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WVABE Instructor WVAdultEd Instructor Handbook 2019-20 Section 7 Setting Goals to Align with Career Pathways A proud partner of the American Job Center Network. Adult Education (AdultEd) Program Office of Adult Education West Virginia Department of Education
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Page 1: West Virginia Adult Education - WVAdultEd - …€¦ · Web viewWVAdultEd is administered through the West Virginia Department of Education Office of Adult Education, Building 6,

Adult Education (AdultEd) ProgramOffice of Adult Education

West Virginia Department of Education

Section 7Setting Goals to Align with Career Pathways

A proud partner of the American Job Center Network.

WVAdultEd Instructor Handbook2019-20

WVABE Instructor Handbook

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The West Virginia Adult Education (WVAdultEd) Program is funded by Workforce Innovation and Opportunity Act (WIOA), enacted July 22, 2014. In addition to federal funding, the West Virginia State Legislature provides funding support.

WVAdultEd is administered through the West Virginia Department of Education Office of Adult Education, Building 6, Suite 825, 1900 Kanawha Boulevard, East, Charleston, West Virginia 25305-0330.

The WVAdultEd Instructor Handbook is produced by the WVAdultEd Professional Development Program, whose fiscal agent is the Mountain State Educational Services Cooperative, 501 22nd Street, Dunbar, West Virginia 25064-1711.

For questions or concerns related to the content of the WVAdultEd Instructor Handbook, Section 7, contact Tina White at 304-922-4505, or via email at [email protected].

Mountain State Educational Services Cooperative does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, or any other characteristic protected by law in access to, employment in, or provision of any of Mountain State Educational Services Cooperative’s programs, benefits, or activities.

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7

Setting Goals to Align with Career PathwaysPOINTING STUDENTS TOWARD LONG-TERM LIFE GOALS...............................................................1

USING THE ECP TO HELP STUDENTS PREPARE FOR EMPLOYMENT AND POSTSECONDARY EDUCATION AND TRAINING..........................................................................................................2

EDUCATION AND CAREER PLAN (ECP)....................................................................................................2CAREER EXPLORATION.........................................................................................................................3GOAL SETTING...................................................................................................................................4

BRIDGE AND IET PROGRAMS LEADING TO CAREER PATHWAYS.....................................................5

WHAT DO WE MEAN BY CAREER PATHWAYS?..........................................................................................5WHAT ARE BRIDGE PROGRAMS?...........................................................................................................5

IMPLEMENTING BRIDGE PROGRAMS AS PART OF CAREER PATHWAYS.....................................................6

WHAT IS INTEGRATED EDUCATION AND TRAINING (IET)?..........................................................................6IMPLEMENTING INTEGRATED EDUCATION AND TRAINING PROGRAMS.....................................................7

APPRENTICESHIP OPPORTUNITIES.................................................................................................8

WVADULTED INVOLVEMENT................................................................................................................8DOCUMENTING WVADULTED APPRENTICESHIP PROGRAMS IN AEMIS..........................................................

ADULT EDUCATION’S ROLE IN THE WV CAREER PATHWAY SYSTEM.............................................11

DESCRIPTIONS OF WV ADULT EDUCATION BRIDGE AND IET PROGRAMS.....................................................13DOCUMENTING ADULT CAREER PATHWAYS IN AEMIS............................................................................19DOCUMENTING INTEGRATED EDUCATION AND TRAINING PROGRAMS (IETS) IN AEMIS................................19DOCUMENTING INTEGRATED ENGLISH LANGUAGE AND CIVICS EDUCATION (IELCE) PROGRAMS IN AEMIS......20

PLAN OF STUDY...........................................................................................................................21

PROGRAM OF STUDY.........................................................................................................................22

CERTIFICATIONS, CERTIFICATES, AND MICRO-CREDENTIALING....................................................23

APPENDIX...................................................................................................................................29

EDUCATION AND CAREER PLANS......................................................................................................... 31AE EDUCATIONAL AND CAREER PLAN...................................................................................................33ESOL EDUCATION AND CAREER PLAN..................................................................................................35ODTP EDUCATION AND CAREER PLAN.................................................................................................37SPOKES EDUCATION AND CAREER PLAN..............................................................................................38APPRENTICESHIP DOCUMENTS............................................................................................................41SAMPLE TOOL FOR NEEDS ASSESSMENT AND GOAL EXPLORATION FOR LOW LEVEL LEARNERS........................45

KNOW WHAT YOU WANT TO LEARN.............................................................................................47

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CERTIFICATE, CERTIFICATIONS, AND MICRO-CREDENTIAL EXAMPLES...........................................................49CERTIFICATE OF WORK ETHIC PROFICIENCY...........................................................................................51CERTIFICATE OF WORK ETHIC PROFICIENCY DIGITAL BADGE.....................................................................52CUSTOMER SERVICE CERTIFICATES – LEVELS I & II..................................................................................53IC3 DIGITAL LITERACY CERTIFICATION..................................................................................................54IC3 ACHIEVEMENT CREDENTIAL..........................................................................................................55COMPUTER ESSENTIALS CERTIFICATE OF ACHIEVEMENT...........................................................................56WVADULTED MICRO-CREDENTIALING DIGITAL BADGES..........................................................................57MICROSOFT® OFFICE SPECIALIST (MOS) CERTIFICATE SAMPLE..................................................................60WEST VIRGINIA WELCOME CERTIFICATE SAMPLE...................................................................................61SERVSAFE FOOD HANDLER TRAINING CERTIFICATE OF ACHIEVEMENT.........................................................61MICROSOFT® DIGITAL LITERACY CERTIFICATE SAMPLE..............................................................................62

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POINTING STUDENTS TOWARD LONG-TERM LIFE GOALS

Adults who enter the West Virginia Adult Education (WVAdultEd) program come with a variety of personal goals. Often the general adult education students will state they are just interested in acquiring their High School Equivalency (HSE) Diploma. However, it is no longer enough to earn a high school credential in order to make a family-sustaining wage.

If asked about their goals, English Language Learners (ELLs) often say they just want to learn to speak English, or they want to pass the citizenship test. These students will need to say more than just a few basic English words or phrases to become integrated into our communities.

In reality, for many of our students, the ultimate aim (whether they express it or are even aware of it) is probably to acquire or retain a decent job. In order to do that, they may have further steps to take that they have not begun to plan for (i.e., enrolling in further training or entering college). In many cases, they may not realize that the WVAdultEd program can help them with more than test preparation.

It is important to orient students to the various services offered by your program. This may be the one and only opportunity you will have to let them know that even if they DO NOT pass the High School Equivalency (HSE) test, they can continue in the WVAdultEd program to study and prepare to take it again. If they DO pass the test, they can continue to prepare for their next step (career or college readiness).

