Narrative: d. 1.

Under the Workforce Investment Act (WIA), Maine’s federal EL Civics grant was divided between the two major resettlement communities of Portland and Lewiston and served over 300 students annually. However, due to the influx of immigrants and refugees to adult education programs throughout the state, many English language learners have benefitted from braided federal, state, local and private grant dollars and received English language and citizenship services. There are a few Maine models in place where EL Civics programs combined with educational and training initiatives to award credentials and prepare participants for employment with local businesses. In the spirit of WIOA, adult education, New Mainers Resource Center, postsecondary institutions and Catholic Charities are working to address the foreign–earned credential issue.

Additional Information Immigrants, refugees and asylum seekers currently tend to take up residence in a few of Maine’s larger communities where there are more access points to services as well as opportunities for employment. Given these conditions, it is reasonable to expect that current service providers who offered EL/Civics activities in the past under WIA will be prepared to establish Integrated English Literacy and Civics Education combined with integrated education and training activities. Due to the variety of other agencies providing support services to English language learners in areas where targeted population reside, there should be new providers interested in competing for the IEL/CE IET funds. Eligible agencies must be able to demonstrate effectiveness through the application narrative and data of their experience working with adults in assessing level of need of English language and literacy acquisition and providing civics education to develop appropriate contextualized and concurrent instruction. The narrative will also address instructional modalities, delivering adequate intensity of instruction, advisement, and engagement of appropriate partners to meet program goals. Citizenship curriculum should include a combination of on-and-off site instruction and the use of authentic materials (employment applications, review of actual job postings, medical forms) to help learners be successful in their roles as workers, family members and citizens. The program should also include details on how it will deliver such information as housing, consumerism and civic engagement, tenants’ rights and responsibilities, safe use of appliances and utilities and reading posters about community events. There should be a description of how financial literacy will be addressed. In preparation for the citizenship assessment, applicants must describe how instruction in US history, vocabulary, and reading, writing, speaking and interviewing will be delivered in a civics context along with preparation for the citizenship test. In addition, prospective providers should also demonstrate in their application narrative and with data their successful experience working with local employers and postsecondary partners in meeting the employment and educational goals of program participants. The application narrative will also address how their program will align with workforce needs identified by the local workforce board.