Reentry Education Framework Report and Toolkit Launched

The logo of the Reentry Education Toolkit contains Icons of a gear, a handshake, a book with a computer mouse, a correctional institution, and a stylized process icon.

The logo and icons of the Reentry Education Toolkit.

OCTAE is pleased to announce the release of the Reentry Education Framework which is designed to help reentry education providers create a seamless path for their students, by connecting education services offered in correctional facilities with those in the community.

The Framework highlights five critical components of an effective reentry system: program infrastructure, strategic partnerships, education services, transition processes, and sustainability. Each component can be tailored to the specific context and needs of the education provider, its partners, and the target population.

To learn more about the Framework and access implementation tools, please visit:

  • An online tool kit that provides guidelines, tools, and resources for each framework component.
  • The Reentry Education Framework report that includes lessons learned and examples from three reentry education programs.
  • A short video that describes the Framework and tool kit.
  • A report and video on the current use of advanced technologies in corrections.

Online Discussion: Promoting Greater Hispanic Participation in the Labor Market and Career Pathways

Join LINCS for an online discussion February 22-26, during which a panel of experts will address the need to help Hispanics benefit from career pathways programs and transition into middle-skill careers. Using the report “Investing in the Skills Development of Hispanics,” the panel will look at key questions surrounding Hispanics in the workforce:

  1. Why are Hispanics under-represented among middle-skill occupations?
  2. What promising practices can adult education, in collaboration with business and industry, implement to significantly change the representation of targeted minority populations in high-demand, higher-wage jobs?
  3. How can Hispanics and other minority and diverse populations use career pathways as stepping stones to robust middle-skill careers?
  4. What resources and models are available to support the implementation of strong initiatives to encourage greater participation of Hispanics and similar minority populations in new or high-demand businesses and industries in the U.S.?

Discussion participants will learn about the Carreras en Salud partnership—a successful career pathways program for Hispanics in healthcare industries—and explore opportunities for expanding this model to other career training and supports.

The panel discussion kicks off February 22nd in the LINCS Diversity and Literacy & Career Pathways groups. Add your voice and experience! 

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Let’s Commit to Giving CTE Students the Opportunity They Demand and Deserve

Career and technical education (CTE) has changed a lot from the “old vocational education” that many of us know from our school days. For the better part of this century, States and local communities have worked steadily to build high-quality CTE programs that are academically rigorous and aligned with labor market demands. The whole idea of the artificial separation between academic and technical pathways is passé. Most professions and careers in the 2016 and future economies require strong academic foundation skills, considerable technical knowledge and skills, and well-developed employability skills and attributes. There is nothing about CTE today that is not rigorous, relevant, and worth it.

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Photo of Johan Uvin
Posted by
Deputy Assistant Secretary, OCTAE
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Director of Policy, OCTAE
SLMiller2
Posted by
Director, Division of Academic and Technical Education, OCTAE

21, 23, or 26? Rethinking Eligibility for Youth Who Have Aged Out of Foster Care

Good health is really important. That is why we all need access to health care we can afford. Regardless of our age. Up until January 2014, foster youth over the age of 18 did not have that access. It was at that time that the Patient Protection and Affordable Care Act required states to provide Medicaid coverage for foster youth until they turned 26, as long as they were in foster care and receiving Medicaid at age 18. This was a huge step forward.

Photo of Isabel Soto

As a biological sister to siblings who aged out of foster care, I know all too well that eighteen is too young an age for many youth and young adults to be without financial, social, and emotional support. Having been adopted, I, like many youth, was not suddenly expected to be fully independent and entirely self-reliant the day I turned eighteen.
– Isabel Soto

Still, foster youth need more. The needs of foster youth are no different than the needs of other youth or young adults. We should make sure youth who age out of foster care can access the same services and supports our own young adult children can until they are stable and on their feet. In fact, data show that a growing number of young adults are living with their parents well into their thirties. And, recent U.S. Census data show that 18- to 34-year olds are less likely to be living on their own today than they were during the Great Recession.