Some students may choose to enroll in the distance education program (Section 13) and decide to work outside of the classroom most or all of the time. Again, this may be your best opportunity to help them look beyond their immediate desire to work online to improve academic skills in preparation for the HSE.

For most students who enroll in your class, the intake and orientation process is the time to thoroughly discuss their need to establish educational and career goals using the Education and Career Plan. Ask students to participate in needs assessment and goal exploration activities that help them to think about and refine their personal wants and needs and define their educational and career goals. They will need to break down their goals into concrete steps they can see and accomplish. Remember, in order to retain adult students, you will need to help them see the connection between their participation in the WVAdultEd program and their own personal needs being met.

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USING THE ECP TO HELP STUDENTS PREPARE FOR EMPLOYMENT AND POSTSECONDARY EDUCATION AND TRAINING

WVAdultEd has shifted the focus of its classes away from passing the state-approved high school equivalency assessment as the primary end goal. WVAdultEd now focuses on ensuring adult learners not only acquire the necessary reading, writing, math, and English language skills, but also the communication, technology, critical thinking, and problem-solving skills needed for success as workers, students, family members, and citizens. Our programs encourage students to plan for the next step and will assist them in preparing for a career or for further education or training.

Education and Career Plan (ECP)

The Education and Career Plan (ECP), see Section 7 Appendix for AE, ESOL, ODTP, and SPOKES ECPs, is a planning and monitoring tool that customizes learning opportunities, broadens perspectives, and supports attainment of goals. The ECP is a form to document personalized, goal-oriented activities regarding student’s interests, values, career selections, and transferable skills. It is designed to help students focus on their academic and career goals. The ECP is a dynamic tool that maps academic plans and reflects each student’s unique set of interests and learning goals along their career path. It is a great starting point for important discussions about the future. Among the features:

Finding careers that match students' skills and interests Identifying personal values and priorities Recognizing transferable skills Tracking community service, work experience and extra-curricular activities Exploring colleges and other opportunities Creating and maintaining resumes and portfolios

This information produces a thoughtful plan of study leading to postsecondary experiences and/or employment along a students’ career path.

The ECP is a “living document” to assist the student with thoughtfully planning an education or career plan. As such, it should be introduced early in the enrollment period within the first 12 hours for all students, with the exception of students attending for TRA only and students attending for specific Career Pathways Bridge or IET programs leading to predetermined post-secondary training, apprenticeship, or employment.

For example, the “Career Choice” and “How I see myself” are sections that could be completed during the enrollment process as they identify their “dream job” and where they see themselves now. Basic skills results can be recorded when the private interview is held with the student to discuss these results. The “Getting Ready” section can be addressed when talking about barriers. Continually integrating the ECP into classroom activities emphasizes the ongoing and living nature of the document.

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It is not necessary to complete a new ECP for students re-entering the program during a different period of participation (POP) within the same program year. A new ECP should be completed if the student re-enrolls in a different program year and it has been more than 12 months since completing their initial ECP. A copy of their original ECP should be placed in their file.

Career Exploration

Career Exploration involves helping students identify their interests, aptitudes, and educational achievements. The ECP will help facilitate students with taking career interest and aptitude assessments and participating in career exploration activities. The ECP process is aligned with the College Foundation of West Virginia (CFWV) and engages all students in a way that advances goal setting, decision-making, and self-advocacy skills that support their lifelong learning. This opportunity to participate in his/her own education and career development encourages students to take ownership of his/her education as well as gain experience in goal setting, identifying areas for growth and expressing opinions about learning techniques.

Another part of career exploration is having students gather information on different occupations they might want to pursue. This process would include investigating educational requirements, expected salary, and availability of training programs, jobs in the field, etc. for a chosen occupation. This process should include review of the WV Economic and Workforce Analysis labor market information. Have students explore different jobs of interest to determine the academic requirements for such employment and provide information about career pathways to in-demand jobs in the state.

To encourage students to explore different career pathways, we recommend using CFWV or one of these sites:

College Foundation of West Virginia (CFWV) has Career Exploration tools found at https://secure.cfwv.com/Career_Planning/Explore_Careers/_default.aspx. Students can explore careers, plan for further education and search for financial aid.

Goodwill Community Foundation (GCF) Learn Free has a Work and Career Section that can be accessed at http://www.gcflearnfree.org/career. Students may explore different jobs of interest to determine the academic requirements for such employment and whether any jobs are available in the area. There are also Job Search tools and Workplace Skills.

Job/Career Accelerator is available free of charge through the West Virginia Library Commission portal at www.wvinfodepot.org. Students can explore careers, construct resumes, and prepare for interviews.

My Next Move is found at https://www.mynextmove.org/. Students can link to the O*NET Interest Profiler at https://www.mynextmove.org/explore/ip which can help students find out what their interests are and how they relate to the world of work. The O*NET Interest Profiler helps students decide what kinds of careers they might want to explore. My Next Move also offers additional career related activities.

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Pathways to the Future has planning tools for identifying your goals for working, learning, and living. The Career Planning process at www.pathwayswv.org/career-planning.php is based on participant needs and considers their strengths, preferences, and interests. Students can access the Traitify assessment by clicking the start button under, Tell us about yourself. You are then asked to register before taking the assessment. In addition, you can also access the O*Net Interest Profiler by clicking the Start button under, Tell us what you like to do.

Goal SettingCompletion of an ECP should help students to set education and training goals. It is important for students to set measurable and specific goals. Goals that are vague or too broad are difficult to track. Breaking down goals into smaller components allows more opportunities for students to reach those goals, which allows a sense of accomplishment.

Goals should be Specific, Measurable, Achievable, Realistic, and Timely (SMART). SMART Goals explain in detail what a student will do, provide details about how modification or technologies will support the student and agree on a realistic time frame for the student to reach the goals. (See SMART Goal Setting: A Surefire Way to Achieve Your Goals below under “For further reading”.)

For lower level learners you may choose to utilize the Know what you Want to Learn (KWL) tool in (Section 7 Appendix).

For further reading:

Eight Strategies for Achieving SMART Goalshttp://www.projectsmart.co.uk/8-strategies-for-achieving-smart-goals.htmlThis webpage gives strategies to help learners achieve the SMART goals (Specific, Measurable, Achievable, Realistic, and Timely) which they have set for themselves.

SMART Goal Setting: A Surefire Way to Achieve Your Goalshttp://www.goal-setting-guide.com/goal-setting-tutorials/smart-goal-settingEveryone will benefit from goals that are SMART. On this webpage, find out how to set SMART goals that you will be able to achieve.

SPOKES Goal Setting Mini Module Access the module from the SPOKES Curriculum Repository Group in Schoology. Instructors can join the group with code XGGZD-BB3MP. This module can be used with students to enhance the SMART Goal Setting process.

