(B) LOCAL ACTIVITIES Describe how the State will, using the considerations specified in section 231(e) of WIOA, fund each eligible provider to establish or operate programs that provide adult education and literacy activities, including programs that provide such activities concurrently. The Unified or Combined State Plan must include at a minimum the scope, content and organization of local activities. In the 2015—2016 Maine Adult Education State Transition Plan, local programs receiving federal funds were required to begin implementation of three major WIOA requirements as part of their 2015—2016 AEFLA Continuation Grants. Those three areas were: (1) Alignment and Partnerships, especially with Local Workforce Boards and other adult education programs. As part of the transition plan, each AEFLA program had to explain how they would work more closely with their Local Workforce Board, one—stop partners, and other adult education programs for education/workforce alignment. With limited resources amongst the core partners to meet Maine’s need for skilled workers, steps must be taken to increase alignment and collaboration. Many of Maine’s adult education programs are small, rural, and do not have the capacity on their own to address the varied educational and training needs of those they serve. Local programs detailed new, regional collaborations to share resources to ensure access to the educational and workforce services adults need regardless of the size or location of the service provider. (2) Rigorous, researched based instruction (CCRS, Integrated Education and Training (IET) and/or IEL/Civics. CCRS Implementation of College and Career Readiness Standards (CCRS) in Maine began in 2014. As noted in the section Aligning Content Standards (see page 158), all local adult education providers are to have CCRS in place by the conclusion of the 2016—2017 academic year. The 3—year implementation timeline was established to enable programs to begin their transition as local resources allowed. However, those programs receiving AEFLA funding had to meet the accelerated transition and implementation timeline outlined in the 2015—2016 Transition Plan. To support the inclusion of CCRS into EL Civics and ELL classrooms, special attention has been paid to supporting programs in these areas. Trainings on integrating CCRS into the ESL classroom and Sheltered Instructional Observation Protocol, a research—based and validated model that allows English learners to acquire academic knowledge as they develop English language proficiency are a part of Maine’s College and Career Readiness Implementation. These efforts are also a part of this Plan as a focus of the State’s leadership activities. Integrated Education and Training (IET) In alignment with WIOA, the Maine Adult Education Career Pathways system expects local programs to make use of an integrated education and training (IET) model that combines educational supports in a skills training program. In the summer of 2015, MAE issued a Request for Proposals for IET Pilot grants and received 11 proposals. Of those, five were funded using WIA incentive funds. The RFP defines the IET Service approach as follows: “provides adult education and literacy activities concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement.” Proposals were required to include strategies to: • Develop and strengthen career pathways enabling entry—level workers to improve skills and advance to higher —wage jobs; • Partner with an employer(s) and postsecondary academic institution and/or training provider to develop and deliver the IET curriculum and delivery model based on identified employer needs; • Inform and/or collaborate with the boards of the local workforce development areas designated pursuant to the federal Workforce Investment Act of 1998, Public Law 105—220, business education partnerships, postsecondary educational institutions, and career counselors for the purpose of addressing the challenges of connecting disadvantaged adults to careers; and, • Recruit and train a diverse pool of persons seeking jobs, including veterans, and individuals with barriers to employment; Integrate employability skills training that meet the needs of the employer (i.e. integrated WorkReady) The funded proposals address employment needs in the following industries: customer service, manufacturing, construction, healthcare and transportation and propose to train approximately 200 individuals for employment with the partner employers who have positions available. The proposals also included a mix of training for new hires and incumbent workers. All of the proposals describe a process for developing and strengthening the career pathway of the participants to improve skills and advance to higher wage jobs and include certifications and credentials such as: high school equivalency diploma, OSHA, CDL, CNA, Certified Residential Medication Aide (CRMA), National Center for Construction Education and Research (NCCER), Boiler Operators License and customized WorkReady (Maine’s employability skills credential.) Some of the pilots also offer completers college credits. Data collected, maintained and reported by these 5 pilot projects will be used to increase potential for project replication in other programs and industries. In addition, the Maine Department of Adult Education will provide professional development to Adult Education programs and partners to help them support student success through integration of key academic content with other (usually occupational) courses by implementing common IET models, allowing programs to choose the best method to meet their students’ needs. These include: • Team teaching—a basic skills and/or