Parents of young adults make sure their kids have continued care and support as they mature, pursue a higher education, or test the job market in search of their first or that next better paying job. So why aren’t we ensuring the same for foster youth or youth who have aged out of the foster care system? This makes no sense.

The good news is that several states are thinking about this and are taking steps to extend benefits and services, other than health care, beyond age 18. Today, almost every state has extended benefits to foster youth past the age of 18 and up to age 21 with federal Title IV-E funding. However, not all states are alike in the way they treat this issue. Two states have extended foster care services for youth up to age 19, two states to age 20, forty-two states to age 21, one state to age 21 ½, two states to age 22, and one state to age 23. These differences are causing some new challenges. Medicaid coverage, for example, is not transportable for many young people who move out of state and we know very little about the number of states that offer coverage to out-of-state youths today. Again, these differences in access make no sense.

Over the last couple of years, our colleagues at the Department of Health and Human Services and our team have had quite a few opportunities to talk with and listen to both current and former foster youth. We heard their stories. We learned about their dreams. We learned about the many obstacles standing in the way of them achieving those dreams. From these conversations, we have concluded that these are reasonable next steps to ensure improved career and life trajectories for foster youth:

  • Youth in transition from foster care are often left to navigate their instantaneous life as independents alone. Policies and programs designed to assist this population accomplish little to nothing if foster youth do not know such services are available. For this reason, it is critical to first ensure that current and former foster youth are made aware of and able to access the resources available to them.
  • It is essential to have child welfare and education related staff and relevant community partners trained to help youth gain access to available supports that will help them transition to independent living.” Further, it is important that they know how to help youth access and maintain safe and stable housing, transportation, financial resources, and access to postsecondary education and career opportunities.

States are the entities deciding whether to extend benefits to foster care services for youth to 21, 23, and beyond. States are the entities that will decide to offer coverage to out-of-state youths. We realize it may take states some time to get there. The important thing is that we continue to work together at the national, state, local, and tribal levels to extend services for these youth well into their twenties and to ensure all services are transportable from state to state.

There are approximately 20,000-25,000 youth who emancipate every year. These young adults face more obstacles as they transition to adulthood such as homelessness, unemployment, difficulty accessing postsecondary education, and financial instability. This does not have to and should not be the case.

Johan E. Uvin is the Deputy Assistant Secretary (delegated the duties of Assistant Secretary) for Career, Technical and Adult Education at the U.S. Department of Education

Isabel Soto is a former foster youth and Confidential Assistant in the Office of Career, Technical, and Adult Education at the U.S. Department of Education

Photo of Johan Uvin
Posted by
Deputy Assistant Secretary, OCTAE
Photo of Isabel Soto
Posted by
Confidential Assistant, OCTAE

Upcoming Webinar on Teaching Transportation

Innovative Transportation, Distribution and Logistics Partnerships, a webinar on effective teaching strategies, is scheduled for February 24, 2016. The 90-minute webinar is being hosted by the Southwest Transportation Workforce Center (SWTWC), which is funded by the National Highway Traffic Safety Administration.

The webinar is being held from 3:30pm to 5:00pm Eastern Time (12:30pm to 2:00pm Pacific Time) and will feature teachers, administrators, and industry partners who will discuss innovative education programs and teaching models for grades 6 through 12. The National Association of State Directors of Career Technical Education Consortium (NASDCTEc) is co-hosting the event.

For more information and to register for the webinar visit http://www.swtwc.org/itdlp-webinar.

Posted by
Education Program Specialist, OCTAE

Transforming the Lives of Adult Learners at Scale

Last week, I, along with regional representatives from the U.S. Department of Labor and the U.S. Department of Health and Human Services, spoke as part of a Fresh Federal Perspectives plenary session at the 2016 youth conference hosted by the California Workforce Association in Sacramento. Assemblymember Autumn Burke, a strong advocate for career and technical education, kicked off the session.