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BRIDGE AND IET PROGRAMS LEADING TO CAREER PATHWAYS

Under the Workforce Innovation and Opportunity Act (WIOA), states had to decide how adult education and literacy activities (WIOA, Title II) would be integrated with career development and employment and training activities.

WIOA calls for cross-system alignment; education and training that is focused on the needs of high-demand industry sectors and occupations; regional collaboration focused on the skill needs of regional economies; and the establishment of career pathways systems that make it easier for all students to attain the skills and credentials needed for family-supporting jobs and careers. Among the new adult education activities specified in Title II are: Integrated English Literacy and Civics Education (IEL/CE, Integrated Education and Training (IET).

What do we mean by Career Pathways?Career pathways is a term mentioned over and over throughout WIOA legislation. It means a “series of connected education and training programs and support services that enable individuals to secure employment within a specific industry or occupational sector, and to advance over time to successively higher levels of education and employment within that sector” (Jenkins 2006, 6)1. Career pathways offer a clear sequence, or pathway, of education coursework and/or training credentials aligned with employer-validated work readiness standards and competencies. Career pathways often include “stackable” credentials and accelerated courses offered at flexible times that support student entry and exit along the pathway. These accelerated courses are referred to as Bridge programs.

What are Bridge Programs?Bridge programs, one of the first steps in a career pathway for low-skill adults, support the transition from adult education to the next step in an occupational pathway. By connecting adult education programs to community college occupational programs, bridge programs seek to increase the rates at which low-skill adults move into college-level occupational programs, persist in these programs, and obtain postsecondary credentials in industries offering family-sustaining wages and career advancement.

In practice, Bridge programs help adult students identify career and education goals and develop the skills, content knowledge, and learning strategies they need to enter and succeed in postsecondary education and employment. They combine basic skill instruction in reading, math, writing, and English language, including preparation for the high school equivalency assessment, with occupational content, employment skills, and college success strategies. Some Bridge programs also offer college credit and certificates, which may be the first step toward a college degree. State and local labor market information is used to develop Bridge programs focused on occupations or industry sectors with a high demand for employees.

1 The Career Pathways How-To Guide. https://eric.ed.gov/?id=ED496995 by D Jenkins - 2006

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Implementing Bridge Programs as part of Career PathwaysThe Career Pathways Checklist is designed as a work aid to help determine the extent to which a newly developed or existing program meets the requirements for career pathways in section (3)(7) of WIOA. Instructors and planners of career pathways programs may use this tool to determine if a career pathways bridge program aligns to the statutory requirements in WIOA. The Career Pathways Checklist is funded by the U.S. Department of Education, Office of Career, Technical, and Adult Education.

What is Integrated Education and Training (IET)?An Integrated Education and Training (IET) program must meet the definition and requirements set forth in Workforce Innovation and Opportunity Act (WIOA) and the final regulations as established by the Department of Education on August 19, 2016 in the Federal Register. Under WIOA, integrated education and training is a component that adult education may provide. An Integrated Education and Training (IET) bridge program is defined as:

A service approach that provides adult education and literacy activities concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement.

WIOA specifies three required components to IET:

Adult Education and Literacy Activities--basic literacy skills, English language acquisition, integrated English literacy and civics education, workforce preparation activities, or integrated education and training.

Workforce Preparation Activities--a combination of basic academic, critical thinking, and digital literacy skills, and self-management skills including utilizing resources; using information; working with others; understanding systems; skills necessary to transition into and complete postsecondary education, training, or employment; and other employability skills that increase an individual’s preparation for the workforce.

Workforce Training for a Specific Occupation/Occupational Cluster--can be any of the following:

o Occupational skills training, including training for nontraditional employmento On the job trainingo Incumbent worker trainingo Programs that combine workplace training with related instruction, which may

include cooperative education programso Training programs operated by the private sectoro Skill upgrading and retrainingo Entrepreneurial trainingo Transitional jobso Job readiness training

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o Adult education and literacy activities, including activities of English language acquisition and integrated education and training programs, provided concurrently or in combination

o Customized training conducted with a commitment by an employer or group of employers to employ an individual upon successful completion of the training

To meet WIOA requirements, these three components must be provided concurrently and contextually such that within the overall scope of a particular integrated education and training program, the adult education and literacy activities, workforce preparation activities, and workforce training activities are:

Instructionally balanced proportionally across the three components, particularly with respect to improving reading, writing, mathematics, and English proficiency of eligible individuals;

Occur simultaneously, and

Use occupationally relevant instructional materials.

An IET program must have a single set of learning objectives that identifies specific adult education content, workforce prep activities, and workforce training competencies, and the program activities are organized to function cooperatively.

Integrated English Language and Civics Education (IEL/CE) are required to offer an IET component.

Implementing Integrated Education and Training ProgramsAs part of the Building Opportunities through Integrated English Literacy and Civics Education project, the U.S. Department of Education’s Office of Career, Technical, and Adult Education contracted with the Manhattan Strategy Group to develop an Integrated Education and Training Guide to be used in the development or review of an IET program. This guide is intended to be used as a self-assessment in your development or review of an IET program. The requirements are followed by review questions. The review questions help you determine if all required components as set forth in WIOA (see above), are included in your program’s design.

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APPRENTICESHIP OPPORTUNITIES

Registered apprenticeships are formalized career training programs that offer a combination of structured on-the-job training (OJT) and required related training instruction (RTI). Apprenticeships allow WVAdultEd opportunities to offer basic skills training, workforce and workplace training, customer service training, etc. towards the required RTI hours. The Department of Labor provides a toolkit with helpful steps and resources to start and register an apprenticeship program, from exploring the apprenticeship model as a workforce strategy to launching a new program. Additional information can be found in the Appendix on Steps to becoming a part of the ApprenticeshipUSA Network. For more information on these steps, visit “A Quick-Start Toolkit: Building Registered Apprenticeship Programs” at http://www.doleta.gov/oa/employers/apprenticeship_toolkit.pdf.

WVAdultEd Involvement

All apprenticeship projects are employer driven. It is imperative a WVAdultEd representative be present from the beginning and throughout the entire apprenticeship coordination process. This coordination will ensure all necessary components are considered, including instruction, orientation and assessment requirements, dates of enrollment, and time allowance for the Workforce Innovation and Opportunity Act (WIOA) Student Eligibility process prior to start of class.

For any apprenticeship opportunity that potentially includes WVAdultEd, the following WVAdultEd representatives should be notified and included on all correspondence:

Sandra Adkins Tina WhiteOffice of Adult Education Coordinator WVAdultEd Career Pathways [email protected] [email protected] 304.558.0280 304.922.4505

The appropriate Adult Education Program Director and Regional Coordinator should also be notified. Apprenticeships with an AE component will be led by the local AE instructor.

