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Strong Start, Strong Finish: An Education-to-Workforce Vision for Alabama Strong Start, Strong Finish: An Education-to-Workforce Vision for Alabama

Strong Start, Strong Finish: An Education-to-Workforce Vision for Alabama - PowerPoint Presentation

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Strong Start, Strong Finish: An Education-to-Workforce Vision for Alabama - PPT Presentation

Strong Start Strong Finish An EducationtoWorkforce Vision for Alabama Strong Start Strong Finish An EducationtoWorkforce Vision for Alabama Governor Ivey launched the Strong Start Strong Finish SSSF education initiative to integrate Alabamas early childhood education K12 education ID: 765328

alabama career education state career alabama state education pathways wioa workforce apprenticeship youth school community credentials recognized programs high

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Strong Start, Strong Finish: An Education-to-Workforce Vision for Alabama

Strong Start, Strong Finish: An Education-to-Workforce Vision for Alabama Governor Ivey launched the Strong, Start Strong Finish (SSSF) education initiative to integrate Alabama’s early childhood education, K-12 education, and workforce development efforts into a seamless education-to-workforce pipeline for all Alabamians. SSSF is composed of three major strategies: Pre to Three; Computer Science for Alabama (CS4AL); and Advanced Training, Better Jobs. Pre to Three focuses on growing the nationally-renowned Alabama First-Class Pre-K Program and achieving grade-level reading proficiency through the Alabama Campaign for Grade-Level Reading (ACGLR). CS4AL is designed to scale training for computer science educators to expand access to computer science education to diverse student populations. Advanced Training, Better Jobs is Governor Ivey’s strategy to help prepare Alabamians for high-wage, high-demand jobs, which generated the Alabama postsecondary education attainment goal.

The Five Strong Start, Strong Finish BenchmarksThe five Strong Start, Strong Finish benchmarks are 1) pre-k readiness to ensure that all of Alabama’s four year old are prepared for an excellent early childhood education experience; 2) school readiness to ensure that all of Alabama’s five and six year olds enter kindergarten and first grade with advanced skills; 3) literacy and numeracy by age eight to ensure that all of Alabama’s students are prepared to persist through difficult coursework and remain invested in school in advanced grades; 4) career exploration and discovery so that all students understand how to connect their interests and aptitudes with academic skills they learn in the classroom and the many career opportunities that exist across Alabama—children cannot know what they want to be unless they have seen the possibilities; 5) college and/or career readiness so that all students graduate high school prepared to enter into postsecondary education or into an occupation within a in-demand, high-wage field.

Aligning Alabama’s Workforce System through the 2020 Combined WIOA Plan The U.S. Congress passed the Strengthening Career and Technical Education for the 21 st Century Act of 2018 (Perkins V), a six-year reauthorization of Perkins on Wednesday, July 25, 2018. The reauthorization provides a federal definition for work-based learning, adopts performance indicators similar to the six WIOA performance indicators, adopts WIOA definitions (career pathways, in-demand occupation, recognized post-secondary credential, and industry and sector partnership), and reduces the length of time covered under a Perkins state plan from six years to four years (the same length as WIOA) to encourage alignment.Including CTE in the consolidated state WIOA plan will help to align Alabama’s workforce development programs around in-demand career pathways linked to credentials of value. The Governor’s Office, the ALSDE, ACCS, the state workforce development board, and the partner agencies to the combined state WIOA plan will participate in joint state planning meetings beginning in 2019. The timing for submitting the combined state plan should allow for submission of the final state plan by no later than February 2020.

Combined WIOA 2020 Plan Meeting Dates and LocationsA state board and stakeholders meeting will be held on June 28th at 10am at ACCS in the 3rd floor conference room. Two 2020 planning meetings will be held at in each of Alabama’s seven workforce areas between June 2019 and March 2020. An informational meeting and the comprehensive local needs assessment will be conducted at the first meeting. The stakeholder input process will be held at the second meeting. State WIOA Board and State Stakeholders Training June 28th, ACCS, 3rd Floor, President’s Conference Room, 10am to noonInformational Meeting and the Comprehensive Local Needs Assessment, 5:30 to 7:30pm Region One—July 18, Calhoun Community CollegeRegion Two—July 25, Gadsden State Community CollegeRegion Three—August 1, Shelton State Community CollegeRegion August—August 8, Lawson State Community College Region Five—August 15, Trenholm State Community CollegeRegion Six—August 22nd, Enterprise State Community CollegeRegion Seven—August 29th, Coastal Alabama Community College—Bay MinetteLocal Stakeholder Input, 5:30 to 7:30pmRegion One—September 12, Calhoun Community CollegeRegion Two—September 19, Gadsden State Community College Region Three—September 26, Shelton State Community College Region Four—October 3, Lawson State Community College Region Five—October 10, Trenholm State Community College Region Six—October 17, Enterprise State Community College Region Seven—October 24, Coastal Alabama Community College—Bay Minette The combined state plan will be drafted between October 25 and November 30, 2019. The plan will go out for public comment for 60 days between December 1 and January 31, 2020. The plan will be submitted to U.S. DOL/U.S. DOE on February 1, 2020 for up to 120 days of review. This timeline will allow us to prevent the federal review from going beyond the expiration of the current combined plan on June 30, 2020.

