Narrative: a.

ADULT EDUCATION AND LITERACY PROGRAMS OVERVIEW Maine Adult Education (MAE) is best described as an education, life and career pathways system that prepares adults for postsecondary education and/or employment. Public school based adult education is part of the Maine Department of Education (MDOE) and administered by the State Office of Adult Education and Family Literacy. Over seventy–six statewide providers offer courses in literacy and adult basic education, English language acquisition, citizenship, high school completion, college transition, career preparation and personal enrichment. These local programs provide services at a variety of locations, including correctional facilities; use a variety of instructional strategies, including face–to–face and distance technology; and are funded by a combination of federal, state and local dollars. Programs use these funds leverage additional grants and contracts. In support of the mission and purpose of Maine Adult Education, the following language is included in State Statute. “Since education is a lifelong process, it is declared to be the policy of the State to provide and encourage the growth of educational opportunities and, where applicable, to ensure career, citizenship and college readiness for all adults.” In 2012 a language change in statute made this clarification: “Adult Education” means an education program primarily operated for individuals beyond the compulsory school age that is administered by school administrative units through a career pathways and service system and includes intake, assessment, advising, instruction, and individual learning plans; is guided by data management and analysis, annual monitoring and annual professional development plans; uses appropriately certified staff; is designed to meet identified local needs; and makes use of partnerships and alignment with workforce development, postsecondary institutions and support services. To ensure that local providers receiving state and or federal dollars meet the requirements of Maine Statute Title 20–A, Chapter 315: Adult Education §8601–A, sub–§(2013), each eligible agency annually completes, and submits a Career Pathways (CP) Plan to the state office for approval. The plan outlines how the provider will meet the goals of Maine’s Career Pathways system and WIOA. The Career Pathways goals are: 1) Making use of the Career Pathways Plan as a strategic planning tool; documenting comprehensive career pathway approaches that align and bridge training, education, employment and supportive services at the local and state levels; partnering with employers; and enabling individuals to move beyond adult basic education and succeed in postsecondary education, earn industry–recognized credentials, and advance along a career path; 2) Integrating adult basic education and occupational skills training to enable individuals to increase their educational learning gains and earn industry–recognized credentials while completing basic skills training; 3) Connecting the multiple systems and structures that serve individuals with lower skills through mechanisms such as coordinating Workforce Innovation and Opportunity Act funding for Titles I and II to support effective contextualized programs that result in increased mastery of basic skills and the attainment of credentials that are relevant to employers; and 4) Partnering with and leveraging resources from other federally and state funded programs as well as those identified in Partnerships and Alignment, Component 1of Maine’s CP plan. In actuality, inclusion of the required implementation of the career pathways system of practice laid the groundwork for the rigorous, research–based instruction, college and career readiness services, accountability, and collaborations that are integral to the successful implementation of the educational and employment goals of WIOA. When WIOA passed, the components of Maine’s career pathways plans were adjusted to align with career pathways as defined in WIOA as well as the Title II Thirteen Considerations for Adult Education and Family Literacy Act (AEFLA) funding. Though not all local programs have the financial and staff resources to provide comprehensive instructional and support services on their own, they must still document how they will partner with other adult education providers and partner agencies to fulfill the CP plan components and the Thirteen Considerations of WIOA. Maine Career Pathways Plan Components are: • Partnerships and Alignment, • Intake, • Career Planning and Advisement, • Individual Learning Plans, • Ongoing Assessment and Learning, • Rigorous Educational Programming that includes at least three of the following as well as details on how they align with WIOA requirements of transitioning to postsecondary and employment: o Literacy instruction or instruction in English as a Second Language – This instruction, based on individual needs and goals, is targeted for adults whose skills in reading, writing, numeracy, speaking or listening are below the 12th grade level. It includes adult basic education (focus on grade levels 0–8) and English as a second language. Together, these two groups represented over 80 percent of adult learners in Maine for FY15. Level is determined by administering the CASAS Assessment to both English as a second language and adult basic education learners within the first twelve hours of program entry. Courses are offered statewide at over seventy–six locations and delivered primarily through a managed enrollment model of small group instruction although one–on–one tutoring, language labs, and more traditional classes are also available depending on location. For FY15 over 5,000 learners were enrolled in these programs broken down as follows: ABE– 3,031 learners (53 percent), ASE – 1,078 learners (nineteen percent) and ESL – 1,621 learners (28 percent). o High school completion courses – Adult high school completion classes and preparation courses for high school equivalency assessment are available without cost to Maine adults. Instruction in both secondary completion pathways is aligned with CCRS and state learning results. Maine’s high school equivalency diploma is available to adults who are at least 18 years of age who have passed a standardized assessment. Test exceptions may be made for 17 year–olds if they have already been out of school for a year or have a superintendent’s recommendation due to immediate need. Equivalency candidates must participate in an approved preparation program or provide other evidence that they are adequately prepared to be test. Maine’s high school equivalency diplomas have the legal status of high school diplomas. In FY15 a total of 1,650 adults earned a high school credential through adult education. This includes 1,290 adults who passed a high school equivalency test and 360 adults who earned their adult education diploma. The