SPECIAL NOTE: When a potential On the Job Training (OJT) partnership includes WVAdultEd and a Career and Technical Education Center (CTE) serving adults and/or secondary students, additional coordination should include:

Clinton Burch, Executive Director Alyssa Keedy, Coordinator Office of Governor’s Economic Initiatives Office of Governor’s Economic Initiatives [email protected] [email protected] 304.558.2389

WVAdultEd will collaborate with additional partners throughout the apprenticeship process as applicable.

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The WVAdultEd Guide in the Apprenticeship Process is available in the Schoology WVAdultEd Teacher Group. This guide can be distributed to Workforce West Virginia, Workforce West Virginia Development Boards, Department of Labor Office of Apprenticeship representatives, West Virginia Registered Apprenticeship Sponsors, businesses with Registered Apprenticeship programs, and additional Workforce Innovation and Opportunity Act (WIOA) partners.

Documenting WVAdultEd Apprenticeship Programs in AEMIS

The primary focus of the following apprenticeship information is to guide the involvement of WVAdultEd and to evaluate how an apprenticeship may positively or negatively impact performance measures. For this purpose, it is important to first review the three (3) ways to achieve an Educational Functioning Level (EFL) gain:

1. Entrance into post-secondary education . The last day of attendance (withdrawal date from AEMIS) has to be before the entrance date (achievement date into post-secondary education) AND before June 30 to count as an EFL gain.

2. HSE credential obtainment . A student can achieve a gain by achieving their HSE while enrolled or prior to June 30.

3. Pre- and Post- Assessment . The most effective and reliable way to obtain an EFL gain is via pre- and post-assessment. To improve EFL completion rates, align curriculum and classroom instruction using the College and Career Readiness Standards for Adult Education (CCRS) for ELA/Literacy and Mathematics. Teaching to the CCRS requires thought and planning, in addition to giving specific focus on the skill areas students need most. Careful instruction is needed when working towards a post-assessment EFL gain.

To further explore the importance of planning apprenticeships and anticipating how to make EFL gains in them, three examples are provided below: Certified Nursing Assistant Apprenticeship/Integrated Education and Training Program Scenario

A Certified Nursing Assistant (CNA) Apprenticeship/Integrated Education and Training (IET) program consists of 65 CNA instructional classroom hours and ~40 adult education companion class hours with an additional 55 CNA clinical hours offsite. The Adult Education (AE) training hours are held at the WVAdultEd Learning Center, and the clinical hours are held at a nearby healthcare facility. XYZ is the participating Apprenticeship Employer.

Entry into the program requires a high school diploma or equivalency and a minimum Educational Functioning Level (EFL) 4. The AE training portion is conducted at the same time (contextually and concurrently) as the CNA instruction. This program meets all IET components.

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Participants are pre- and post-assessed. The only opportunity for an EFL gain is through the post-assessment**.

Certified Nursing Assistant Apprenticeship/Bridge II Career Pathways Program

A Certified Nursing Assistant (CNA) Apprenticeship Program consists of 24 hours of Adult Education (AE) training hours, towards the 144 Related Training Instruction (RTI) hours requirement. This training is being conducted prior to the beginning, or first day, of the actual CNA apprenticeship training. The AE instruction is being held at the WVAdultEd Learning Center; XYZ Hospital is the participating employer for the CNA training.

Entry into the program requires a high school diploma or equivalency; therefore, the AE training portion is being conducted prior to the CNA portion, allowing AE an opportunity for an EFL entered post-secondary gain*. This program meets all Bridge II Career Pathways components (targeted instruction for a specific occupation) but does not meet the guidelines for an Integrated Education and Training program (instruction is not happening simultaneously).

Evaluating the timing/dates of the Adult Education (AE) instruction can have an impact on the opportunity to achieve an EFL gain, i.e., in the second (2.) CNA Apprenticeship class set-up explanation below, AE arranged their instruction prior to participants entering into the CNA program allowing for an entered post-secondary EFL gain.

Emergency Medical Technician Apprenticeship/Integrated Education and Training Program

An Emergency Medical Technician (EMT) Apprenticeship Program consists of Related Training Instruction (RTI) hours provided by Adult Education (AE). The AE and EMT instruction is being held at the WVAdultEd Learning Center. The EMT instructor is also an Educational Services Cooperative/Public Service Training employee. This program does meet the components of an Integrated Education and Training program.

Entry into the program requires a high school diploma or equivalency. In addition, qualified candidates must demonstrate an Educational Functioning Level (EFL) 4 in reading and math. The AE training portion is being conducted at the same time as the EMT instruction. Participants are pre- and post-assessed. The only opportunity for an EFL gain is through post-assessment**; otherwise, there is not an opportunity for a gain since participants must have a high school diploma or equivalency upon entry, and the AE portion of training was not provided in advance in order to receive an entered post-secondary gain.

WVAdultEd assessed the EMT students. All students scored an EFL 6 in reading; therefore, the only opportunity for an EFL gain is post-assessment in math. Under these circumstances, it is important that the AE instructor teach using the College and Career Readiness Standards giving specific focus to math skills.

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ADULT EDUCATION’S ROLE IN THE WV CAREER PATHWAY SYSTEM

WVAdultEd has transitioned to preparing students to enter career pathways by providing Bridge Programs and Integrated Education and Training (IET) Programs. Our classes must provide skills needed for college and career readiness (not simply high school equivalency).

The graphic on the following page illustrates Adult Education’s Role in the West Virginia Career Pathway System. It shows the range of ongoing Bridge and IET programs available via WVAdultEd and how wrap-around services are related.

Students entering your program at various Educational Functioning Levels (at both ABE and ESL EFLs) are immediately placed in the WVAdultEd career pathways Pre-Bridge program. The Pre-Bridge program is ongoing basic skills instruction designed as a flexible option for students to improve life skills and academic readiness in order to enter a Bridge program. A student is then enrolled into either a Bridge Prep, Bridge I, Bridge II, Integrated Education and Training, or Integrated English Language/Civics program (see Descriptions of WVAdultEd Bridge Programs ).

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Descriptions of WV Adult Education Bridge and IET programsWVAdultEd Bridge and IET programs lead to the next step in the West Virginia Career Pathway System. These programs integrate basic skills and occupational content to help educationally underprepared adults along a continuum from pre-literacy to post-secondary readiness level connect to pathways to high-demand careers that pay life sustaining wages.

Pre-BridgeOngoing basic skills instruction designed as a flexible option for students at various levels to improve life skills and academic readiness in order to enter a Bridge program

Typical Duration Ongoing, with specific managed intake/entry dates

Possible Entry Points

Zero to Eleventh grade reading (EFL 1-5) Beginning to High Intermediate ESL level (EFL 7-11) for non-native English

speakers With or without a high school diploma or equivalency diploma Not necessarily available for work; not able to commit to a regular class

schedule; or waiting for a bridge program to begin

Outreach Suggestions

Local program brochure describing program WIOA Partners Local Print Media and Social Media

Suggested Features

Outcome competencies selected to promote success in bridge programs, post-secondary training, and/or jobs

Contextualized Instruction in basic academic skills (reading, writing, listening, speaking, and applied math) and digital literacy skills.

