Integrated English Literacy and Civics Education (IELCE) Report Summary of Content
The California Department of Education, Adult Education Office, requires all Workforce Innovation and Opportunity Act (WIOA), Title II: Adult Education and Family Literacy Act (AEFLA) Section 243 funded AEFLA grantees to submit an Integrated English Literacy and Civics Education (IELCE) Report describing the program from July 1 to June 30 of the current program year. The report can be accessed on the CASAS website and is due April 30.
The report includes:
1. Assurances
a) Contact information for the submitter of the Report
2. Integration of the Integrated Education and Training (IET) Components
a) Program Type
• Industry Sector, Career Pathway, Training Program Name, Credential Type, Specific Certification, Teaching Model
b) Adult Education and Literacy (ESL)
• Course Title, Civic Objectives taught, Hours per week, Number of weeks, Total hours, ELL Enrollment, Comments
c) Workforce Preparation Activities
• Course Title, Civic Objectives taught, Hours per week, Number of weeks, Total hours, ELL Enrollment, Comments
d) Workforce Training
• Course Title, Hours per week, Number of weeks, Total hours, ELL Enrollment, Comments
3. Single Set of Learning Objectives
a) The single set of learning objectives should identify specific content from the IELCE/IET components (i.e., Adult Literacy (ESL), Workforce Preparation, and Workforce Training) that is organized to function cooperatively. List representative objectives that demonstrate the scope of the English language support for the specific workforce training course.
4. Workforce Training Provider Contact Information
a) Complete the form with the training provider(s) from your agency or another agency.
5. Program Coordination and Support
a) Part A: (Qualitative)
1. Describe your agency’s regional priority training needs and student training and career goals.
a) Describe how your agency assessed the priority job and training needs in your region (Workforce Development Board, AJCC, WIOA Title I, CTE Advisory groups, etc.).
b) Describe how your agency assessed the needs and goals of your ESL students in establishing your training programs and a training plan for individual students.
2. Describe recruitment, orientation, and continuing support of students in your agency’s IELCE programs (e.g., barriers, childcare, transportation, scheduling, counseling, job navigation, job placement).
3. Describe the staff collaboration (i.e., ESL, CTE, Counseling, Administrative) to develop, implement, and improve the learning objectives and contextualized instruction in the IELCE/IET components (i.e., Adult (ESL) Literacy, Workforce Preparation and Workforce Training).
4. Describe how your agency’s courses (i.e., Adult (ESL) Literacy, Workforce Preparation and Workforce Training) are conducted concurrently.
5. Describe your agency’s efforts for evaluation and continuous improvement of your program (e.g., student/staff feedback, etc.).
b) Part B: (Qualitative)
1. Describe how your agency tracks attendance in the IELCE/IET program within your agency.
2. If your IELCE/IET program partnered with other agencies, describe how attendance was tracked.
Note: Only agencies receiving Section 243 IELCE funding need to complete the IELCE Report.