Students learning to climb utility poles in outside yard.

Beginning students learn how to safely climb poles. The program has a waiting list of several hundred students, many of whom will wait a year.

There were over 500 youth practitioners and policy makers in attendance. I stressed why partnerships are essential at all levels if we want all youth – not some youth – to have the opportunity to access a path into the middle class. Later in the day, I had the opportunity to meet briefly with the executive leadership of California’s Workforce Board to talk about California’s draft Unified Plan under the Workforce Innovation and Opportunity Act (WIOA).

Then, I had the opportunity to hear from state administrators and local program leaders in a listening and consultation session at the California Department of Education. WIOA and state funding in California, called the Adult Education Block Grant (AEBG), California’s WIOA State Plan, and other statewide initiatives were the key topics of discussion.

Students in Photovoltaics program working in a classroom.

Students in the Photovoltaics program that integrates math, technical and hands-on training learn how to install solar panels.

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After Finals, Foster Youth Students Continue to Face a Difficult Test

Last year on December 30th, Annie Blackledge and I co-authored a blog post called “After Finals, Foster Youth Face a Much More Difficult Test.” We wrote the blog to draw attention to the issue that many homeless and foster care students find themselves scrambling for somewhere to live during winter break until classes resume in January. While several institutions have put in place solutions to avoid this spell of unnecessary homelessness, not all institutions have. I am reposting the blog from last year as an additional call to action to do the right thing on behalf of homeless and foster youth and young adult emancipated students.


After Finals, Foster Youth Face a Much More Difficult Test

As winter break unwinds and college students are at home for the holidays, many homeless and foster care students find themselves scrambling for somewhere to live until classes resume in January. College campuses traditionally close down for winter break. For these vulnerable students their college campus is their home, their community and a primary source of security. While their peers are headed home to see family and catch up with old friends, many of these young people are faced with bleak prospects for the holiday season.

These vulnerable youth face the same struggles as other young people trying to maintain good grades, navigating social peer groups, and planning their futures, but they face the additional burdens associated with little to no adult guidance or support. Fortunately, higher education professionals across our nation have begun to tackle the unique issues faced by homeless and foster care students. They are developing comprehensive strategies to address the most persistent barriers these students face; not just during the holiday season, but all year long.

“Higher education can be the silver bullet to achieving long-term health, housing, and economic security. And for young people who have already overcome so much adversity just to earn a seat in a college classroom, they should have every opportunity—inside and outside of the classroom—to succeed” says Jasmine Hayes, Policy Director for the United States Interagency Council on Homelessness. “Ensuring these youth have a safe, stable place to call home in-between semesters is critical. Keeping student housing open and available for youth experiencing homelessness during semester breaks is an effective approach.”

Programs in states like Colorado and North Carolina have implemented Single Points of Contact (SPOCs) in their postsecondary institutions which provide these students access to designated college administrators who are committed to helping them to successfully navigate the college-going process. States and higher education institutions across the country are also working to address the issues these students face, including

  • access to higher education opportunities and financial support;
  • navigation of the college-going process, including financial aid and service referral processes; and
  • basic needs like employment, housing and food.

These efforts are ensuring these most vulnerable students reach their highest potential.

Colleges can play a pivotal role in supporting the academic success of these students. Just ask for foster youth, Alain Datcher. “Entering college as a first time student was a daunting experience. It was a mixture of culture shock, academic rigor and rapid growth. I don’t believe I would have succeeded without the support network I had in one woman – Tamara Malone. She was a mentor, academic advisor, dean and more in one caring, compassionate woman.” When asked how he thought his experience could translate for other students who are homeless or in foster care he replied, “Proximity will define opportunity for these young people. Having a close, approachable, and tangible support network will make the difference. It did in my college education at Biola University. I’ll be earning a Master’s of Public Policy degree in April. Having one caring, single point of contact in Tamra is a big reason why I will.”