Skills taught in the context of career exploration, and job readiness Learning success skills (for everyday life and on the job) such as parenting,

financial literacy; and improving work ethics (attendance, accountability, confidence, etc.)

Potential Wrap-Around Support

Barrier identification and referral to community resources Follow-up support after exit

Possible Next Steps Bridge Prep, Bridge I, Bridge II, Post-Secondary training, Employment

Educational Programing Models

Basic Literacy and Basic Academic Skills Instruction English Language Instruction Financial Literacy Digital Literacy

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Job Readiness

Bridge Prep Intentional focus on work by embedding work readiness skills and preparation for post-secondary training into adult education programs

Typical Duration

Compressed Schedule (not more than 10-12 weeks); set start/end date; regular weekly schedule; part-time programs may use a flipped classroom approach to complete curriculum within the recommended timeframe

Possible Entry Points

Fourth to Eleventh grade reading (EFL 3-5) High Intermediate to Advanced ESL level (EFL 11-12) for non-native English

speakers With or without a high school diploma or equivalency diploma Desire to enter and succeed in post-secondary education or employment

Outreach Suggestions

Local program brochure describing specifics of the program WIOA Partners Local Print Media and Social Media

Suggested Features

Outcome competencies selected to promote success in bridge programs, post-secondary training, and/or jobs

Contextualized Instruction in basic academic skills (reading, writing, listening speaking, and applied math) and digital literacy skills

Academic and digital literacy skills taught in the context of exploring a broad range of careers and postsecondary training options

Learning success skills (for everyday life, education, and employment) such as reducing test anxiety; improving work ethics (attendance, accountability, confidence, etc.); and job readiness (resume, interview prep, etc.)

Potential Wrap-Around Support

Barrier identification and referral to community resources Navigator or instructor to assist with job placement Follow-up support after exit

Possible Next Steps Bridge I, Bridge II, Post-Secondary training, Employment

Educational Programing Models

TASC Bridge Prep Braxton SPOKES/AdultEd TASC FastTRACK

Contextualized Career Cluster Bridge Prep Lewis County Earn by Day, Learn by Night SPOKES

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Bridge ILow intermediate reading, writing, speaking, and math taught in the context of a variety of occupational sectors

Typical Duration

Compressed Schedule (not more than 10-12 weeks); set start/end date; regular weekly schedule; part-time programs may use a flipped classroom approach to complete curriculum within the recommended timeframe

Possible Entry Points

Fourth to Sixth grade reading (EFL 3) Intermediate ESL level (EFL 11) for non-native English speakers With or without a high school diploma or equivalency diploma Desire to pursue post-secondary education or employment Desire to advance from a low-skill, low-pay job

Outreach Suggestions

Career Pathways flyer for a career cluster occupational pathway WIOA Partners Industry-specific employers Local Print Media and Social Media

Suggested Features

Outcome competencies developed with partners including employers, workforce development, and technical education (CTE) programs

Contextualized Instruction in basic academic skills (reading, writing, listening, speaking, and applied math) and digital literacy skills

Academic and digital literacy skills taught in the context of exploring careers and postsecondary training options, with a focus on job and life “success skills,” such as writing a resume, interviewing for a job, providing customer service, using computers at home and on the job, workplace safety, workplace rights, and exploring life and work values and goals

Training in industry-specific vocabulary and skills (in field-specific programs) Workplace communication skills Job shadowing, internships, or other work experience opportunities

Potential Wrap-Around Support

Barrier identification and referral to community resources Navigator or instructor to assist with job placement Follow-up support after exit

Possible Next Steps

Bridge II; specific college-level occupational certificate or degree program, CTE training, apprenticeship, or other postsecondary technical training

Educational Programing Models

College Transition Bridge I Ritchie County College Readiness

Adult Education Career Pathways Program Ohio County AdultEd /Petroleum/Manufacturing Career Pathways Pilot

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Bridge IIHigh intermediate basic skills and focused preparation for a targeted post-secondary occupational pathway

Typical Duration

Compressed Schedule (not more than 14-16 weeks); set start/end date; regular weekly schedule; part-time programs may use a flipped classroom approach to complete curriculum within the recommended timeframe

Possible Entry Points

Sixth to Ninth grade reading (EFL 4) Advanced ESL level (EFL 12) for non-native English speakers With or without a high school diploma or equivalency diploma Desire to pursue postsecondary technical training or education

Outreach Suggestions

Career Pathways flyer for an established occupational pathway WIOA Partners Industry-specific employers Local Print Media and Social Media

Suggested Features

Outcome competencies developed with partners including employers, workforce development, and technical education (CTE) and college occupational degree programs

Contextualized Instruction in basic academic skills (reading, writing, listening, speaking, and applied math) and digital literacy skills

Skills taught in the context of exploring careers and postsecondary training options and preparing for an established occupational pathway.

Learning success skills (for school and on the job) Training in industry-specific vocabulary and technical fundamentals taught

using workplace problems and tools and material from introductory college-level courses (in field-specific programs)

Job shadowing, internships, or other work related experience opportunities Credentialing and/or certificates for successful completion

Potential Wrap-Around Support

Barrier identification and referral to community resources. Navigator to assist with job shadowing, internships, and job or college

placement assistance Follow-up support after exit

Possible Next Steps

Specific college-level occupational certificate or degree program, CTE training, apprenticeship, or other postsecondary technical training

Educational Programing Models

College Transition Bridge II BridgeValley Advanced Manufacturing and/or Information Technology

Adult Education Career Pathways Program Boone County Nursing Academy Summers County Hospitality/Tourism or Pathways to a Health Career

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Integrated Education and TrainingIntegrated course with a single set of learning objectives that identifies specific adult education content, workforce prep activities, and workforce training competencies.

Typical Duration

Compressed Schedule (not more than 14-16 weeks); set start/end date; regular weekly schedule

Possible Entry Points

Ninth to Twelfth grade level reading (EFL 5-6) Completion of Advanced ESL (EFL 12) High school diploma or nearly complete equivalency diploma Desire to pursue postsecondary technical training or education Completion of Bridge I or Bridge II

Outreach Suggestions

Career Pathways flyer for an established occupational pathway WIOA Partners Local Print Media and Social Media

Suggested Features

Outcome competencies developed with partners including employers, workforce development, career technical education (CTE) and college occupational degree programs

Contextualized Instruction in basic academic skills (reading, writing, listening, speaking, and applied math) and digital literacy skills

Training in industry-specific vocabulary and technical fundamentals taught using workplace problems and tools

Workplace preparation activities in an established occupational sector or pathway leading to employment in high demand or high growth industries, and learning success skills (e.g., time management, financial literacy, etc.)