Perkins V Reauthorization: A Key Opportunity for Establishing Community Colleges as the Workforce IntermediaryThe Carl D. Perkins Career and Technical Education Act of 2006 was reauthorized in July 2018 as the Strengthening Career and Technical Education for the 21st Century Act (or Perkins V).Perkins V provides federal funds to high school and postsecondary CTE programs in the US to supplement state and local CTE funding. Perkins CTE is only 7% of total funding for career and technical education, but the funds provide a much-needed supplement to state and local funds to provide for equitable access to CTE.

The Workforce Innovation and Opportunity Act (WIOA) The Workforce Innovation and Opportunity Act (WIOA), which succeeded the Workforce Investment Act of 1998 (WIA), is the primary federal legislation that supports workforce development. WIOA was enacted to bring about increased coordination and alignment among federal workforce development programs. For program year 2018, the federal government appropriated more than $7.4 billion to states for the core WIOA programs: youth ($899.6 million); adult $842.5 million); dislocated worker ($1.257 billion; Wagner-Peyser ($663.6 million); adult education and family literacy ($542.9 million); vocational rehabilitative services ($3.184 billion). For program year 2018, Alabama received a total of $139.4 for the six core WIOA programs (about 1.9% of total national funding), including $16.3 million for adult programs, $19.3 million for dislocated workers, $16.8 million for the youth program, $8.9 million for Wagner- Peyser , $9.5 million for adult education and family literacy, $275,000 for integrated English language and civics education (IELCE), and $68.3 million for vocational rehabilitation.

WIOA includes five titles: Title I—Workforce Development Activities—authorizes job training and related services to unemployed or underemployed individuals and establishes the governance and performance accountability system for WIOA; Title II—Adult Education and Literacy—authorizes education services to assist adults in improving their basic skills, completing secondary education, and transitioning to postsecondary education; Title III—Amendments to the Wagner-Peyser Act—amends the Wagner-Peyser Act of 1933 to integrate the U.S. Employment Service (ES) into the One-Stop system authorized by WIOA; Title IV—Amendments to the Rehabilitation Act of 1973—authorizes employment-related vocational rehabilitation services to individuals with disabilities, to integrate vocational rehabilitation into the One-Stop system; and Title V—General Provisions—specifies transition provisions from WIA to WIOA.

Special Populations under CTE and WIOA Special Population Share of Aggregate of Attainment GoalShare of Aggregate Labor Force Participation Goal Share of the 2020 Annual Attainment Target Share of the 2020 Annual Labor Force Participation Target Displaced homemaker         Caregiver         Adult with aging dependents         Unemployed or underemployed         Low-income         Indians, Alaskan Natives, Native Hawaiians         People with disabilities         Older individuals         Ex-offenders         Homeless individual         Youth who aged out of foster system         English language learners         Individuals with low levels of literacy         Individuals with substantial cultural barriers         Migrant and seasonal farmworkers         Individuals nearing TANF exhaustion         Single parents         Long-term unemployed         Individuals preparing for non-traditional fields         Youth with parents in active duty military        

WIOA Title I Youth In-School Youth Waivers Local workforce development boards may choose to allocate 25 percent of the WIOA Title I youth allocation to support in-school youth activities, including employability skills and soft skills training, career counseling, career planning, mentoring, pre-apprenticeships, youth registered apprenticeships, and industry-recognized apprenticeships. WIOA Title I youth funds designated to support in-school youth may be used to support students who are between the ages of 14 and 24 at the time of enrollment (previously 14 and 15-year-olds were excluded). Governor Ivey received U.S. DOL approval to authorize local workforce development boards to add providers of employability skills and soft skills training, career counseling, career planning, mentoring, pre-apprenticeships, youth registered apprenticeships, and industry-recognized apprenticeships to the eligible training provider list. Local workforce development boards may then choose to establish individual training accounts for eligible in-school youth who will procure services included on the eligible training provider list that are designated to support in-school youth activities.

