Located in:
- III. Operational Planning Elements
The Unified or Combined State Plan must include an Operational Planning Elements section that supports the State’s strategy and the system-wide vision described in Section II(c) above. Unless otherwise noted, all Operational Planning Elements apply to Combined State Plan partner programs included in the plan as well as to core programs. This section must include—
- a. State Strategy Implementation
The Unified or Combined State Plan must include–
- 2. Implementation of State Strategy
Describe how the lead State agency with responsibility for the administration of each core program or a Combined Plan partner program included in this plan will implement the State’s Strategies identified in Section II(c). above. This must include a description of—
- 2. Implementation of State Strategy
- a. State Strategy Implementation
III. a. 2. C. Coordination, Alignment and Provision of Services to Individuals
Describe how the entities carrying out the respective core programs, Combined State Plan partner programs included in this plan, and required and optional one-stop partner programs will coordinate activities and resources to provide comprehensive, high-quality, customer-centered services, including supportive services (e.g. transportation), to individuals, including those populations identified in section II(a)(1)(B), and individuals in remote areas. The activities described shall conform to the statutory requirements of each program.
Current Narrative:
Maine’s core programs are in agreement about the importance of a coordinated customer service approach in achieving an effective workforce development system. Time is of the essence in addressing the employment and life needs of people with barriers. Progress is being made but results must come quicker through the creation of coordinated, networked, and targeted strategies to engage the untapped talent also referred to as high-priority populations. Individuals who may already be financially under-resourced, dealing with health (physical, mental and or emotional) challenges, lacking foundational academic skills including English language literacy, unaware of the how to navigate the current workforce system, or lacking basic computer skills to apply online require a system of help that is agile and responsive.
The re-branding and marketing of the system will reflect this coordination and customer-centered focus. W.O.R.K. Services is one example of an initiative underway to establish an integrated referral and registration system that is easily accessible to individuals no matter when or where they need help with education and/or employment.
Individualized career plans are also recognized as a primary tool to ensure that activities are coordinated and that resources are effectively used across programs to provide comprehensive and high-quality services.
Adult education is experiencing an increase in the number of younger dropouts enrolling in preparation classes to earn their HiSET, the test that lead to Maine’s high school equivalency credential. Most of these younger adults need fewer hours of preparation before testing and score higher than other demographic groups. In FY 19, 36 percent of HiSET testers ages 17-18 scored at the college and career readiness level on all five assessments. In the 19-24 age group, 35 percent scored at the college and career ready level. These two age groups scored significantly higher than the 23-44 age group in both pass rates and college and career readiness attainment. Advising and recruiting efforts by adult education providers, in collaboration with postsecondary partners will address steps to engage these individuals in additional education and training opportunities leading to employment.
Adult education is exploring how this data may support changes to the current high school completion process to reduce the drop-out rate, especially for those students who have the academic skills, but do not want to remain in the high school environment. Steps will be taken to establish an improved referral process to more quickly connect students who leave high school with an adult education provider. A system, that includes robust youth apprenticeship opportunities may result in an alternative that provides these younger adults with credentials and a pathway to postsecondary opportunities.
Refugees, asylum seekers, and foreign-trained professionals face unique challenges to entering the workforce. Credentialing issues and limited financial assistance to pay for prior learning assessments keep many New Mainers from accessing appropriate training and employment opportunities. In addition to creating additional opportunities for English language acquisition, core partners will engage with other workforce development stakeholders to try and streamline the foreign credentialing process and improve licensing process through work with the state licensing departments. This can include improved workforce development State resources to provide low and no-cost evaluations of foreign secondary and postsecondary credentials and better participant assessment and navigation in the process.
Core partner leads will monitor the progress of collaborative efforts to ensure the needs of sub-populations are being systematically addressed statewide. This group will also work to ensure that no instances of implicit bias are impacting the creation and delivery of services.