NEDP Overview: A WIOA Solution Margaret Kirkpatrick & Joan Polster, Co-directors CASAS Summer Institute June 22, 2016
The National External Diploma Program (NEDP): competency-based applied performance assessment system series of performance tasks that parallel job and life situations 2
NEDP: Skills Assessment NEDP Clients Are evaluated against a criterion of excellence instead of by comparison to others Are required to take responsibility for acquiring skills and knowledge by using existing resources Achieve mastery of all required competencies, plus an occupational or specialized skill Allows client to work toward repeated success at 100% mastery 3
NEDP & WIOA: Supports WIOA Goals Allows clients to obtain a HS diploma while meeting other WIOA performance measures Provides a stackable credential that verifies to employers that the client has the foundational, cognitive, and occupational-specific skills needed for work readiness Offers an ideal option for WIOA partners looking to develop an integrated education and training (IET) program 4
NEDP & WIOA: WIOA Additions to Title II Workforce Preparation Activities Integrated Education and Training (IET) Digital and Information Literacy Cross-Title Performance Accountability Alignment to Titles I, III, and IV 5
NEDP & WIOA: Workforce Preparation Activities NEDP is designed to help clients acquire a combination of basic academic, critical thinking, digital literacy, and self-management skills NEDP includes competencies in utilizing resources and using information, and acquiring other skills necessary for successful transition into postsecondary education, training, or employment 6
NEDP & WIOA: Workforce Preparation Activities Programs and services designed to help an individual acquire a combination of basic academic, critical thinking, digital literacy, and self-management skills NEDP includes competencies in: Using resources and information Working with others Understanding systems Obtaining skills necessary to successfully transition to and complete post-secondary education, training and employment 7
NEDP & WIOA: Integrated Education and Training (IET) Service approach that provides adult education and literacy activities concurrently and contextually with workforce preparation activities Targets training in occupations or clusters that assist adults in their educational and career advancement 8
NEDP & WIOA: Digital Literacy The skills associated with using technology to enable users to find, evaluate, organize, create, and communicate information. NEDP encourages the development and assessment of digital literacy skills as an online program 9
NEDP & WIOA: Digital Literacy The skills associated with using technology to enable users to find, evaluate, organize, create, and communicate information. NEDP encourages the development and assessment of digital literacy skills as an online program 10
NEDP & WIOA: Technology-rich Environments Test-taker needs knowledge of the structure of a technology-rich environment: How to use command names Drop-down menus Naming protocols for files and folders Links in a web page Ability to interact with digital information (understand electronic images, graphics and numerical data) Locate, evaluate and judge the validity, accuracy and appropriateness of online information Source: Problem Solving in Technology-Rich Environments OTAN Online Connection Winter 2014 otan.us 11
NEDP & WIOA: Cross Title Performance and Accountability Allows for data sharing via co-enrollment in education (Title II) and skills training (Titles I, III and IV) Leads to secondary school diploma/equivalency AND a transition plan to postsecondary education or employment Adult Education plays a key role in foundational skill development during an adult s progress through a training and employment path A High School Diploma is not enough! 12
NEDP & WIOA: Cross Title Performance and Accountability Proctored assessments with a certified NEDP Assessor may be administered at an adult education center, America s Job Center or community college NEDP can be offered at partner agency in partnership with an LEA Flexible schedule Contextualized activities 13
Purpose of Individualized Competency The College and Career Competency (CCC) Recognizes the client s life and work experiences Documents employment & advanced academic skills Marketable skills Credentials Employment Readiness for further education and employment opportunities 14
Purpose of Individualized Competency The College and Career Competency (CCC) Aids the client: Upgrade skills Preparation to enter the workforce Advance to a better job Move from one field of work to another 15
Current Upgrades and Revisions Response to current employment realities Alignment with national initiatives Transition to College and Careers Alignment with WIOA - identify career pathways in high demand jobs and good pay Attention to national consistency 16
Current Upgrades and Revisions (cont.) CCC Individual Competency Alignment Life Stage of client Experience Specialized skills, abilities Readiness to move to postsecondary education and training 17