When educators act, they change lives. If you know of a foster youth student in your institution, be proactive and reach out. It can make all the difference. Find out more at http://findyouthinfo.gov/.

Strengthening Working Families Initiatives: $25M Funding Opportunity

This is a cross-posted announcement from the Department of Labor. 

DOL announces $25 million available for partnerships that improve access to education and training and quality, affordable child care for parents looking to expand their skills.

These grants reflect the Obama administration’s commitment to support working families and fuel policies aligned with 21st Century workforce realities.

To help parents obtain affordable, quality child care necessary to pursue education and training opportunities leading to good jobs in growing industries, the U.S. Department of Labor today on December 17 the availability of up to $25 million in grants through the Strengthening Working Families Initiative.

The grants will support public-private partnerships that bridge gaps between local workforce development and child-care systems. In addition to addressing these systemic barriers, funded programs will enable parents to access training and customized supportive services needed for IT, health care, advanced manufacturing jobs, and others. All participants in grant funded programs must be custodial parents, legal guardians, foster parents, or others standing in loco parentis with at least one dependent. Up to 25 percent of the grantees total budget may be used to provide quality, affordable care and other services to support their participation in training.

“For too many working parents, access to quality, affordable child care remains a persistent barrier to getting the training and education they need to move forward on a stronger, more sustainable career path,” said U.S. Secretary of Labor Thomas E. Perez. “Our economy works best when we field a full team. That means doing everything we can to provide flexible training options and streamlined services that can help everyone in America realize their dreams.”

Grants up to $4 million will be awarded to partnerships that include the public workforce system, education and training providers, business entities, and local child-care or human-service providers. In addition, all partnerships must include at least three employers. Grantees will also be required to secure an amount equal to at least 25 percent of the total requested funds through outside leveraged resources.

The department will award grants in spring 2016 with program activities beginning in July 2016. For additional information and to apply, read the full funding opportunity announcement online at Grants.gov.

2016 National Education Technology Plan Released

Thumbnail image of NETP coverOn December 10, 2015 the U.S. Department of Education announced the release of the 2016 National Education Technology Plan and new Future Ready commitments to support personalized professional learning for district leaders and educators working to improve teaching and student learning through the effective use of technology. As educators, advocates, parents, and policymakers, we must work to ensure equity of access to transformational learning experiences enabled by technology and personalized professional learning opportunities for educators and district leaders. The 2016 National Education Technology Plan, Future Ready Learning: Reimagining the Role of Technology in Education, articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible.

The plan recognizes the role that informal learning spaces play in closing the digital use divide and achieving equity, including spaces such as libraries, maker spaces, museums, clubs, workplaces, adult education programs, national parks, and online learning environments such as games, simulations, and educational apps.

OCTAE celebrates the 2016 Plan and the added energy it brings to our ongoing priorities, including:

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Solicitation for Innovative Educational Technology Announced

This announcement is cross-posted from the IES NewsFlash of 12/08/2015.

ED/IES SBIR Fiscal Year 2016 Program Solicitation is Now Open

Through its annual competition, the Small Business Innovation Research program at the Department of Education’s Institute of Education Sciences provides funding to firms and partners for the research and development, and evaluation of commercially viable education technology products.

On December 7, 2015, ED/IES SBIR released its Fiscal Year 2016 solicitation:

Fiscal Year 2015 “Phase I” Solicitation: Solicitation #ED-IES-16-R-0003, is a request for Phase I proposals for awards up to $150,000 for 6-months. These proposals are for the development of prototypes of education technology products to improve relevant student, teacher, or administrator outcomes in education and special education settings.

To access to the Phase I solicitation on the FBO.gov website, click here.

The submission deadline for all Phase I proposals is January 21, 2016, at 2 P.M. EST.

Please Note: ED/IES SBIR is not offering a Fast-Track (Phase I & II) program solicitation in FY 2016.

For more information about the Institute’s SBIR program, visit the program website here.