Narrative Report | National Reporting System

State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))

Describe how the State has used funds made available under section 223 (State Leadership activities) for each the following:

AEFLA Section 223(1)(a)

Alignment of adult education and literacy activities with other one-stop required partners to implement the strategies in the Unified or Combined State Plan as described in section 223(1)(a)

Like many other states, Maine has seen a large increase in workforce development funding across partner agencies and with that an increase in collaboration to align to the needs of the citizens and employers of the state. Much of this workforce funding is specifically to support the critical shortage of healthcare workers in the state. Several funded partner agencies: the Maine Department of Labor, Department of Education-Adult Education, Department of Health and Human Services, Maine Community College and University systems, meet weekly to triage employer and individual workforce requests and ensure that employers, individuals and training providers are receiving the correct support. In addition to collaborating on targeted healthcare training these same partner agencies have been working together to form a Community of Practice made up of the front-line staff who have been hired to help citizens navigate the many workforce development resources that are available. Both activities are in alignment with Maine’s Unified State Plan’s goal: Maine’s untapped labor pool will enter employment and advance into high-demand occupations of their choice through private and public investment in training, education, and supports.

AEFLA Section 223(1)(b)

Establishment or operation of a high-quality professional development programs as described in section 223(1)(b)

The State Office’s goals for the professional development system in FY22 were to focus on strategies to support part-time staff, to implement the Teaching Skills that Matter (TSTM) initiative statewide, to support leadership development of program directors, and to continue to support local providers use of educational technology in remote, HyFlex, and distance learning settings.

Led by the State PD coordinator, the statewide professional development advisory committee made up of adult education staff representing a diversity of roles and providers, continued to play an important role in the professional development system. They assisted with setting professional development goals, provided feedback, and problem-solved PD challenges, such as recruitment and retention, new tools, and requirements. The committee analyzed professional development data and CASAS assessment data and surveyed the regional adult education Hubs to identify needs in the field and key topics for professional development in FY23, such as social emotional learning, foundational reading skills, numeracy, and integration of technology.

Nearly 90% of Maine’s adult educators are part-time with many of them working more than one job. The State Office continued to look for ways to ensure that professional development opportunities were available for all educators and to increase participation. Staff trainings were offered multiple times and in different locations and contexts, including on Zoom, in-person, and as HyFlex. Other trainings were developed as on-demand modules resulting in greater participation and access. Synchronous events were held later in the afternoon and on varied days of the week so that part-time teachers and teachers who also teach in the K-12 system would be able to attend. The CASAS implementation trainings included modules for analyzing TopsPro reports for instruction and were delivered using the HyFlex model, with in-person participants joined by remote participants. The HiSET Test Center Administrator training was developed as an on-demand training which made it more accessible for local providers needing to train new staff, and training for the state’s data management system was curated to be used as a training tool for local providers. These on-demand trainings are shared in the state’s Schoology groups. The State Office continued to solicit experts in the field to deliver mini-courses, webinars, and workshops through Zoom or in facilitated or self-paced courses on Schoology. Professional development courses and webinars focused on improving instructional strategies, including, courses in distance learning instruction and assessment, expanded offerings in social emotional learning, TESOL methodology, and CCRS-SIA and ELPS. The State Office worked with LINCS to offer a webinar series about serving all learners which encouraged participants to look at the accessibility of all aspects of their programming.

After participating in the federal TSTM training, the State Professional Development Coordinator and teacher team developed and facilitated a TSTM training for Maine’s adult education practitioners. The statewide training included 23 educators from across the state and focused on implementing the TSTM materials in various teaching contexts. An in-person training in September introduced the materials, and three webinars focused on diversity of teaching, math-science connections, and alignment with current curricula. Participants also worked with a coach and implemented the toolkit lessons in their classrooms and participated in an online community of practice. In April, the group reconvened in-person to share the impact of their work on their teaching. In FY23, the State Office and TSTM team will continue with their year two implementation plan.

To support the many new adult education program directors, to encourage leadership development among current directors, and to build leadership among aspiring directors, the State Office offered the Leadership Excellence and Development Institute (LEAD). Developed by AIR in partnership with NASDAE, LEAD focused on developing leadership skills, data- and research-based decision making, and workforce alignment in the context of adult education programming. Participants completed a Leadership-in-Action plan specific to a need within their program.

