Measurable Skill Gains (MSGs) The Office of Career, Technical, and Adult Education (OCTAE) Program Memorandum
Measurable Skill Gains (MSGs)
The Office of Career, Technical, and Adult Education (OCTAE) Program Memorandum (PM) 17-2 defines MSG as the percentage of program participants who, during a program year, are in an education or training program that leads to a recognized postsecondary credential or employment and who are achieving measurable skill gains—defined as documented academic, technical, occupational, or other forms of progress—toward such a credential or employment.
MSG Type 4
MSG Type 4 is an important tool for reporting progress in Workplace Literacy Programming. MSG Type 4 is defined as:
Satisfactory or better progress report, toward established milestones, such as completion of on-the-job training or completion of 1 year of an apprenticeship program or similar milestones, from an employer or training provider who is providing training…
Source: NRS Resources for Reporting
The Virginia Office of Career, Technical, and Adult Education has developed two resources to support the creation of MOUs with employers for MSG Type 4.
Look over these examples for ideas about how to fill in your IET planning tools.
Look over these examples for ideas about how to fill in your IET planning tools. The first link will take you to an IET Planning tool with reminders for what kinds of information are needed for each section of the tool.
- Reminders IET Planning Tool
- Welding IET Planning Tool
- ParaPro IET Planning Tool
- Entrepreneurship and Small Business IET Planning Tool
- MOS IET Planning Tool
This guide, developed by the Pennsylvania Department of Education provides learner objectives and outcomes that
This guide, developed by the Pennsylvania Department of Education provides learner objectives and outcomes that can be used to design class content that aligns with the requirements of IELCE activities and programs.
This list of civics objectives, developed by the California Department Education, provides guidance for integrating
This list of civics objectives, developed by the California Department Education, provides guidance for integrating civics education into the adult education program and classroom.
This is a lesson plan template that can be used to track and document the
This is a lesson plan template that can be used to track and document the use of required IELCE components in the classroom.
When evaluating or developing curriculum for use in an IELCE program, use this checklist to
When evaluating or developing curriculum for use in an IELCE program, use this checklist to assess the alignment between the curriculum and the required instructional components of IELCE programs.
The Guide, published by Aspen Institute, is based on a series of conversations that their
The Guide, published by Aspen Institute, is based on a series of conversations that their research team held with business representatives from a range of industry sectors during 2020 and 2021. They explored how businesses are adopting technology in the workplace, how COVID-19 accelerated these efforts, how digital transformation is impacting skill expectations for frontline workers, and what approaches businesses are taking to support development of digital skills for frontline workers. The purpose of this guide is to help workforce providers learn how employer partners are integrating technology and upskilling workers.
These four videos show demonstrations of six approaches to co-teaching and collaboration. These instructional strategies
These four videos show demonstrations of six approaches to co-teaching and collaboration. These instructional strategies can be used to support and strengthen collaboration between occupational and academic instructors in the classroom and at a distance for a more aligned and integrated education and training experience.
On this page, you’ll find six research-based strategies, evidence-based theory, video samples of effective instruction,
On this page, you’ll find six research-based strategies, evidence-based theory, video samples of effective instruction, and curricula samples. The resources in this section can function as a self-directed learning module or as the basis for group instruction.
It is best practice to use the occupational training provider’s materials and resources for the
It is best practice to use the occupational training provider’s materials and resources for the occupational training materials; however, if those are unavailable, or additional support is needed, this site provides resources to contextualize academic and workplace readiness preparation.
In August 2020, the Department of Education and the Virginia Adult Learning Resource Center (VALRC)
In August 2020, the Department of Education and the Virginia Adult Learning Resource Center (VALRC) facilitated a two-day IET meeting for all adult education programs to focus on redesigning IETs for new distance-oriented learning environments. The meeting focused on virtual and distance instructional delivery, online credential options, support for English learners in IETs, and workshopping the IET planning tool to develop fully integrated IET Programs. The resources below were identified during the meeting breakout discussions as important issues for realigning IET programming to new distance learning environments.
Five sections are covered in this resource:
- Managing the IET timeline with concurrent IET activities
- Integrating learning support services
- Building partnerships and identifying partner contributions
- Enhancing recruitment and screening processes
- Supporting English learners in IET
This resource provides guidance and resources for contextualizing content in order to fully integrate IET
This resource provides guidance and resources for contextualizing content in order to fully integrate IET programming.