Narrative: e. 2.

A. The support of State or regional networks of literacy resource centers.
Maine adult education leadership funds are used primarily to fund a state level professional development coordinator position and to implement the train the trainer model for required trainers. The state office has found this to be a much more effective system in terms of costs and use of resources than the former centralized literacy resource center. The current model will continue as it has demonstrated effectiveness in building capacity. Local adult education programs are also grouped into regional hubs. The state office also provides customized technical assistance for needs within specific hubs.

B. The development and implementation of technology applications, translation technology, or distance education, including professional development to support the use of instructional technology.

Maine uses instructional technology as a conventional and standard modality for delivering professional development. Using an industry recognized learning management system, traditional professional development content is being translated into blended, synchronous and asynchronous learning opportunities. The state office is modeling effective integration of instructional technology and supporting training for practitioners ready to incorporate this modality into instructional practice. Additionally, the state office has partnered with the Center for Applied Special Technology, or CAST. CAST is a recognized leader in the field of Universal Design for Learning. This partnership involves consultation and training in creating and delivering digital learning experiences that expand access to learning for all individuals. The state office and local programs also partner with the Bureau of Rehabilitation Services.

C.  Developing and disseminating curricula, including curricula incorporating the essential components of reading instruction as such components relate to adults.
Maine adult education continues to build capacity by training local teachers in the research-based program Reading Apprenticeship program. Because Maine is a local control state and educational statutes assert it is the right of local school units and not the state to develop and/or adopt curricula, the adult education state office does not disseminate curricula, but does make recommendations and provide high quality professional growth opportunities.

D.  Developing content and models for integrated education and training and career pathways.
Local programs are working with postsecondary partners and local workforce boards to determine appropriate alignment of educational pathways to career pathways. Their successes are shared with other providers. As part of the most recent AEFLA competition, each grant recipient is required to offer at least one IET.

E) The provision of assistance to eligible providers in developing and implementing programs that achieve the objectives of this title and in measuring the progress of those programs in achieving such objectives, including meeting the State adjusted levels of performance described in section 116(b)(3).
State assistance is provided to local programs to address required data elements and to implement best practices that will ensure measuring progress accurately. Monthly data driven webinars will be conducted by the state adult education data coordinator as well as regular in-person trainings to address data professional development needs as necessary. Program monitoring is also conducted and includes local site visits and real-time desk audits. Required data reports identify problems as they arise to ensure timely assistance is given to eligible providers. Funding to eligible providers is based on program outcomes including overall educational gain percentages and employment and college placement outcomes as defined in WIOA section 116 (b)(3).   

F) The development and implementation of a system to assist in the transition from adult education to postsecondary education, including linkages with postsecondary educational institutions or institutions of higher education.

The goal of the Maine College Transition (MCT) program had been to transition adults into postsecondary without the need for remedial courses once enrolled. Local instructors were trained in the development of courses and experiences to address the areas of successfully integrating into the college culture, gaining sufficient levels of digital literacy, and financing postsecondary education and/or training in a responsible way. These topics chosen in response to requests from postsecondary partners.

Without losing any of the MCT foundations, the program was expanded to serve and engage more learners. The MCT became Maine College and Career Access (MCCA). This rebranding is more than a name change. MCCA addresses the attainment of skills necessary to prepare adults to enter postsecondary and/or employment or training programs. Learners receive the foundational skills they need as well as academic advising and career planning services, financial aid assistance, college planning and tours, ACCUPLACER testing and the World of Work Inventory (WOWI).

Local programs will continue to increase postsecondary collaborations, including the articulation of coursework and presence of adult education providers on higher education campuses.

G) Integration of literacy and English language instruction with occupational skill training, including promoting linkages with employers.

The role of adult education providers in preparing English language learners for the workforce is expanding. In addition to providing direct instruction and advising, local programs connect learners with other state and local service providers. Both the state office and local providers are much more engaged in meeting with employers, trade associations, and chambers of commerce to learn employer needs and develop appropriate programming. English language learners are relocating to more areas of the state and workplaces. They arrive in Maine with a range of English language, academic and work skills. Some are highly educated professionals unable to gain meaningful employment due to a lack of English competency. Others need to start with the most basic introduction to the English language. Integrated English language, civics education, work skills and academic training help accelerate entry into employment.

As part of the Maine IELCE program, local providers are expected to integrate employability skills and those who receive 243 funds are to work with employers to develop integrated education and training opportunities leading to unsubsidized employment.

H) Activities to promote workplace adult education and literacy activities.
Maine adult education has offered a Department of Education WorkReady certificate since 2000. This 60-hours standards-based curricula was developed in cooperation with local workforce boards and employers. The core curricula can be enhanced with the addition of hard skills to fit the needs of specific employers. The program is offered by trained facilitators at locations such as adult education programs, career centers, correctional facilities, high schools, career and technical education sites, and social service offices.
The next areas of focus for the FY 2020 plan include broadening the approach to focus on employability skills and the embedding of these skills in all instructional areas and implementing 21^st century skills badging to support the work being done in the development of micro-credentials.