In FY22 most local providers began to hold in-person classes again, but nearly all offered some classes at a distance (synchronous or asynchronous) to support learners with barriers to participation. As a result, the State Office prioritized supporting local providers with strategies for using educational technology effectively and building learner and staff digital skills. The popular Tech Talk series continued with a focus on using technology in the classroom and for recruitment. Courses in distance education instruction assessment and recruitment, intake, and orientation asked participants to create courses and materials to use in their contexts immediately. The State Office’s membership in the IDEAL consortium ensured that local providers had access to high-quality distance learning resources to share, including introductory courses in blended and mobile learning and open educational resources through WorldEd’s elearning platform. IDEAL facilitators led courses in solving instructional challenges of remote teaching and building an edtech strategy toolkit, which was offered in partnership with New Hampshire. Both courses were designed around the participant’s teaching context with learner’s needs and skills at the center.

Communication from the State Office about professional development and relevant resources is shared through the group feature of Schoology, the statewide listserv, and a weekly ICYMI (In Case You Missed It) newsletter. Topic-specific groups, such as State Office Technical assistance, eCASAS, HiSET, and Data/MaineSTARS, house fiscal and program guidance, reporting templates, recordings of webinars/meetings. Each group also fosters a community of practice where the field can support each other by asking questions and sharing resources. The State Office continued to use the statewide listserv (almost 400 members) to disseminate promising practices and to share listings for upcoming professional development opportunities sponsored by the State Office and our partners. The weekly ICYMI newsletter highlights key fiscal and program updates, upcoming professional development and office hours, links to articles or other resources, and successes from the field.

Monthly office hours continued to connect staff from around the state. They were facilitated by local practitioners and offered for specific program roles (advising, data, ESOL teachers, math, and ELA/Literacy teachers). The office hours for teachers had low attendance, so the State Office is working with the facilitation team to determine needed adjustments to reengage the field in FY23.

State Office personnel attend relevant and appropriate federal and regional technical assistance trainings, such as National Reporting System on-line trainings, OCTAE Shop Talks, CASAS Summer Institute, the NASDAE National Training Institute, IDEAL consortium summer institute, COABE National Conference, Learning Forward Conference, and LINCS webinars, and then report back to our local service providers with information, materials, and guidance on key information learned. When appropriate, the State Office invited practitioners from the field to join the trainings. While the State Office personnel attended some in-person trainings in FY22, they are still able to benefit from the online trainings that would not be available otherwise due to travel costs.

AEFLA Section 223(1)(c)

Provision of technical assistance to funded eligible providers as described in section 223(1)(c)

The State Office provides technical assistance in the context of the statewide Title II professional development system, pursuant to program monitoring activities, and as needed by individual local providers and one-stop partners based on performance, provider request, or staff changes. Ensuring equitable access to technical assistance remains a priority for the State Office, so we continue to provide guidance, resources, and trainings multiple times a year, using varied delivery contexts, and making resources available to all staff. The State Office Data Coordinator offered local providers targeted technical assistance, including strategies for increasing data match release rates, support for new staff, and data analysis.

To increase equity of access to all local providers, the State Office provides curricula and resources to support digital skill development, contextualized English language acquisition, work readiness, and advising. For no charge, local providers can access the IC3 Digital Literacy credential curriculum for use with staff and students, the EnGen English language learning platform for career-contextualized learning, the state-developed WorkReady curriculum, and the World of Work Inventory, a career assessment. The State Office works with local providers during implementation and provides ongoing support through trainings, sharing resources, and regular check-ins.

Additionally, the State Office offered the following FY22 events based on the most rigorous or scientifically valid research available and appropriate:

Reading, writing, speaking: CCRS-SIA English Language Arts/Literacy Reading Apprenticeship, Part 1 & 2; Reading Apprenticeship in Writing
Mathematics: CCRS-SIA Mathematics Implementation
English Language Acquisition: TESOL Methodology; Ideas for ESOL Remote Instruction with a focus on TSTM webinar; English Language Proficiency Standards training; teachers of multilingual learners office hours
Technology: IDEAL 102: Solving Instructional Strategies in Online Learning; IDEAL 103 Building an EdTech Strategy Toolkit; Digital Citizenship: Preparing the 21^st Century Citizen for the 21^st Century World; Distance Learning Basics: Instruction and Assessment; Distance Learning Basics: Recruitment, Intake, and Orientation; Tech Talk webinar series; Schoology 101; Introduction to the Remote Observation Tool webinar; IDEAL courses—Introduction to Blended Learning, Introduction to Mobile Learning, Introduction to Open Educational Resources
Instructional Strategies: Teaching the Skills that Matter in Adult Education; Introduction to Trauma-Informed Teaching; Learner Accessibility; WorkReady facilitator training; LINCS TA: Serving All Learners; Using CASAS Reports for Instruction webinar
Advising: Identifying Executive Functioning Strengths and Weaknesses; Learning Moments of Mindfulness: Managing Difficult Situations; Using a Functional-Based Thinking Approach for Social-Emotional Learning; advising office hours; Motivating Adult Learners; Fostering Grit and Growth Mindset in Adult Learners; World of Work Inventory Level 1 & 2 Training
Administration: Leadership Excellence and Development Institute for Adult Education; new program administrator training; Fall 2021directors meeting; Subsidy for new program administrators; office hours for program administrators
Staff Training: CASAS Basic Implementation Training; CASAS: eTests; CASAS: Test Results and Reports for Teachers; HiSET Test Center Administrator training; MaineSTARS data training (collecting, analyzing, reporting); MaineSTARS: Best Practices for Back to School and the Latest; data office hours

Schoology, a learning management system, continues to be the primary vehicle to provide both a model of online learning and a repository for educational and programmatic materials and resources. The State Office began implementation of Professional Learning, a robust professional development system that will allow the field to register for and track their professional development for recertification purposes. It seamlessly connects to Schoology and will create more efficiencies for registration and access to Schoology for adult education staff. Professional Learning will be available to the regional Hubs for sharing their regional professional development opportunities.

2021-2022 Professional Development Opportunities by Category*

Category	Number of events
Assessment	6
College and Career Readiness	5
Instructional Practice	19
Data Collection and Analysis	2
Advising	11
Administrator/Leadership	7
Distance Education/Technology	14
WorkReady	2
WIOA/AEFLA	4
Office Hours	44

* This table does not reflect the self-paced courses offered throughout the year. Events were categorized by primary purpose, but several could be classified with other categories.

AEFLA Section 223(1)(d)

Monitoring and evaluation of the quality and improvement of adult education activities as described in section 223(1)(d)

Maine has not conducted state-wide onsite program monitoring for several years, instead we have relied on desk monitoring, the submission of standardized quarterly reports, targeted technical assistance to address any issues coming up in reports (i.e. SSN collection, etc.), evaluations of professional development courses offered, and one-on-one visits initiated by a program or the state office as needed.

AEFLA Section 223(a)(2)

As applicable, describe how the State has used funds for additional permissible activities described in section 223(a)(2)

The State Office contracts with outside agencies and individuals to conduct state leadership activities. These contracts, partially funded through the leadership activities portion of the AEFLA grant, provide a variety of services to support the State Office and local providers. The contracts are in the areas of:

Assessment and Accountability: Use of the Comprehensive Adult Student Assessment System (CASAS) provides a common assessment for all levels of ABE, ML/ESL, HSE, and IET programs. A standardized assessment system provides data on the progress and successes of students and local providers’ performance and allows the State Office to monitor providers’ progress towards their goals and objectives. Local providers access program-specific results through TopsPRO, the CASAS data management system, and regular technical assistance and training opportunities assists them in learning how to analyze data for reporting, program planning, and instructional purposes.
Technology and Distance Learning: Meaningful integration of technology at the program administration and classroom levels continues to be a focus for the State Office as it promotes, models, and provides support for all adult education staff. A subscription to Schoology, a statewide learning management system, provides a space for online and blended professional development instruction, a repository for resources, and for local service providers to develop student-level online learning courses. Maintaining a membership in the IDEAL consortium ensures that the State Office has access to the most current and relevant resources for educational technology, including access to professional development courses and targeted technical assistance from their subject matter experts. A contract continues with a web developer to host the Maine Adult Education PD Portal website, and a new subscription to Professional Learning, a PD management system, provides one place for providers to search for, register and track their professional learning.
Professional Development: Leadership funds supported contracts with facilitators that delivered high-quality professional development in social emotional learning and technology integration. Funds also supported members of the statewide professional development advisory committee and other experienced, high-performing practitioners at the local level who facilitated courses in FY22, including the team that facilitated the Teaching Skills that Matter statewide training.