ELL instructor paired with a content specialist simultaneously teaching in the same learning environment. • Alternating Teaching — basic skills and/or ELL instructor and content specialist working with the same cohort at different times. • Contextualized Teaching— basic skills and/or ELL instructor teaching academic subjects in the context of a specific vocation or industry. Integrated English Literacy and Civics Education. Between 2000—2013, the foreign—born population in Maine increased by 22.7 percent, and in 2013, immigrants made up 3.4 percent of Maine’s 1.3 million residents (approximately 45,000). Refugees in Maine have come from over 30 countries. According to the Migration Policy Institute, Maine’s immigrant population is largest in the counties of: Cumberland, York, Penobscot, Androscoggin, Aroostook and Kennebec. Currently, Maine’s federal English Literacy/Civics funds are divided between two major resettlement communities of Portland and Lewiston and serve 328 students. They deliver an integrated program of services that incorporates English Literacy and Civics Education. Because Maine’s growing refugee and immigrant populations are beginning to move to many different communities in search of employment opportunities, local providers that do not receive EL Civics dollars are braiding state and local funds, private grant dollars, and making use of volunteers to provide English Speakers of Other Languages (ESOL) Literacy classes, citizenship training, and other classes that address the communication skills adults use daily in their roles as worker, family member and citizen. In some areas, adult education programs have begun integrating employability skills and business engagement in their ESOL programs. With the passage of WIOA and inclusion of IEL/Civics, local programs will be called upon to deliver effective program that combines literacy skills and citizenship education with workforce training. (3) Robust programming to align with their Local Workforce Board’s plan, state requirements and 13 considerations. The working relationship and alignment between the 76 adult education programs and the three local workforce boards varies greatly across the state. Although some adult education providers and local boards have a history of working together to address local employer and training needs, there was never a general expectation to align local educational activities with workforce priorities. In the Transitional Plan, each AEFLA program had to explain the steps they would take to initiate or strengthen the relationship with their Local Workforce Board and one—stop partners for workforce alignment. In addition, local providers were expected to develop meaningful MOUs with their one—stop partners. Local providers also received training on how the Thirteen Considerations for AEFLA funding aligned with the components of the career pathways plans. Realizing that local programs would be unable to meet all of the requirements of the Thirteen Considerations in the transitional year, providers were required to explain how they would prepare for full implementation. In addition, local providers were required to describe in both the Transition Plan and Career Pathways plan the steps they would take to meet Maine Adult Education’s targeted WIOA priorities in the 2015—2016 Transitional Plan. Continued funding for 2016—2017 will be dependent on how well the funded programs demonstrated progress toward satisfying the required WIOA targets and their plans to further enhance delivery of workforce training, employability skills and foundational skills. In the fall of 2016, Maine Adult Education will conduct an open competition for WIOA Title II Adult Basic Education and Literacy Services funds. Announcement of the availability of funds will follow State of Maine Division of Purchases guidelines. The notification of funds process includes a posting on the Division of Purchases website as well as a legal notice in the Kennebec Journal. The anticipated due date for Request for Proposals (RFPs) is late winter of 2017. Successful applicants will be notified in the spring of 2017. Grantees will receive a contract for July 1, 2017 to June 30, 2018 with the option for continuation funding for three more years based on outcomes. In preparation for the competition, the state office will publicize and conduct information meetings regarding Maine’s State Plan for Adult Education and the Thirteen Considerations for funding. The AEFLA award process will begin with the local workforce development board (LWD) review of the proposal for alignment with the workforce development and training priorities as outlined in the Local Workforce Development area plan. Signed documentation will be included as an Assurance of the submission and review. At least one eligible agency will be funded in each local workforce area. All applicants for the Title II Adult Basic Education and Literacy Services funds are expected to demonstrate how they will successfully implement activities and services that will address the following areas as defined in Section 203(2) as well as how they will align with the 13 Considerations in Section 231 (e) Adult education; Literacy; Workplace adult education and literacy activities; Family literacy activities; English language acquisition activities; Integrated English literacy and civics education; Workforce preparation activities; or Integrated education and training that provides adult education and literacy activities, concurrently and contextually with both workforce preparation activities and workforce training for a specific occupation or occupational cluster, and is for the purpose of educational and career advancement.