Workforce training taught concurrently and contextually with basic skills may include occupational skills for a specific sector or career pathway; or may include specific skill upgrading or retraining for those already employed in an in-demand occupation

Shared instruction and shared students--adult education and vocational Instructors working together in the classroom with students co-enrolled

Potential Wrap-Around Support

Barrier identification and referral to community resources Navigator to assist with job placement Follow-up support after exit

Possible Next Steps

College-level certificate, associate degree, apprenticeship, or other postsecondary technical training

Educational Programing Models

Integrated Education and Training with Career Technical Education (CTE) RESA 1 Certified Nursing Assistant-IET

Adult workforce training and retraining with Workforce American Job Centers

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Integrated English Language & Civics EducationIntegrated course for English language learners that includes English language acquisition activities taught along with workforce prep and workforce training activities.

Typical Duration

Compressed Schedule (not more than 14-16 weeks); set start/end date; regular weekly schedule; part-time programs may use a flipped classroom approach to complete curriculum within the recommended timeframe.

Possible Entry Points

Intermediate to Advanced ESL level (EFL 10-12) for non-native English speakers With or without a high school diploma or equivalency diploma May include advanced degrees from international institutions Desire to pursue postsecondary technical training and education or

employment

Outreach Suggestions

Career Pathways flyer for an established occupational sector or pathway WIOA Partners Industry-specific employers Local Print Media and Social Media

Suggested Features

Outcome competencies set by employers Contextualized Instruction in basic academic skills (reading, writing, listening,

speaking, and applied math) and digital literacy skills Training in industry-specific vocabulary and technical fundamentals taught

using workplace problems, tools, and materials Workplace preparation activities in an established occupational sector or

pathway leading to employment in high demand or high growth industries, and learning success skills (e.g., time management, financial literacy, etc.)

Workforce training taught concurrently and contextually with basic skills may include occupational skills for a specific sector or career pathway; or may include specific skill upgrading or retraining for those already employed in an in-demand occupation

Potential Wrap-Around Support

Barrier identification and referral to community resources Navigator to assist with job placement Follow-up support after exit

Possible Next Steps

College-level certificate; associate degree; CTE, apprenticeship, or other postsecondary technical training

Educational Programing Models

Integrated Education and Training with Career and Technical Education (CTE) Adult workforce training and retraining with Workforce American Job Centers Workplace Education

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Documenting Adult Career Pathways in AEMISUpon enrollment in a Period of Participation (POP)2, all students entered in AEMIS (at both ABE and ESL EFLs) are automatically considered to be in the Pre-Bridge program while completing their orientation, testing/assessment, career exploration, goal setting, and Education and Career Plan (ECP).

When a currently enrolled student begins participation in a Bridge Prep or Bridge I or II course, that student’s type should be identified in AEMIS as Adult Career Pathway under Student Types During POP (while enrolled).

When a student attends your class to specifically enroll in a Bridge Prep or Bridge I or II course, that student/group of students may be entered as a separate Adult Career Pathway Class Type and identified as an Adult Career Pathway Student Type. Keep in mind, if the class type of Adult Career Pathway is selected, ALL students enrolled in the class are considered Adult Career Pathway Student Type.

Documenting Integrated Education and Training Programs (IETs) in AEMIS

Service to our students is paramount. At the same time, it is critical that the data entry for services is entered to capture the Educational Functioning Level (EFL) gain to positively impact the program’s performance measures. When implementing an IET and preparing for data entry, please contact Nick Northup at [email protected] or Tina White at [email protected] to ensure the best option.

When a student attends your class to specifically enroll in an Integrated Education and Training (IET) Career Pathway, which must be developed in partnership with an employer, career and technical education, career and technical college, or workforce development, that student/group of students may be entered into a separate IET Class Type and the students identified as an IET Student Type. Selecting to enter a separate IET Class Type will depend upon several factors during the program implementation and time frame the program is offered. Also keep in mind, if the class type of IET is selected, ALL students enrolled in the class are considered IET.

When a currently enrolled student begins participation in an Integrated Education and Training course, that student may be identified as an IET Student Type under Student Types During POP (while enrolled). Please note that Students Types may be added in AEMIS anytime during enrollment within a POP (not just at entry).

2 A Period Of Participation (POP) begins each time a participant enrolls in adult education—even when multiple enrollments occur during the same program year. Subsequent enrollments during a program year result in a new period of participation. Therefore, a participant may have more than one period of participation in a program year.

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Documenting Integrated English Language and Civics Education (IELCE) Programs in AEMIS

Under the Adult Education and Family Literacy Act (AEFLA), IET is an allowable strategy for general funds and is a required strategy for Integrated English Language and Civics Education (IELCE), Workforce Innovation and Opportunity Act (WIOA) section 243 funds. If a student is enrolled in an IELCE program, an opportunity to participate in an IET must be offered. Any student from an IELCE program that chooses to participate in an IET, should be given an IET Student Type under Student Types During POP (while enrolled). If the IELCE program develops a class specifically for ESOL students that meets the definition of IET, then the students should be entered into a separate IET Class Type and the students identified as an IET Student Type.

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PLAN OF STUDY

Once you have collected the intake information and completed the Education and Career Plan (ECP), including results of screenings, learning style inventories, self-assessment checklists, academic assessments, and/or career interest and aptitude inventories, it is time to review the personal goals identified by the students and develop a plan of study for their time in your class.

Help students decide the most important reasons for coming to the program and specifically what they want to accomplish in the class. Some students may not have even considered what to do after obtaining the high school equivalency diploma but may now want to set specific goals (e.g., work readiness, preparation for entry into a post-secondary education or training program, etc.).

Discuss students’ career interests and aptitudes in relation to the in-demand jobs in the area. In-demand jobs and employment information can be found using the WV Economic and Workforce Analysis report.

It is important students begin to see steps toward a career pathway. You will need to provide information on local job providers and American Job Centers and about postsecondary training opportunities in Career Technical Education (CTE) adult programs, apprenticeship programs, community colleges and universities, etc.

Decide with them on a plan of study that outlines some steps to meeting various goals. Currently, there is no official plan of study created for WVAdultEd. However, it is important that students are involved in selecting the educational opportunities in which they plan to participate. Discuss a timeline based on their willingness to study.

The plan of study should also identify career pathways and outline course materials, group lessons, and individual assignments. Show students how to keep track of what they are accomplishing.

Help students choose goals based on their capabilities and interests (as shown by the results of assessment and Education and Career Plan) and based on the class time available. Remember some students may choose to enroll in the distance education program (Section 13) and decide to work outside of the classroom most or all of the time. Again, this may be your best opportunity to help them look beyond their immediate desire to work online to improve academic skills in preparation for a test.

