English language learners are provided services from core programs, Combined State Plan partners, and the workforce ecosystem, which utilize InterpreTalk statewide. At the fundamental level, English language learners are always offered the option to utilize language line services to help communicate through an interpreter. Through engagement, individuals are encouraged and made aware of opportunities to enroll and co-enroll in core programs.
Staff are guided on how to request InterpreTalk services. Additionally, the Career Development Office (CDO) provides staff with an “Interpretation Services Available” guide that an ELL can point to for the staff to determine what the target language is and be able to contact the correct InterpreTalk language service.
Furthermore, in communities where there are more English language learners, local delivery leans on the workforce ecosystem partners that have a specialty in serving the international population, such as through direct partnerships with refugee resettlement agencies. One LWDA utilized its National Dislocated Worker Grant to serve English language learners impacted by a devasting tornado by hiring a liaison. This liaison between the international community and the local board has evolved to be a lynchpin in providing core program services and awareness across the English language learner community.
Additionally, Kentucky is also able to leverage the work of digital equity and broadband expansion by allowing core program staff, Combined State Plan partners and the workforce ecosystem to be able to access Kentucky’s map of targeted populations switch utilizes the census data to depict the locations for:
- Individuals who live in low-income households
- Aging Individuals
- Justice-Involved Individuals
- Veterans
- Individuals with disabilities
- Individuals with a language barrier
- Individuals who are members of a racial or ethnic minority
- Individuals who primarily reside in a rural area
This information is useful in serving individuals with employment barriers and targeting specific regions for maximum service impact. The map can be found here: https://digitalequity.ky.gov/Pages/KY-Map-of-Targeted-Populations.aspx.
Importantly, English language learners are a population pool where the Digital Equity Plan has an objective that allows for alignment of the Digital Equity Plan with Kentucky’s economic, workforce development, health care, and education goals, plans, and outcomes and is designed to benefit all covered populations. Including the strategy of expanding covered populations’ participation in and completion of online targeted-sector training in alignment with Kentucky’s economic and workforce development goals, plans, and outcomes. Specifically, the integration of digital literacy skill development into reading, math, and English language instruction for adults through Kentucky Adult Education courses. Kentucky Adult Education currently includes digital upskilling as a component of all Integrated Education and Training (IET) and Workplace Literacy programs.
In Kentucky, adhering to the Adult Priority of Service requirement in WIOA section 134(c)(3)(E), which mandates that American Job Center staff prioritize recipients of public assistance, low-income individuals, and individuals who are basic skills deficient (including English language learners) when using WIOA Adult program funds for individualized career and training services, the Office of Employer and Apprenticeship Services, in collaboration with the ETPL Coordinator, is dedicated to a proactive and vigilant approach.
To effectively implement and monitor this priority of service requirement, we have devised a multifaceted strategy:
- Training and Capacity Building: The Office of Employer and Apprenticeship Services and the ETPL Coordinator will collaborate closely with state and local Workforce Innovation Boards and local WIOA contractors. This partnership is instrumental in ensuring that front-line employees, including American Job Center staff, are well-informed and adequately trained on the requirements and nuances of the priority of service provisions. This training will equip them with the knowledge and skills necessary to identify and provide specialized services to eligible individuals promptly.
- Clear Guidelines and Procedures: We are committed to developing and providing clear and concise guidelines and procedures that outline how the priority of service should be implemented in practice. These guidelines will include detailed instructions on identifying eligible individuals and the specific services and support they are entitled to under WIOA. By disseminating this information throughout our workforce network, we ensure consistent and equitable service delivery.
- Application Monitoring: The implementation of the Adult Priority of Service requirement also necessitates robust application monitoring processes. Our strategy includes training front-line staff and monitors to ensure that WIOA applications for services are not only processed efficiently but also filled out completely and accurately. This proactive approach helps in the accurate determination of eligibility and prevents inadvertent discrimination against eligible individuals.
- Regular Audits and Compliance Checks: To maintain accountability and adherence to the priority of service requirements, we will conduct regular audits and compliance checks. This process includes periodic reviews of service delivery to verify that the priority individuals are receiving the support they are entitled to, as well as assessing the accuracy and completeness of application processes.
- Feedback Mechanisms: We will establish mechanisms for feedback and reporting. Front-line staff, monitors, and clients will have channels through which they can report concerns or violations of the priority of service requirement. This feedback loop ensures that any issues are addressed promptly and that corrective actions are taken.
Kentucky recently conducted a competitive Request for Applications in March 2022 for the 1 July 2022 – 30 June 2025 Grant Cycle. As a result of the competition, three adult education- eligible applicants were awarded IELCE funding under Section 243: Bluegrass Community and Technical College; Jefferson County Public Schools, and Southcentral Kentucky Community and Technical College. These three applicants cover the following high-volume ELL Kentuckians: Fayette, Jefferson, and Warren.
In PY22, IELCE PROGRAMS SERVED 1,723 English Learner Students (ELLs), attaining 642 measurable skill gains (MSGs). All IELCE programs have access to Integrated Education and Training (IET) opportunities through both state and program-specific partnerships with providers across the commonwealth. Intentional and intense IET-specific training and IELCE guidance have been conducted with IELCE program directors and will continue in the future.