Thirteen Considerations: 1. The degree to which the eligible provider would be responsive to — a. Regional needs as identified in the local plan under section 108: and b. Serving individuals in the community who were identified in such plan as most in need of adult education and literacy activities, including individuals — i. Who have low levels of literacy skills; or ii. Who are English language learners; 2. the ability of the eligible provider to serve eligible individuals with disabilities, including eligible individuals with learning disabilities: 3. past effectiveness of the eligible provider in improving the literacy of eligible individuals, to meet State—adjusted levels of performance for the primary indicators of performance described in section 116, especially with respect to eligible individuals who have low levels of literacy; 4. the extent to which the eligible provider demonstrates alignment between proposed activities and services and the strategy and goals of the local plan under section 108, as well as the activities and services of the one—stop partners; 5. whether the eligible provider’s program — a. Is of sufficient intensity and quality, and based on the most rigorous research available so that participants achieve substantial learning gains; and b. Uses instructional practices that include the essential components of reading instruction; 6. whether the eligible provider’s activities, including whether reading, writing, speaking, mathematics, and English language acquisition instruction delivered by the eligible provider, are based on the best practices derived from the most rigorous research available and appropriate, including scientifically valid research and effective educational practice; 7. whether the eligible provider’s activities effectively use technology, services, and delivery systems, including distance education in a manner sufficient to increase the amount and quality of learning and how such technology, services, and systems lead to improved performance; 8. whether the eligible provider’s activities provide learning in context, including through integrated education and training, so that an individual acquires the skills needed to transition to and complete postsecondary education and training programs, obtain and advance in employment leading to economic self—sufficiency, and to exercise the rights and responsibilities of citizenship; 9. whether the eligible provider’s activities are delivered by well—trained instructors, counselors, and administrators who meet any minimum qualifications established by the State, where applicable, and who have access to high quality professional development , including through electronic means; 10. whether the eligible provider’s activities coordinate with other available education, training, and social service resources in the community, such as by establishing strong links with elementary schools and secondary schools, postsecondary educational institutions, institutions of higher education, local workforce development boards, one—stop centers, job training programs, and social service agencies, business, industry, labor organizations, community—based organizations, nonprofit organizations, and intermediaries, for the development of career pathways; 11. whether the eligible provider’s activities offer flexible schedules and coordination with Federal, State, and local support services (such as child care, transportation, mental health services, and career planning) that ae necessary to enable individuals, including individuals with disabilities or other special needs, to attend and complete programs. 12. whether the eligible provider maintains a high—quality information management system that has the capacity to report measurable participant outcomes (consistent with section 116) and to monitor program performance; and 13. whether the local areas in which the eligible provider is located have a demonstrated need for additional English language acquisition programs and civics education programs. In addition to detailing how the applicant intends to fulfil the requirements of the Request for Proposal, applicants will provide evidence of their effectiveness in serving adult learners, especially those with barriers. Applicants will submit documentation for the past two years detailing learner outcomes in the areas of: educational gain; qualification of instructors in working with adult learners and especially those with barriers; learner transitions to employment, postsecondary educational and training programs; high school completion; implementation of college and career readiness standards and Integrated Education and Training; as well as all other Request for Proposal performance, organizational and financial requirements.
SPECIAL RULE No eligible agency shall use any funds made available under this title for adult education and literacy activities for the purpose of supporting or providing programs, services, or activities for individuals who are under the age of 16 and are enrolled or required to be enrolled in secondary school under State law, except that such agency may use such funds for such purpose if such programs, services, or activities are related to family literacy activities. In providing family literacy activities under this title, an eligible provider shall attempt to coordinate with programs and services that are not assisted under this title prior to using funds for adult education and literacy activities under this title for activities other than activities for eligible individuals.