I) Identifying curriculum frameworks and aligning rigorous content standards that –

i. specify what adult learners should know and be able to do in the areas of reading and language arts, mathematics, and English language acquisition; and take into consideration the following: state adopted academic standards; the current adult skills and literacy assessments used in the state or outlying area; the primary indicators of performance described in section 116; standards and academic requirements for enrollment in non-remedial, for-credit courses in postsecondary educational institutions or institutions of higher education supported by the state or outlying area; where appropriate, the content of occupational and industry skills standards widely used by business and industry in the state or outlying area.

In 2014, Maine Adult Education adopted the College and Career Readiness Standards (CCRS) with the goal of statewide integration into instructional practices by SY2016-17. These standards focus on high-level reading skills, critical thinking, comprehension of concepts, and applications to real world situations. In mathematics, this looks like mastering underlying concepts, procedures, and applications of math to real world problems. Math lessons are coherent as students develop skills, building on previous knowledge. In ELA/literacy, CCRS manifests itself in teaching for complexity, evidence and knowledge with more complex tests, confirming that students identify evidence in the text to support their ideas and responses. In English language acquisition, local programs are striving to support students in achievement of functional levels of literacy and numeracy that will enable them to gain employment and postsecondary training. Emphasis is on sustainability of CCRS concepts in programs where all teachers are trained and adept at integrating these standards into curricula and lessons.

All local adult education programs in Maine are required to use CASAS tools for student assessment of educational functioning level and diagnostics. CASAS pretesting and posttesting are used to document educational gain as described in Section 116 as a primary indicator of performance.  Additional assessments include the CASAS Employability, ACCUPLACER and HiSET equivalency test to provide specialized diagnostic information for college and career readiness and high school equivalency.
Within the Maine Department of Education, the dialogue between adult education and Career and Technical Education will be expanded to allow for the exploration of career pathways and additional vocational inventories in advising adult learners. The Maine Unified Plan also points to new partnerships and activities between adult education and the Maine Department of Labor that will include cross agency professional development to enhance collaboration and alignment.

J) Developing and piloting of strategies for improving teacher quality and effectiveness.
Maine has updated an asynchronous online course, Navigating the Waters of Maine Adult Education, which offers a broad overview of the adult education landscape in Maine to new teachers, administrators and support staff. The state team is also working with the certification office to determine appropriate pathways to qualify teachers of adults to enter the field.

K) The development and implementation of programs and services to meet the needs of adult learners with learning disabilities or English language learners, which may include new and promising assessments tools and strategies that are based on scientifically valid research, and identify the needs and capture the gains of such students at the lowest achievement levels.
Partnerships are crucial in guaranteeing equal access to all learners and in providing high quality services to meet the needs of adult learners with disabilities and those at the most basic literacy levels.  As core partners, the Bureau of Rehabilitation Services and Adult Education work closely to cross develop an effective referral system and train staff to use it appropriately. The Bureau of Rehabilitation Services has in the past and will continue to provide professional development for adult education providers.
The state office of adult education provides CASAS diagnostic training to help other eligible providers identify skill needs to determine targeted instruction and increase the academic gains of learners. Strengthening partnerships with Literacy Volunteers and the Barbara Bush Family Literacy Foundation will continue to be a focus to help local programs access both services and professional development opportunities. Literacy volunteers provide one-on-one learner instructional support to eligible providers. 
 
L) Outreach to instructors, students, and employers.
Due to its large geographic size and areas of low population density, Maine adult education will continue to expand its outreach to instructors, students and employers through increased uses of technology. The professional development portal which lists current and upcoming professional growth opportunities and training events has begun to attract non-adult education teachers who have discovered the quality of the offerings. Practitioners can learn about, register, and track their professional growth experiences through this digital interface. Work has also begun on the establishment of professional development pathways to increase teacher expertise in various program areas.
The Maine Adult Education listserv, moderated by the state team, is a communication board where upcoming events, professional discourse, and relevant news and articles are posted and distributed to practitioners. Members of the list-serv include adult education practitioners as well as employees of partner agencies.
Core partners continue to establish coordinated channels of communication to employers regarding common objectives. Local workforce development boards are key to coordinating the outreach efforts.

M) Other activities of statewide significance that promote the purpose of this title.
1.       The state team special projects and workforce development coordinator sits on the one-stop centers service provider committee for each local workforce board. This step expands the partnership between the state office and the local workforce boards in sharing information and alignment of services on a statewide basis. This is in addition to the inclusion of a local literacy program director on the board of each local workforce area.
2.       Active engagement of the state adult education office in the Maine Promise Committee. This committee is comprised of representatives from the university and community college system offices, philanthropy, industry and private groups. Its purpose is to increase the number of adults in Maine earning degrees and certifications. The Maine Promise will be working very closely with the All Learning Counts (ALC) committee as the goals of each are closely aligned. ALC is a means for adults to attain degrees and credentials of value.