NEDP: CCC Assessment The NEDP College and Career Competency requires graduates to demonstrate (1): work history attainment of an occupational credential/certificate complete job training prior to graduation specialized skills demonstrate skills for college Workforce Skills Certification System (WSCS) can fill the gap if work history is insufficient 18
NEDP: College and Career Competency (CCC) Employment/Workforce Skills Competencies verified by employer, training instructor, performance interview Specialized Competencies verified through portfolio demonstration Permits the candidate to demonstrate skills that provide a possible source of independent income (i.e., music, photography, tailoring, party planning, etc.) Transition to Post Secondary verified through academic portfolio Demonstrates readiness for post secondary education and/or training All provide direct links to the goals of WIOA! 19
Employment/Workskills Competencies Amount of experience req. 6 mo. Part-time and Full-time Part-time seasonal Union Newly employed Community Volunteer Prior Employment (within 1 year) Prior Employment/Retired Self-employed 20
Specialized Competencies Special interest or talent Above-average skill level Possible source of income Portfolio assessment is utilized and evaluated by NEDP Assessor 21
Specialized Competency Portfolio Requirements Above-average talent or skill level # of years, training, practice demonstrated Youth within 2 yrs. HS may present HS transcript Band Chorus Theater Orchestra 2 yrs. participation or 2 semester of classes Awards and recognitions should be included, if received 22
Specialized Competency Portfolio Requirements Representations of skill Brochures, personal website, posters, etc. used to demonstrate client s presentation or use of the skill Awards and recognitions received (if received) Examples: videos, pictures, or sample pieces of the art or product. 23
Specialized Competency Portfolio Requirements Talent or skill utilized as source of income O*NET information of possible income or, documentation of income received Documentation of how skill is shared with others [outside the home and beyond family members] at least 2 times annually in paid or unpaid demonstrations or presentations. 24
Personal & Management Skills Portfolio Replaces Basic Home Care and Management Checklist Allows client various options in alignment with age and life stages [parenting, planning for retirement, family advocacy] Use of personal skills in conducting research and analyzing data in crucial decisions [healthy home, family safety and security] Choose from a list of competencies Essay and supporting documentation for each competency selected 25
Personal & Management Skills Portfolio Essay and supporting documentation for each competency selected: Short narrative describes the decision-making process: Research completed Data analyzed Comparison tools to support narrative [Excel and WORD], where appropriate 26
Personal & Management Skills Portfolio Evaluation based on: 1. Client s research strategies and resources used 2. Data analysis 3. Statement of final decision and plan for implementation or result of implementation, centered on client s needs, location, financial status, availability of services 4. Presentation with supporting graphics 5. Essay 27
Transition to Postsecondary Begins in Diagnostics Phase: 250-word essay with no errors in grammar, punctuation and spelling; outline long-range goals Specific career pathway [in demand, self- and familysupporting wages] Job title and description Appeal of choice Description of training requirements 28
Transition to Postsecondary Client: Sets goals aligned with interests, job demand, selffamily-supporting income (WIOA) Demonstrate academic skill level needed for success [no grammar, spelling and punctuation errors in Diagnostic] Plan for and begin implementation of transition plan [choose 1 of 3 transition activities] 29
Transition to Postsecondary Transition preparation activities (client chooses 1) Pass institution s entrance examination with no remediation needed, OR Meet with institution s admissions counselor, OR Submit transcript from accredited two-or-four year college showing transferable credits 30
WSCS Clients new to employment, unable to retain work, those new to US work culture Contact CASAS to implement program 31
Portfolio Demonstrations Required for: Specialized Skill Community Volunteer Activities Self-employed Business Owner Personal and Management Skills Portfolio (revised from former Basic Home Care and Management Checklist) 32
NEDP Agencies Alignment with WIOA Build partnerships with American Job Centers Referrals Counseling Identify career pathways 33
Contact Information Margaret Kirkpatrick Co-Director, NEDP mkirkpatrick@casas.org Joan Polster Co-Director, NEDP jpolster@casas.org CASAS Office: Christine O Hara cohara@casas.org 1-800-255-1036 X135 Celanire Flagg cflagg@casas.org 1-800-255-1036 x108 34