required number of credits needed to graduate varies depending on the local school system. However, the state approved minimum is16 credits for adult students born prior to October 15, 1970. For adults born after that date, the number of required credits must align with their local high school requirements. The minimum course of study and credits must include: • English – 4 credits • Social Studies – 2 credits • Mathematics – 2 credits • Science – 1 credit, with laboratory study recommended • Out–of–school experiences – 6 credits • Either Fine Arts, Computer, Health, Consumer Economics, or Career Exploration/Personal Development – 1 credit o College transition courses –Accessible to adults at all 76 local adult education sites on a class by class basis, or by enrolling in the comprehensive Maine College Transitions Program (MCT). MCT offers additional support to learners transitioning to college by integrating academic advising and career planning services, financial aid assistance, college planning and ACCUPLACER testing with academic instruction and preparation. In FY15, 1,996 learners participated in college transition courses. According to the most recent outcome data, 36 percent of Maine College Transitions learners went on to attend postsecondary within twelve months of leaving the program. o Enrichment courses –Hundreds of these classes are offered throughout the state year–round. They are often an entry point for adults to learn about our wide range of services. These courses reflect community interests, build support and are self–sustaining through user fees. In school year 2014–2015, there were 36,461 unique adults, many of whom register for multiple classes, who participated. o Adult workforce training and retraining – In the 2014–2015 school year, 4,089 learners participated in 953 workforce training courses ranging from short–term specialized certificate trainings to comprehensive credential programs at over 50 locations throughout the state. These courses include workplace activities offered in collaboration with an employer, employee organization or in combination with basic academic skills, critical thinking skills, digital literacy skills, and self–management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for successful transition into and completion of postsecondary education, training or employment; and o Adult Career and Technical Education– Involves organized educational activities that offer a sequence of academic and technical courses that prepare participants for further education and careers that do not need a baccalaureate, master or doctoral degree. • Research–based Instruction – STAR, Adult Numeracy Initiative, Integrated Education and Training, College and Career Readiness Standards, Reading Apprenticeship Program. • Support Services – Support services improve persistence and student success, especially for students with barriers, as they progress through education and training programs and transition into employment. Adult education programs are expected to have Memorandum of Understanding with related agencies capable of providing services such as; employment services, transportation, childcare, financial literacy and community linkages (i.e substance abuse counseling, mental health system services and housing.), • Data Management – Maine Adult Education strives to promote the use of data to inform programming and instructional practices. Local programs are required to enter and maintain all program data in Maine’s managed information system, MaineSTARS, with the expectation that program services will be guided by student achievement and persistence data as well as current local labor market and employment data to ensure programming meets the needs of the local community. Learner data to be collected and maintained includes demographic, assessment, participation, and outcome data. Program data reports are due in the fall, in the spring, and at the end of the academic year. Local programs outline data management practices and needs as well as data driven programming decisions in the annual Career Pathways plan. • Program Monitoring and Evaluation – MAE uses a continuous improvement monitoring process at that state level to determine effectiveness of local programs. The State’s data system is National Reporting System compliant and allows for real–time viewing of program data. Complete details regarding the State’s assessment and monitoring system are included in the Assessing Quality section of this plan, page 20. • Professional Development for Instructors and Staff – Adult learners today require a higher level of academic rigor and support than previously required. This reality is based on such factors as the implementation of rigorous standards aligned to the Common Core State Standards, a more rigorous high school equivalency test, labor market changes, and technology developments. Maine’s adult education practitioners and programs need access to professional development that is responsive to this demand for increased academic rigor and support. Maine’s transition to a career pathways system of services is changing the perception of adult education services. It is no longer viewed as only a place for adults who cannot read or who need a high school credential. While those services remain at the core of adult education, the Maine Adult Education system is increasingly recognized as an essential partner in the pathway of adults to postsecondary credentials and employment. Adult Education is taking its place as the link to the life, educational, training and employment goals of Maine’s adults. Examples of this expanded role for adult education are seen in such programs as Maine Adult College Transition (MCT), and WorkReady, as well as in the ever expanding uses of technology for instruction. Maine College Transitions provides comprehensive academic preparation courses, academic and career advisement, financial planning, study skills and adapting to college culture services to assist students with their transition to college. In 2014, Maine College Transition was expanded to include all Maine Adult Education providers, including two correctional facilities. This expansion increased the capacity of the system and also made it possible for adults to access these college preparation classes and services regardless of their location. In the fall of 2014 there were 1,176 students enrolled in Maine College Transition, an increase of over 300 from the prior year. Longitudinal Maine College Transition data validates the ability of program graduates to successfully enter postsecondary and persist to credential attainment. In 2008, Maine Adult Education collaborated with the state’s four local workforce development boards to create WorkReady, a standards–based workforce preparation program of soft (employability) skills. Upon meeting WorkReady standards, participants are awarded a state–recognized