Narrative: d.

Section 243 of Title II AEFLA focuses on combining Integrated English Literacy and Civics Education with integrated education and training activities.

Specifically, section 243 states:

(c) Goal. Each program that receives funding under this section shall be designed to— (1) prepare adults who are English language learners for, and place such adults in, unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency; and (2) integrate with the local workforce development system and its functions to carry out the activities of the program.

It is the purpose of Maine Adult Education under WIOA Title II Section 243 to provide Integrated English Literacy Civics Education (IELCE) and Integrated Education and Training (IET) programs, activities and services that also align with the Strategic Priorities in the Maine Unified State Plan for 2020-23. Specifically, Strategic Priority #2. Create a system of lifelong learning and employment connection for Maine residents includes employment goals for New Mainers. This strategy is especially relevant to the work of AEFLA 243.

As required by the Workforce Innovation and Opportunity Act (WIOA) Maine Department of Education Office of Adult Education conducted a competitive Request for Proposals (RFP) to award multi-year funding to eligible agencies for the provision of WIOA Title II Adult Education and Family Literacy Act (AEFLA) Section 243, Integrated English Literacy and Civics Education/Integrated Education and Training. The initial grant cycle is for FY20-22 (July 1, 2019-June 30, 2021). Subject to continued availability of funding and demonstrated effectiveness as determined by outcomes, the Department may opt to renew the contracts for two renewal periods, July 2021 through June 30, 2023 and July 1, 2023 through June 30, 2024.

Beginning in FY18, the Maine Office of Adult Education established nine adult education and career development areas that aligned with the boundaries of the state’s three local workforce boards. To encourage innovation and maximize efficiencies and resources, local adult education providers within these geographic areas were formed into hubs.As a condition of this award process (state requirement), the Maine Office of Adult Education anticipated no more than one award per Adult Education and Career Development Hub (AECDH) with demonstrated need.

The applications were reviewed and scored (using the state required consensus scoring model) by a team of adult education administrators from other states who possessed knowledge of Integrated English Literacy and Civics Education requirements. The appropriate local workforce board (LWB) also reviewed applications for alignment of proposed grant activities with the LWB plan.

Similar to the AEFLA application and award process, recipients of IELCE (243) funds were required to demonstrate their eligibility to apply, demonstrated effectiveness and need for IELCE/IET services to meet the demands of the grant. Demonstrated need, according to the 2012-2016 American Community Survey, is 50 or more individuals aged 18-64 in the service area whose English is a barrier to employment (state requirement). Applicants determined to be ineligible because they did not meet the eligible provider of demonstrated effectiveness requirements were not considered for funding. Those applicants were notified in writing that they were ineligible and had appeal rights as outlined in the AEFLA 243 application, PART V, F. Refer to PART V, A for the eligibility review process.

Eligible providers are organizations who have demonstrated effectiveness in two consecutive years (state requirement) in providing adult education and literacy activities. Organizations eligible to apply included: local educational agencies; community-based or faith-based organizations; volunteer literacy organizations; institutions of higher education; public or private nonprofit agencies; libraries; public housing authorities; a nonprofit institution having the ability to provide adult education and literacy services to adults; and a consortium of agencies, organizations, institutions, and libraries described above; a partnership between an employer and an entity described in any of the categories listed above (WIOA §203(5)); and other organization types, even if not specifically listed above, to apply if they met the demonstrated effectiveness requirement (34 CFR 463 Preamble).

Eligible providers could demonstrate past effectiveness in two ways:

a.  An eligible provider previously funded under Title II of the Act provided two consecutive years (state requirement) of performance to demonstrate past effectiveness in the areas listed below.

b.  An eligible provider not previously funded under Title II of the Act provided two consecutive years (state requirement) of performance data to demonstrate its past effectiveness in serving basic skills deficient eligible individuals, including evidence of its success in achieving outcomes listed in the WIOA Title II AEFLA Federal Requirements. (See WIOA Final Rules Subpart C, §463.24 and 29 U.S.C 3272(5))

Applicants were also asked to provide data specific to English Language Acquisition, Civics Education, Integrated Educated and Training (and similar programs) and/or other relevant activities. If such data was not available, applicant were required to provide data related to an overall ability to provide Adult Education and Literacy activities as such activities are defined in WIOA, the Maine Unified Plan and in the next paragraph.

Evidence of demonstrated effectiveness included program performance data on its record to improve the skills of eligible individuals, in particular, individuals who are basic skills deficient in the content domains of reading, writing, mathematics, English language acquisition, and other subject areas relevant to IELCE services, information regarding its outcomes for individuals related to employment, attainment of secondary school diploma or its recognized equivalent, and transition to postsecondary education and training. (34 CFR 463.24); and enrollment of learners in integrated education and training programs (and similar programs) and/or other relevant activities leading to industry-recognized credentials (State requirement).

In addition, funded applicants responded to the 13 Considerations (WIOA Title II, Subsection 3, Sec.231 e) with some adaptations in language to demonstrate how funds will be used to address the specific activities and programs required under WIOA Title II 243.

• Funded programs were required to provide programming of sufficient intensity and quality for eligible participants to achieve substantial learning gains, build on their existing knowledge and integrate academics, skills and knowledge the learners need to transition successfully to career, postsecondary education and a productive life. Instruction must be delivered in real life contexts to ensure that an individual has the basic English language and workplace skills needed to compete in the workforce and to exercise the rights and responsibilities of citizenship. This also included describing all factors considered in developing an instructional model that maximizes the opportunities for learners, including those with degrees, professional certifications and work experience, to attend and make progress, and to describe how access to instruction and support services are provided. 
• Funded programs also described how they will use the funds for expenditures that are allowable, reasonable and allocable as permitted by EDGAR, Uniform Grant Guidance, and by WIOA Title II, WIOA Title II Rule and Joint Rule. Funding must be used to support the development, planning, and operation of Integrated English Literacy and Civics Education/Integrated Education and Training programs to eligible individuals and across their adult education and career development hub (state requirement).

Integrated English literacy and civics education in combination with integrated education and training 243 funding should be used for:

(a) co-enrolling participants in integrated education and training as described in 34 CFR 463.35 and 34 CFR 463.36 that is provided with a local workforce development area from sources other than section 243 of WIOA; or

(b) supporting integrated education and training activities as described in 34 CFR 463.35 and 34 CFR 463.36.

Co-enrollment will be enhanced by funding recipients as they design programs in collaboration with the local workforce development board, career center staff and other one-stop partners.