems have expanded their use of technology, correctional education has lagged behind. The major reason: security concerns.
This report describes the barriers to integrating technology in correctional education — including state and local policies that prohibit incarcerated individuals from accessing the Internet — and provides examples of ways some states and localities have overcome these barriers. Insights from the report suggest that strengthening correctional education services and using advanced technologies helps correctional education programs reduce recidivism rates and ease the reentry process.
The report details ways in which correctional institutions are cautiously adopting advanced technologies to “help prepare students to join our globally networked society; provide students with access to online assessments; expand the professional development resources available to instructors; support an education continuum for incarcerated individuals; and, expand the reach of correctional education services.”
The report, produced under contract by RTI International, concludes with recommendations for state corrections agencies, facilities, and their education partners to consider as they look for ways to strengthen and expand their correctional education services. The recommendations focus on learning, assessment, teaching, infrastructure, and productivity.12. Corrections: Second Chance Pell Pilot Program
Taken from LINCS Correctional Education
Few interventions have been shown to reduce recidivism and prepare people in prison to lead productive lives like access to quality postsecondary education and training (see RAND study findings below). Today’s OCTAE Connection is another reminder to the field about the Second Chance Pell Pilot Program available to institutions of higher education. The deadline for institutions to apply for this pilot program is October 2, 2015, for the 2016-17 academic year. Please share this with your postsecondary partners and Correctional Education colleagues.
Second Chance Pell Pilot Press Release
Second Chance Pell Fact Sheet
RAND STUDY FINDINGS
Evaluating the Effectiveness of Correctional Education: A Meta-Analysis of Programs that Provide Education to Incarcerated Adults (Davis, Bozick, Steele, Saunders, & Miles, 2013).
Key findings from the RAND report:
Correctional education improves inmates' chances of not returning to prison.
Inmates who participate in correctional education programs had a 43 percent lower odds of recidivating than those who did not. This translates to a reduction in the risk of recidivating of 13 percentage points.
It may improve their chances of obtaining employment after release. The odds of obtaining employment post-release among inmates who participated in correctional education was 13 percent higher than the odds for those who did not participate in correctional education.
Inmates exposed to computer-assisted instruction learned slightly more in reading and substantially more in math in the same amount of instructional time.
Providing correctional education can be cost-effective when it comes to reducing recidivism.
Visit the RAND website to download the full study (and several other studies on this important topic).
Cynthia Zafft, Postsecondary Completion Moderator
13. Energy Literacy
Taken from LINCS Notice
New to the LINCS Learning Portal is a deep dive into Energy Literacy!
The newly added Teaching Energy Literacy to Adult Learners course is an extension of the current online LINCS Science course series. Designed for instructors in adult basic education (ABE) and low adult secondary education (ASE) programs, the course will help participants:
Understand the concept of energy literacy,
Employ the Energy Literacy Framework’s seven Essential Principles and Fundamental Concepts, and
Utilize online resources to guide adult learners in exploring the seven principles.
Instructors can also use the Energy Literacy Framework (available in English and Spanish) to teach adult learners about the role of energy in their lives while generating interest in energy as a career opportunity. Throughout the course, the energy.gov website and its resources are explored as well as examples and resources of green jobs.
The LINCS Community Team
14. ESL: Work Prep Ideas for ELLs
Taken from LINCS Adult English Language Learners
The Integrating Career Awareness into ABE and ESOL Classrooms is a wonderful resource to draw upon in a class for high intermediate and advanced students.
When the ICA curriculum first became a big part of Career Pathways for PA, our program did a pilot class to see how ESL learners would respond to this type of material. The class was structured by semester. The first part of the year – the Fall Semester- was focused on finding a job, writing a resume and cover letter and preparing for the interview and workers’ rights. They didn’t know the laws and wanted to learn about discrimination and other work issues. The students completed their resume and did a practice cover letter. They filled out an online practice application. They practiced various interview questions and prepared possible answers to the questions. The culminating assignment at the end of the semester was a videotaped interview with another teacher in the school.
The second part of the year – Spring Semester- was focused on Self Exploration and Career Exploration. We looked at self-exploration and used the book called “You’re Hired” Book One: Charting Your Career Path.” The first Unit was on Values and has a sorting activity that helped them decide what was most important to them in looking for a job. Then the following months we focused on a workplace sector. We focused on a different sector each month – hospitality, healthcare, retail and marketing and financial. We used resources from mynextmove.org, careeronestop, hospitalenglish.com and EASY ENGLISH AT WORK videos. Also we looked at “soft skills” while exploring the different sectors like being on time for work, calling off work, communication skills, etc…
The culminating assignment at the end of this semester was for the students to prepare a presentation on a job that we didn’t cover in class or talk more about a soft skill.
The class went really well and we had positive feedback from those students in the class. Now all of this material is embedded into our regular ESL classes.