For eligible IELCE applicants of the RFA, the service area for which they apply for core services funds must have met a minimum of 2,000 ELLs. Applicants are required to submit separate forms describing the program’s plan of service and indicate how resources would be allocated in the budget and budget narrative. The eligible applicants are required to provide the two (2) most recent fiscal years’ data indicating the ELL total population, the number of ELLs enrolled in the previous two (2) years, and the projected number of ELL enrollments.
KYAE reinforced communication of IELCE requirements in the RFA. Eligible applicants are required to describe the program’s plan of service and indicate how resources will be allocated in the budget and budget narrative as well as address the 13 considerations among other requirements annotated in the RFA 2022-2025. As a result of the monitoring process, KYAE will assess to ensure that all IELCE program components are fully integrated into those programs awarded IELCE funds as a result of the 2022 grant competition.
KYAE’s purchase of Burlington English positively contributes to IELCE participants blended instructional experience, civics education, and career exploration. The courseware is CASAS- aligned and provides academic instruction for ELL students. Of particular interest is its inclusion of soft skills, career exploration courses, and comprehensive technical/professional learning support services. The Revised English Language Proficiency Instructional Framework aligns with CASAS Life & Work and CLAS-E more explicitly with the ELP Standards in a streamlined and simplified format.
During 2023 and currently, PAPC, using Office of Career, Technical, and Adult Education (OCTAE) resources, is conducting technical assistance sessions specifically targeting IELCE programs and Integrated Education and Training (IET) models.
KYAE is intentional in seeking guidance and assistance from the appropriate US DOE OCTAE Subject Matter Experts to gain greater levels of knowledge on all applicable requirements and guidelines. The goal is to continue attending training sessions and seeking guidance for requirements for current year activities and programs as well as set the conditions to move forward in the future.
IELCE program students will have access to partnership programs. KYAE has significantly increased access to IET/WPL partnerships via the IET/WPL Review Team and Planning Tool process. Kentucky has moved away from the co-enrollment integrated education and training program offered in partnership with the Kentucky Community and Technical College System (KCTCS) as the state model. The KCTCS remains a prominent component of the overall IET/WPL process, however, all eligible providers including IELCE providers now have individual IET/WPL partnerships to enhance access for all eligible participants.
KYAE has 26 local providers who offer programs designed to meet labor market needs and increase credential attainment for adults. KYAE leadership meets periodically with the Kentucky Department of Workforce Development (DWD) offices as well as the Kentucky Center for Statistics (KY STATS) and the Kentucky Council on Postsecondary Education (CPE) to discuss marketing strategies, enrollment trends, and student success outcomes.
KYAE continues to explore ways in which to partner with organizations to offer core adult education services concurrently with occupational skills training. At the same time, these services may not include all the wraparound support services as a fully articulated career pathway program, defined in WIOA Section 3 (Def. 7), they provide an opportunity for adult education providers to collaborate with training organizations to accelerate student learning by attaining adult education contextualized academic support and aligned occupational skills training simultaneously.
Additionally, the KYAE Outreach and Strategic Partnerships Branch continues to engage with local workforce innovation boards (LWIB) and Kentucky Career Centers to offer students opportunities to engage in work-based learning activities leading to potential job placements with community employers. The reengagement is necessary as the totality of the circ*mstances of all eligible participants which includes the second/fair chance population, veterans/family members, and individuals aging out of the foster care system as well as the unhoused/homeless population requires a synchronized approach that aligned with the priorities of the Commonwealth of Kentucky.
KYAE wants to continue to grow and expand the concept of IET in Kentucky beyond the current programs to include prospective collaborations with employers, pre-apprenticeship programs, public and private four-year universities, etc., to support the occupational training element of an IET model by offering a variety of ways students can accelerate their educational and career accomplishments as emerging opportunities are created by leveraging historic infrastructure investments such as BIL, CHIPS, and IRA.
KYAE has reorganized and re-missioned the Strategic Partnership Coordinators in the Outreach and Strategic Partnership Division as well as the PAPC Branch to better address student needs and emerging opportunities across in-demand careers in Kentucky. The new focus is multi-fold, which includes but not limited to the following: connecting and coordinating services and activities through Kentucky Career Centers (KCCs) and identify new and innovative opportunities to serve more students by liaising with and expanding local community partnerships.
KYAE continually provides opportunities to connect local providers with local partners to enhance student access, support, and success.
Based on historical enrollment, KYAE is developing strategies to improve the referral process to increase referrals from employers, community agencies, and WIOA core partners per year. With the use of available resources, technical assistance, periodic monitoring, and offering additional trainings and workshops with our local partners, our IELCE providers will continue to help our state identify how to best align adult education activities with postsecondary, workforce, and local partner needs.
In conclusion, our approach to implementing and monitoring the Adult Priority of Service requirement in WIOA is comprehensive and focused on ensuring equitable access to services for the specified priority groups. Through training, clear guidelines, application monitoring, audits, and feedback mechanisms, we aim to create a system that not only adheres to federal regulations but also reflects our commitment to the welfare and development of all eligible individuals in our state. This approach ensures that the American Job Center staff provide tailored, supportive, and effective services to those who need them most.
