Driving Innovation to Position Maryland in a Nationally Competitive Funding Environment

1. Friday, September 23, 2011 Driving Innovation to Position Maryland in a Nationally Competitive Funding Environment

2. Mary Alice McCarthy, Workforce Analyst • Office of Workforce Investment • Division of Adult Services Employment • and Training Administration (ETA) • United States Department of Labor (USDOL)

3. By June 2012, increase by 10 percent the number of people who receive training and attain a degree or certificate through the following programs: • Workforce Investment Act (WIA) adult, dislocated worker, and youth • National Emergency Grants (NEG) • Trade Adjustment Assistance (TAA)

4. Why Credentials

5. Career Pathways and Credentials Baccalaureate Degree

6. What Do We Mean by Career Pathways? • Are aligned with the skill needs of regional industries; • Include secondary, adult education, and postsecondary education options; • Include curricular and instructional strategies that contextualize learning; • As appropriate, integrate education and training that combines occupational skills training with adult education services, give credit for prior learning, and accelerate advancement; • Lead to the attainment of an industry-recognized degree or credential; • Include academic and career counseling, and support services; • Are organized to meet the particular needs of adults, with flexible and non-semester-based scheduling, and the innovative use of technology Baccalaureate Degree

7. The Career Pathways TA Initiative • Joint DOL-DOEd-HHS Effort • (ETA/OVAE/ACF) • 9 States and 2 Tribal Entitie • State/Local, Cross-Agency Teams • Workforce, ABE, Community Colleges, TANF, CBOs • And Employers! • Focus on Building Partnerships and Shared Vision Baccalaureate Degree

8. Career PathwaysSix Key Elements Framework Baccalaureate Degree

9. Career PathwaysSix Key Elements Goals Baccalaureate Degree

10. On-Going Efforts to Support Career Pathways and Credential Attainment • TAACCCT: Building the capacity of community colleges and partners to serve adult learners and job-seekers • The Workforce Innovation Fund: Supporting innovative services delivery strategies and the systems change necessary to support, sustain and scale those strategies. Specifically, the WIF will invest in strategies that: • Deliver services more efficiently and achieve better outcomes, particularly for vulnerable populations and dislocated workers; • Support both system reforms and innovations that facilitate cooperation across programs and funding streams in the delivery of services to jobseekers, youth, and employers; and • Emphasize building knowledge about effective practices through rigorous evaluation and translating “lessons learned” into improved labor market outcomes and increased cost efficiency in the broader workforce system. • Joint Guidance/Definitions Baccalaureate Degree

11. Minnesota FastTRACAdult Career Pathways Baccalaureate Degree Judy Mortrude, State Program Administrator Minnesota Department of Employment and Economic Development

12. Minnesota’s Skills Gap Baccalaureate Degree

13. www.SHIFTING-GEARS.ORG Baccalaureate Degree • “Nothing is more important to our economic future than matching worker skills to employer needs.”– Ellen S. Alberding, President, Joyce Foundation

14. Baccalaureate Degree

15. Adult Career Pathways Baccalaureate Degree

16. Integrated Instruction Example – Medical Office Career Pathway Facilitate project, coordinate progress meeting, provide technical support & networking Recruit learners, provide funding, host internships Baccalaureate Degree Ensure bridge course connects; support integrated course Central Point of Contact Guide course development and implementation Recruit learners, provide funding and support services

17. Baccalaureate Degree • Trudy Chara, Innovation and Programs Manager • Maryland Department of Labor, Licensing • and Regulation • Division of Workforce Development • and Adult Learning

18. Career PathwaysUpper Shore as the Model • DLLR built 2 teams: • Planning Team & Policy Team • Planning Team with necessary partners and local focus helped build a local model • Policy Team with state reps will address broader policy issues • Attended DOL Institutes and wrote plan • Conducted in-house Labor Shed Analysis • Facilitated integrate career development into ABE/GED/ESL course offerings • Conducted a CNA pilot program Baccalaureate Degree

19. Critical Components • Build Local Implementation Team and a State Policy Team • Labor Shed Analysis and Employer Validation Drove Program Decisions • Build comprehensive strategies including: • Bridge programs to support transition from one step to the next • Build programs that lead to industry certifications • Stackable Credentialing result in pathways out of poverty Baccalaureate Degree

20. Upper Shore’s Career Pathways Process: What We Learned • Putting the right team together • Building a common language & understanding of each programs goals and measures • Program priorities were identified by Labor Shed Analysis (data driven decision making) • Career development could be integrated into ABE/GED/ESL course offerings at no cost • Visits to other programs changed the result • Bridge programs are critical Baccalaureate Degree

21. Continuing Challenges • $$$s • Braiding funding - conflicting performance measures by funding title • Identifying industry certifications and building pathways around them • Stacking credentials • Identifying multiple Career Pathways beyond Healthcare Baccalaureate Degree