Additional Resource: Job Lingo videos – these are for more advanced ESL speakers because the presenters talk very fast. http://http://www.joblingo.com/
EASY ENGLISH AT WORK videos are for high beginning, low intermediate learners and are an excellent resource to use with ESL students. http://www.easyesl.net/resources/teacher-resources-easy-at-work/ - Scope and Sequence of the Videos
https://www.youtube.com/watch?v=dOX9Fl17F6s - Sample Youtube video
15. Math: Resource
Taken from LINCS Postsecondary Completion
Here is a … link to the Math Assessment Project.
To all members, I just spent a few minutes reviewing the detailed teacher resource guide complete with student handouts and assessments for one lesson. Along the lines of what Ed is suggesting, this site gives us an idea of what is currently available-- a standards-based system for middle school and high school math, complete with detailed lesson plans, assessments and student handouts. Each lesson is aligned to Math Practices and specific standards and can be searched accordingly.
Susan Finnmiller, Moderator College and Career Standards CoP
16. Reading: Adjusting Reading that Is Too High Strategies
Taken from LINCS Postsecondary Education
I am interested in using an article by Laura Tropp, A World Without Time and Money, with students who will be working in a blended learning environment. Many are English speakers of other languages but in this context are part of a group of adult learners (both ESOL and native speakers) transitioning to health career programs at their local community college. This article is approximately at the 9+ GLE. Most of the students are reading at the 6-8 GLE. The students will write a short summary of the article and add a reflection that considers if our digital world discourages skills that we need. What do you suggest?
… There is some vocabulary that, although important, might be unknown to many students (broaching, obsolete, perspective, transaction). Maybe you can highlight these words in the text and give the meaning or a synonym. There are also some complex sentences and maybe you could have an alternate version of the text that is edited for those students reading at a lower level. Breaking compound or complex sentences into shorter sentences could bring it down a grade-level or two. If it will be used in a class situation there are some interesting idioms to discuss (stealing a glance, change-making skills, no uncertain terms) that are probably new for ESOL students and maybe for native speakers as well.
There is a great tool on the website Achieve the Core called Academic Word Finder that allows you to enter a text and it will highlight Tier 2 words (academic words) at a specific grade level that might help to identify which words might be most problematic for your students. http://achievethecore.org/academic-word-finder/#
One is to use the site Rewordify http://rewordify.com/ to simplify the language. You can copy and paste the article and Rewordify changes some of the words to lower the reading level.
The other is to use the article as is and provide the kind of scaffolding that students would need to learn to read complex texts: preteach some vocabulary, chunk the text into shorter sections and tackle them one at a time. Discuss the article so confusions can be cleared up. Tim Shanahan's blog http://www.shanahanonliteracy.com/ has lots of good ideas.
You might also find some helpful ideas in the Reading Apprenticeship discussion that was held a while back, or in the book if you have a copy or can get hold of one.
Another suggestion is to have more advanced students simplify/rewrite the content as an exercise for them and a wonderful benefit to others. We learn what we teach!
As for vocabulary building, my very, very favorite tool is https://quizlet.com/. Students look up or discuss terms with others, after which they go to quizzlet and create flashcards. The beauty of the site is that once the cards are created and, often, illustrated, students can click on different options to review the terms, play games with the terms, and test themselves. Cards are easy to create and then become available for everyone to see. Some of the teachers here are introducing medical terms that way, sometimes creating the cards for students and then having them practice them in quizzlet.
Below are links to a couple of quizlets that one of "my" developers has created lab modules for a STEM project we are implementing. When they open, look at the top menu for all of the options to practice the terms!
17. Reading: Text Recommendation Resources
Taken from LINCS Adult English Language Learners
I appreciate the link to the American literature site that features many resources by well known authors, e.g., Kate Chopin, Jack London, etc. that are free to all. I have decided to use the Simon Northup story, Stolen Into Slavery, written by Fradin and Fradin with my advanced students this fall. I plan to implement many of the ideas (e.g., talking to the text, metacognitive journaling) from Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. Some of you will recall that we facilitated a book group discussion of this teacher resource on LINCS in January, 2015.
I will also draw upon the Literature Circle concept for the fall class. With Literature Circles, students work in small discussion groups and take on different roles. Some of the possible roles, based on the ideas of Harvey Daniels who originated Literature Circles, include:
Discussion Director: Comes up with question for discussion and leads the group in discussing the questions.
Vocabulary Enricher: Chooses 3-5 important words from the text and talks about the meaning of the words and why they are important.
Literary Luminary: Chooses one or more selections in the text that had a particular impact on them in some way. They might select a section because it was inspiring, funny, thought-provoking, confusing, moving, etc.
Connector: Makes a connection between the text and something pertinent in their lives or possibly makes a connection to something else they have read.