In summary, completing the Education and Career Plan (ECP), entering the career pathway system, and developing a plan of study will help students identify career and education goals and develop the skills, content knowledge, and learning strategies they need to enter and succeed in post-secondary education and employment. The ECP assists students in exploring, identifying and planning for the skills and knowledge necessary to achieve their education and career goals. Helping students enter a career pathway involves identifying the series of WVAdultEd Instructor Handbook, Section 7, 2019-2020 21

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manageable steps leading to post-secondary education and employment opportunities in growing occupations. Each step is designed to prepare individuals for the next level of employment and education and provides a credential with labor market value. A plan of study outlines the steps for meeting various goals identified in the ECP and career pathways program. It discusses a timeline based on the student’s availability and willingness to study. A plan of study includes course materials, group lessons, contextualized instruction, and individual assignments to assist instructors and show students how to keep track of what they are accomplishing.

Program of Study A plan of study and the program of study found on the Student Profile Form should not be confused. One is a classroom tool and the other is a vital part of the intake process. At entry into a POP, after a student has identified personal goals and made a commitment to a schedule and a plan of study for your class, the instructor should select the program of study on the Student Profile Form and in AEMIS.

The program of study focuses on what the student needs to achieve while enrolled to meet federal performance measures related to employment, post-secondary education/training, and High School Equivalency (HSE). Select one of the following for every student:

HSE Completion: All students that do not have a High School Diploma (or equivalent) upon entry, will select HSE Completion.

EFL Completion, leading to employment: All students that already have a High School Diploma (or equivalent) upon entry and are seeking assistance to obtain employment or skills/tools leading to better employment will select EFL Completion, leading to employment.

EFL Completion, leading to an industry-recognized certificate or certification (credential): All students that already have a High School Diploma (or equivalent) upon entry and are seeking skills to obtain industry-recognized credentials will select EFL Completion, leading to an industry-recognized certificate or certification (credential). These students are seeking skills to enroll in post-secondary education or training.

The program of study is not to be updated/changed during enrollment within the POP; it has to be decided upon and recorded in AEMIS upon entry into the POP.

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CERTIFICATIONS, CERTIFICATES, AND MICRO-CREDENTIALING

With the Workforce Innovation and Opportunity Act (WIOA), adult education is charged with increasing opportunities for students to enter post-secondary education and obtain family sustaining employment. As a part of this goal, students have the opportunity to earn certificates and/or certifications in work ethics, customer service, and computer skills.

Eligibility for these opportunities involves an instructor evaluation of student commitment to the adult education program. It is highly recommended that students have strong attendance in the classroom (above 30 hours) and have their interim assessment completed and recorded in AEMIS. A strong commitment to the program will ensure a student completes the necessary training and the exam(s) required to earn a certificate and/or certification.

The WVAdultEd Distance Education and Online Assessment Resources Group in Schoology provides training and instructional resources to teachers. Instructional resources include PowerPoint presentations, software downloads, games, etc. All instructors need to be aware of the certificates and certifications available to students and be prepared to offer them in the classroom on any given day. Sample student portfolios with explanations For support with implementing these opportunities and to access the Schoology Group, contact Rebecca Metzger at [email protected].

Certificate of Work Ethic Proficiency

Bring Your A Game to Work is a curriculum offered by the Center for Work Ethic Development that focuses on seven attributes employers seek: attitude, attendance, appearance, ambition, accountability, acceptance, and appreciation. Through the use of a student textbook and workbook, instructors facilitate more than 40 hours of interactive activities to ensure students earn a Certificate of Work Ethic Proficiency by successfully passing an online assessment. Participants earning the certificate may also be issued a reference letter and a digital badge by the Center for Work Ethic Development to post to his/her LinkedIn, Twitter, or Facebook page.

Customer Service (Through the Customer’s Eyes) Part 1

Through the Customer’s Eyes is an online certificate program which uses vignettes of typical customer interactions to demonstrate right—and wrong—ways to manage service situations. By combining presentation and dramatization with interactive exercises and other activities, content is presented in an engaging, informative manner. The participant will progress through six distinct modules that cover core customer service knowledge and skills:

Why Customer Service Matters What Customers Want Essential Customer Service Skills, Part I Essential Customer Service Skills, Part II

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Handling Complaints and Dealing with Angry People Customer Service as a Strategic Marketing Tool and Customer Service Teams

Customer Service (Through the Customer’s Eyes) Part 2

Part 2 expands on the essential core skills taught in the original six-module program, with three additional training modules to raise the participant’s customer service performance. These modules cover core customer service knowledge and skills.

These three areas are: Sales Skills for the Customer Service Pro Communication Skills for the Customer Service Pro Phone Skills for the Customer Service Pro

Internet and Computing Core Certification (IC3)/GS5

IC3/GS5 provides the participant a future in computers, or any field that requires the use of computers. IC3/GS5 provides both students and job seekers with the foundation of knowledge needed to succeed in environments that require the use of computers and the Internet. The Global Standard 3/GS5 is an internationally recognized standard for digital literacy and reflects the most relevant skills for school and business today. IC3 certification can help students refine their knowledge in the most important and valuable areas as well as help them define their proficiency and marketable skills as they enter the workforce. In order to become IC3 certified, a student must receive a passing score on three separate exams: Living Online, Computing Fundamentals, and Key Applications. A student receives an achievement credential for each exam passed. Before taking an official exam, the participant must score at least 80% on section practice exams to ensure a passing score.

Microsoft® Office Specialist Certification

Microsoft® Office Specialists are a part of a global community of distinguished achievers. This Microsoft® credential tells the world the participant has demonstrated proficiency in the newest standard of the world's foremost desktop computing applications. Microsoft® certifications (based on globally recognized standards) demonstrate student computing skills and help advance career prospects in a competitive job market.

Microsoft® Office Specialist (MOS) certifications are primarily for participants who use Microsoft® Office programs as a vital part of their job functions. These certifications cover the entire Microsoft Office Suite, encompassing Word, PowerPoint®, Excel®, Outlook® and Access®, as well as Windows Vista®.

The certifications are: Using Microsoft® Office Word® Using Microsoft® Office Excel® Using Microsoft® Office PowerPoint®

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Using Microsoft® Office Outlook® Using Microsoft® Office Access® Using Microsoft® Office Access® Using Microsoft® Office SharePoint®

MOS is a core certification validating skills with the Microsoft® Office suite. Participants can achieve the Specialist MOS credential by passing any one of the following exams: Word®, Excel®, PowerPoint®, Access®, Outlook®, or SharePoint®. Microsoft® Expert must pass exams in either Word® Expert or Excel® Expert. The Microsoft® Office Master denotes fluency in several areas, three required exams and one elective.