credential issued by the Maine Department of Education. There are currently 25 approved WorkReady programs with trained facilitators offering the training throughout Maine at adult education sites, career centers, correctional facilities, and health and human services offices. In the 2014–2015 academic year, 393 students were enrolled in WorkReady and 90 percent earned the credential. Going forward, the goal is to expand WorkReady and embed employability skills into Integrated Education and Training (IET) and other programs of study to increase the job readiness of program participants. Maine Adult Education programs make extensive use of technology to mitigate the common barriers to participation of childcare and distance. In addition to offering basic adult education services, local adult education programs are increasingly partnering with postsecondary institutions to offer college level courses via technology. In the last four years approximately 150 adult education teachers were trained in technology integration in the classroom, incorporating blended learning, and becoming proficient with other technology trends and best practices. The increased levels of comfort and expertise of instructors in resulting in students who are better prepared to navigate educational opportunities offered via technology. (A) ALIGNING OF CONTENT STANDARDS Describe how the eligible agency will, by July 1, 2016, align its content standards for adult education with State–adopted challenging academic content standards, as adopted under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965, as amended (20 U.S.C. 6311 (b)(1). Alignment of adult education curricula and instruction with state–adopted academic standards (the Maine Learning Results since 1997) is not new to Maine Adult Education. Providers that issue an adult high school credential must align with the required standards and learning outcomes of their corresponding high school. In 2011, the Maine Learning Results were updated to include Common Core State Standards (CCSS) for English language arts and math and were implemented in the 2013–14 school year. This presented a challenge for adult education as the CCSS were not normed for adult learners. In the spring of 2013, the U.S.D.O.E. Office of Career, Technical and Adult Education (OCTAE) released the College and Career Readiness Standards (CCRS) for Adults. These research–based standards are drawn from those common core standards that are most relevant for adults to meet 21st century college and career readiness skills. Maine Adult Education adopted the CCRS with the goal of statewide integration into instructional practice by SY2016–2017. The College and Career Readiness Standards were approved by the Maine Department of Education Office of the Commissioner in March of 2014 and by the State Board of Education in October of 2014. Maine is also one of 12 states chosen to participate in OCTAE’s 2–year College and Career Readiness – Standards in Action project. Support and technical assistance from that participation has greatly enhanced the ability to move the standards work forward. Extensive professional development in the college and career standards for instructors in the areas of reading and language arts and mathematics began in the spring of 2014. Targeted professional development in these standards for instructors in the areas of high school equivalency and English language acquisition began in 2015. Professional development efforts will be ongoing. The adoption and implementation of College and Career Readiness Standards for Adults enables all providers funded by WIOA and state literacy funds to meet both the state and federal requirements for research–based, rigorous instruction that prepares adults for postsecondary education, training and employment. Implementation of CCRS also maintains alignment with State–adopted K–12 content standards and clarifies for students, institutions of higher education, as well as employers, that Maine Adult Education is a standards–based pathway to postsecondary education and training and career. The 2015–2016 Maine Adult Education State Transition Plan required local programs to transition toward full implementation of College and Career Readiness Standards. To satisfy this requirement, local program teachers and administrators attended CCRS professional development sessions and provided evidence of the use of the standards in the classroom. In addition to State offered training, local practitioners are informed of, and encouraged to participate in standards–training conducted by their local school district as well as regional and national opportunities. To receive state and federal funding, CCRS implementation must be apparent in lesson plans and instructional delivery during program monitoring. Maine Adult Education also requires local providers to contextualize instruction and make use of research–based best practices in all content areas, including mathematics and reading, and in the implementation of Integrated Education and Training (IET) and Integrated English Literacy and Civics Education (IEL/Civics). In addition to adoption and implementation of college and career readiness standards in the K–12 and adult education systems, Maine has been moving toward a learner–centered, competency or proficiency–based system in which learners advance only when they have demonstrated mastery of defined learning outcomes. This has created a new imperative for alignment for all the stakeholders in education, including adult education programs. To meet these rigorous benchmarks, adult education providers are exploring and working with their local school administrative unit on how to move toward an aligned student–centered approach known as competency or proficiency–based pathways, through which student learning is marked by mastery rather than seat time. This system has the potential to open new opportunities for students to learn — and demonstrate their learning — in meaningful ways that build toward their ultimate readiness for college and careers. Students in competency–based learning environments should be able to access engaging learning opportunities that are grounded in application and relevant to their career aspirations and employment prospects. Competency–based strategies provide flexibility in the way that credit can be earned or awarded, provide students with personalized learning opportunities and in many cases, accelerate progress toward reaching their educational and learning goals. For Maine Adult Education, these strategies will include rigorous, standards–based classroom instruction; distance, online, and blended learning instructional environments; dual enrollment in postsecondary; and project–based and community–based learning, among others. The goal of these strategies, combined with contextualized content relevant to their unique needs, is to enhance student engagement.