Illustrator: Creates a picture that illustrates something personally relevant and important in the text.
Summarizer: Summarizes the main points of the text in their own words
Susan Finn Miller, Moderator, AELL Community of Practice
18. Technology: Blended Learning for the Adult Education Classroom Overview
Taken from LINCS Technology and Learning
In case you would like to see an overview with highlights, we asked David to create a post on the New Blending Learning Resource on Tech Tips for Teachers, just out today. Pass it around!
Steve Quann, EdTech Center @ World Education
Blended Learning for the Adult Education Classroom, published by Essential Education, is now available, free and downloadable, at this web address: http://app.essentialed.com/resources/blended-learning-teachers-guide-web.pdf
David J. Rosen
19. Technology: Open Educational Resources Discussion
Taken from LINCS Notice
Event Title: Open Educational Resources (OER): How Can These Free Resources be Used for ESL Teaching and Learning?
Event Type: Online Discussion in the LINCS Community
Date(s): August 25 - September 1, 2015
From August 25 - September 1, 2015, special guests Amanda Duffy and Marcela Movit from the American Institute for Research (AIR) will engage in an informative, large-group discussion on open educational resources (OER) and how they may enhance teaching and learning in adult ESL classrooms.
OER help students achieve their learning goals by:
Providing flexible and accessible supplements to instruction,
Encouraging lifelong learning habits in students, and
Helping educators do their jobs better.
The AIR team invites you to share your thoughts and experiences in the Adult English Language Learners, Evidence-Based Professional Development, and Technology and Learning groups. If you are not already a member of one of these groups, please join in order to participate in the conversation. Also, be sure to connect with us on Twitter (@LINCS_ED).
The LINCS Community Team
WIOA: Request for Comments on WIOA Unified and Combined State Plan
Taken from LINCS Notice
The Departments of Labor, Education, Health and Human Services, Agriculture, and Housing and Urban Development are soliciting comments concerning a collection of data that will be used for unified and combined state plans under the Workforce Innovation and Opportunity Act (WIOA). The WIOA Unified and Combined State Plan Requirements is a consolidated information collection that would implement sections 102 and 103 of WIOA (P.L. 113-128). WIOA requires that, no later than March 3, 2016, each State, at a minimum, submit a Unified State Plan as a condition of receiving funds for core programs subject to the Unified State Plan requirements. In the alternative, States may submit a Combined State Plan as a condition of receiving funds under certain named programs subject to the Combined State Plan provisions. See 29 U.S.C. §§ 3112 and 3113. The Unified or Combined State Plan requirements are designed to improve service integration and ensure that the publicly-funded workforce system provides a range of employment, education, training, and related services and supports to help all jobseekers secure good jobs while providing businesses with the skilled workers they need to compete in the global economy. To that end, the Unified or Combined State Plan would describe how the State will develop and implement a unified, integrated service delivery system rather than discuss the State’s approach to operating each program individually.
A copy of the proposed
Information Collection Request with applicable supporting documentation may be
accessed at http://www.regulations.gov by selecting Docket ID number ETA-2015-0006 or directly at http://www.regulations.gov/#!documentDetail;D=ETA-2015-0006-0002. The comment period is open for 60 days and closes on
October 5, 2015. Any comments not
received through the processes outlined in the Federal
Register will not
be considered by the departments. Technical assistance materials will be
available at http://wioa.workforce3one.org.
21. WIOA: U.S. Department of Education Releases Two Vision Documents to Support Implementation of the Workforce Innovation and Opportunity Act (WIOA)
Taken from OCTAE Connection
On August, 17, 2015, the Office of Career, Technical, and Adult Education (OCTAE) and the Office of Special Education and Rehabilitative Services (OSERS) released vision documents as part of the department’s continuing efforts to assist states and local areas in implementing the Workforce Innovation and Opportunity Act (WIOA). The two documents describe a framework to support implementation activities and recommend actions states should undertake to make an effective transition to the WIOA and to help realize the vision for the Adult Education and Family Literacy Act (AEFLA) and for vocational rehabilitation. Adult education and family literacy and rehabilitation services are core programs under the act. See the following for more information:
· OCTAE Program Memorandum (OCTAE/DAEL 15-4) : Vision for the Adult Education and Family Literacy Act in the Workforce System and Initial Implementation of the Workforce Innovation and Opportunity Act; and
· OSERS Technical Assistance Circular (RSA-TAC-15-02): Vision for the State Rehabilitation Services Program as a Partner in the Workforce Development System under the Workforce Innovation and Opportunity Act.Back to Top.
P.S. Remember -- if you
are having trouble with the links in this email, go to the Email Archives at
the top of the MTLINCS homepage at http://www.nwlincs.org/
Adult Education Center
415 N. 30th Billings, MT firstname.lastname@example.org