Computer Essentials Certificate of Achievement

The Computing Essentials Certificate of Achievement is issued by Essential Education. Learners receive a certificate after completing all three areas of their digital literacy training program: Understanding & Using Technology, Finding & Using Information, and Digital Citizenship. Learners earn a certificate once all three sections of the program are completed. An appropriate student goal would be to earn a minimum of 80% to achieve a Gold Level or higher on all three sections.

Micro-Credentialing with Digital Badges

We understand our students’ commitment to lifelong learning is not always recognized by a certificate or credential, and that is why WVAdultEd implementing a micro-credentialing system with digital badges. Digital badges acknowledge the skills and knowledge students develop in the classroom, as they pursue non-traditional pathways to meet their educational goals. West Virginia Adult Education issues digital badges to students who complete career pathways programs or the SPOKES/Transitions Curriculum. Digital badges for Bridge Programs will become available in the future. Training for the use of digital badges for adult education students can be located at https://mix.office.com/watch/1njbesi2s4w9s. If you have questions about digital badges, please contact Rebecca Metzger at [email protected].

West Virginia Welcome Certificate

The state’s tourism and hospitality industries require employees to be personable and proactive in meeting the needs of customers. The West Virginia Welcome Course is available through a partnership between West Virginia University’s Hospitality and Tourism Program, the West Virginia Department of Education’s HEAT Program, the West Virginia Hospitality and Travel Association, and the WVU Extension Service. Students can complete an hour long online course independently or participate in a two-hour face-to-face training session. Adult Education instructors can become trained in the delivery of the West Virginia Welcome two-hour face-to-face session by contacting the WVDE’s HEAT Program.

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Microsoft Digital Literacy Certificate

Due to unfamiliarity with technology, some programs may select to integrate the Digital Literacy Standard Curriculum (Version 4) by Microsoft into their Career Pathways. The curriculum features screen shots and simulations from Windows 8 and Microsoft Office 2013 to illustrate and provide hands-on examples. Topics include:

Computer Basics The Internet, Cloud Services, and the World Wide Web Productivity Programs Computer Security and Privacy Digital Lifestyles

Students work through the curriculum modules for each topic and take a certificate test at the end. The curriculum and exam are free to educators and students.

ServSafe® Certifications

ServSafe® Certifications are administered by the National Restaurant Association, and many are available to adult education students through the West Virginia Department of Education (WVDE). Before offering these certifications to students, it is important to contact the county health department to determine if local industries are required to obtain a food handler certification from the health department, rather than ServSafe®. After identifying the need for this certification in the service area, gain commitment from at least five students before planning a training date. Please contact Tami Maynard, Coordinator – WVDE Hospitality, Education and Training, at [email protected] to schedule ServSafe training for Food Handler, Alcohol, and Manager. ServSafe® Allergy, Workplace Employee Edition, and Workplace Manager Edition are only available online; please contact Rebecca Metzger at [email protected] to obtain licenses.

ServSafe® Food Handler covers basic food safety practices for preparing and serving food. Specific topics include:

Food Safety Is Important Good Personal Hygiene Controlling Time and Temperature

Preventing Cross-Contamination Cleaning and Sanitizing

ServSafe® Alcohol covers the essentials of responsible alcohol service. Participants learn how to protect themselves and the operation from risks and liabilities. Specific topics include:

Alcohol Law and Your Responsibility Recognizing and Preventing

Intoxication

Checking Identification Handling Difficult Situations

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ServSafe® Allergy covers the critical information food industry employees and managers need in order to accommodate guests with food allergies and respond to emergencies. Topics include:

Defining Food Allergies Recognizing Symptoms Identifying Allergens Dangers of Cross-Contact Proper Cleaning Methods

Proper Communication Preventing Cross-Contact Workstations & Self-Serve Areas Special Dietary Request Dealing with Emergencies

ServSafe® Manager covers foodborne illness, how to prevent it, and how to train employees in food sanitation. Specific topics include:

Providing Safe Food Forms of Contamination The Safe Food Handler The Flow of Food Preparation

The Flow of Food Service Safe Facilities and Pest Management Cleaning and Sanitizing

ServSafe® Workplace Employee Edition focuses on sexual harassment prevention for the restaurant industry. It provides employees with facts about what sexual harassment is (and isn’t), how to report it, and why a harassment-free workplace is every employee’s right. Restaurant-industry examples describe a variety of sexual harassment scenarios and the impact they can have on individuals and the work environment. Developed in compliance with EEOC guidelines, the program takes a frank and modern approach to addressing and preventing sexual harassment in the workplace.

ServSafe® Workplace Manager Edition focuses on sexual harassment prevention for managers in the restaurant industry. Building on the content in the employee program, the Manager Edition examines the vital role managers play in crating and promoting a harassment-free workplace culture and provides them with the tools they need to respond confidently and appropriately to sexual harassment claims. Developed in compliance with EEOC guidelines, the program takes a frank and modern approach to addressing and preventing sexual harassment in the workplace.

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APPENDIX

Section 7Education and Career Plan

Career Exploration

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Education and Career Plans

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AE Educational and Career Plan

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ESOL Education and Career Plan

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ODTP Education and Career Plan

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SPOKES Education and Career Plan

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Apprenticeship Documents

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Sample Tool for Needs Assessment and Goal Exploration for Low Level

Learners

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Name: _____________________________

Know What You Want to LearnWhat are your personal goals? What is preventing you from reaching them?

Family Community / Work

Educational

To be completed by Instructor Program of Study (Entry EFL area) Learning Style

BarriersCheck all that apply

Childcare Lack of family or partner

support – financial or education

Single parent pressures Extended family responsibilities Chronic Illness Work Schedule No experience with success in

school; fear of failure Transportation Other, specify_________________________________________________________________________________________________________________________________________________

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Class Goal

KWL

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Certificate, Certifications, and Micro-Credential Examples

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Certificate of Work Ethic ProficiencyIssued by the Center for Work Ethic Development

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Certificate of Work Ethic Proficiency Digital BadgeIssued by the Center for Work Ethic Development

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Customer Service Certificates – Levels I & IIIssued by National Seminars Training

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IC3 Digital Literacy CertificationIssued by Certiport

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IC3 Achievement CredentialIssued by Certiport in Computing Fundamentals, Living Online, & Key Applications

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Computer Essentials Certificate of AchievementIssued by Essential Education

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WVAdultEd Micro-Credentialing Digital Badges

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Microsoft® Office Specialist (MOS) Certificate SampleIssued by Certiport

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West Virginia Welcome Certificate SampleIssued by the West Virginia University Extension Service, West Virginia Department of

Education, and West Virginia Hospitality and Travel Association

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ServSafe Food Handler Training Certificate of AchievementIssued by the National Restaurant Association

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Microsoft® Digital Literacy Certificate SampleIssued by Microsoft®

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