Creating the Alabama College and Career Exploration Tool (ACCET)

The Alabama Commission on Credentialing and Career Pathways The Alabama Committee on Credentialing and Career Pathways (ACCCP) create regional and state lists of high-value, high-demand, and fast-growing career pathways and credentials of value. The ACCCP will create technical advisory committees (TACs) for each of the 16 career clusters and each of the 79 career pathways that will create competency-based frameworks for each in-demand occupation within a career pathway. The career pathways frameworks will include a progression of academic, technical, and personal competencies, beginning with basic skills.

Identifying Valuable Credentials and Career Pathways The ACCCP will promulgate an Alabama Compendium of Valuable Credentials, which will include all credentials that appear on at least one of the regional lists of in-demand credentials. The ACCCP will create technical advisory committees (TAC) for each of the 16 career clusters and each of the 79 career pathways.The TACSs will create a competency-based framework for each career pathways. The career pathways frameworks will include a progression of academic, technical, and personal competencies, beginning with basic skills. The ALSDE and ACCS will work to:align their course offerings to the in-demand career pathways and Compendium of Valuable Credentials, award ”career ready” for earning an industry-recognized credential to students who earn credentials on the Compendium, create a weighted system for funding credentials based on value,develop articulation agreements to fully develop career pathways predicated on stackable credentials embedded into an associate degree,expand dual enrollment options to facilitate earning postsecondary credit in high school,and foster in-demand work-based learning experiences for secondary and post-secondary students. Figure 3, the Alabama Credentialing Commission Process for Developing the Alabama Compendium of Valuable Credentials

Sample Entry from the Compendium of Valuable Credentials: The Nursing Stackable Credential Sequence

Alabama Career Pathways Competency Models

The Two-Pronged Alabama Career Pathways Model Alabama is aligning programs funded by the Carl D. Perkins Career and Technical Education (CTE) Act and the Workforce Innovation Opportunity Act (WIOA) to establish the Two-Pronged Alabama Career Pathways Model, which which is based on post-secondary credential attainment, dual enrollment, and work-based learning. Under the Pre-K to Workforce prong, students will participate in pre-apprenticeship programs aligned to career in 9th and 10th grades, and will participate in youth registered apprenticeships and industry-recognized apprenticeships (IRAPs) in 11th and 12th grades. Graduates may earn their high school diploma, associate degree, industry-recognized credentials, and an apprenticeship credential at the time of high school graduation. For the Postsecondary CTE to Workforce prong, through co-enrollment in adult education programs, postsecondary CTE programs, and WIOA Title I adult programs, adults and opportunity subgroups will be able to access braided programming to meet their education and training needs.

Alabama’s Two-Pronged Cthe ALabaaareer Pathways Model Tthe The Two-Pronged Alabama Career Pathways Model

The U.S. Department of Labor allows registered apprenticeships programs to be approved by either the federal Office of Apprenticeship or a federally-recognized state apprenticeship agency. Alabama currently used the federal Office of Apprenticeship to certify its registered apprenticeships. Governor Ivey is establishing the Alabama Office of Apprenticeship (AOA), which will be housed within the Department of Commerce Workforce Development Division. The AOA will create a federally-recognized state apprenticeship credential, equivalent to the Department of Labor’s Registered Apprenticeship credential. The Alabama Office of Apprenticeship will certify Alabama’s industry-recognized apprentice programs (IRAPs) and registered apprenticeships (RAs). The Alabama Office of Apprenticeship

Creating the Alabama Industry-Recognized and Registered Apprenticeship Program (AIRRAP) Beginning in 9 th grade, students may participate in pre-apprenticeship programs aligned to in-demand career pathways. During 10 th , 11 th , and 12 th grade, students will participate in youth registered apprenticeships and industry-recognized apprenticeships (IRAPs). AIRRAP graduates may graduate high school with a high school diploma; an associate degree; stackable, industry-recognized credentials; and an apprenticeship credential within a chosen in-demand career pathway. Adult learners co-enrolled in adult basic education and post-secondary CTE at our community colleges will be able able to complete the same career pathways as in-school youth.

The Alabama Industry-Recognized and Registered Apprenticeship Program (AIRRAP) Act Summary (HB295 passed unanimously in both Houses)Establishes the Alabama Office of Apprenticeship to certify registered and industry-recognized apprenticeship programs; establishes the Alabama Registered and Industry-Recognized Apprenticeship Program; Establishes the ACCS as the state apprenticeship intermediary enhances the Apprenticeship Alabama tax credit to incent employers to hire in-school youth apprentices; establishes the Alabama Committee on Credentialing and Career Pathways to identify high wage, high demand, and fast-growing career pathways and the accompanying credentials of value associated with those career pathways; establishes the two-prong Alabama Career Pathways model to enable in-school youth and adult learners to attain post-secondary credentials and work-based learning experience necessary to enter high-demand and fast-growing occupations.