Performance Data Analysis

Describe how the adult education program performed in the overall assessment of core programs based on the core indicators of performance. Discuss how the assessment was used to improve quality and effectiveness of the funded eligible providers and any plans to further increase performance in future reporting years.

Maine core program indicators for PY21 increased significantly from PY20 in all but one indicator. Employment rates, median wages, and the credential rate far surpassed Maine’s negotiated targets indicating Maine’s continued economic recovery from the pandemic.

Core Program Indicators of Performance	PY20 Target (2020-2021)	PY20 Actual (2020-2021)	PY21 Target (2021-2022)	PY21 Actual (2021-2022)	PY22 Target (2022-2023)
Employment Rate Q2	34.00%	33.22%	35.00%	45.41%	34.00%
Employment Rate Q4	32.00%	32.10%	33.00%	38.75%	33.00%
Median Wage Q2	$4,250.00	$5,270.94	$4,300.00	$5,584.84	$5,275.00

The increase in core indicators may also be attributed to the statewide focus on improving SSN release rates. Since our initiative started in PY18 our SSN release rate has increased 17.94% overall. Last year’s rate for ABE level learners reached an all-time high of 92.23%.

Additional Performance Outcomes-ALL Pops (NRS Table 4)	PY18 7/1/18-6/30/19	PY19 7/1/19-6/30/20	PY20 7/1/20-6/31/21	PY21 7/1/21-6/30/22	Percent +/- From PY18
SSN Release Rate-ABE	79.64%	86.41%	91.40%	92.23%	15.81%
SSN Release Rate-ESL	28.82%	32.35%	49.10%	48.93%	69.78%
SSN Release Rate-TOTAL	63.20%	67.76%	78.28%	74.54%	19.94%

Although SSN release rates for English language learners continues to be far below the 90% state target, progress is still being made. The SSN release rate of 48.93% in PY21 for ESL level learners has increased 69.78% from PY18. In addition, our English language learner population is increasing. In PY18, ESL Level learners made up 36% of total learners served; in PY21, ESL Level learners made up 41% of learners served- a 5% increase. With this increase, continuing to focus on improving the SSN release rate for ESL level learners going forward will ensure the state data match includes as many learners as possible.

PY21 enrollment of 4,619 learners was an increase of 13.43% overall from PY20. This is mostly due to the 35.51% increase in ESL level enrollments. While we have not yet fully recovered to pre-pandemic levels, for the first time since the pandemic, enrollment is trending in the right direction.

NRS Enrollment	PY18	PY19	PY20	PY21
ABE Enrollment	3783	2935	2678	2730
ESL Enrollment	2101	1940	1394	1889
TOTAL Enrollment	5884	4875	4072	4619

Maine’s only core indicator not meeting federal targets for PY21 is the measurable skill gain rate. Even so, at 36.19%, the MSG rate was only 0.81% below the PY21 target of 37% and well within the ninety percent threshold for performance targets. However, an examination of the NRS table 4 with its break down of MSG rate by Educational Functioning Level reveals a key area of concern- the discrepancy in MSG rates between ABE and ESL level learners.

Measurable Skills Gain	PY18	PY20	PY21
ABE	35.84%	41.89%	43.62%
ESL	30.08%	29.41%	25.46%

In PY18, approximately 36% of ABE level learners and 30% of ESL level learners were making skill gains. By PY21, 43.62% of ABE level learners are making gains, while only 25.46% of ESL level learners are making gains. Clearly, the MSG gap is widening and addressing this issues will be a priority as we move forward post-pandemic.

Further examination of the PY21 NRS Table 4 helped us identify some additional areas of focus. ESL Level 6 learners have the lowest MSG rate of any educational functioning level at 4.54%. To improve measurable skill gains of ESL level learners and specifically those at ESL level 6, the state will provide statewide technical assistance regarding ESL level posttesting and reach out directly to local providers with high populations of English language learners to identify their needs going forward. In addition, new funding provided through the Maine Jobs and Recovery Act has been dedicated to increasing integrated education and training opportunities for adult learners statewide. By continuing to focus on integrated education and training as well as working to integrate services with core partners and employers, we are hopeful that Maine Adult Education will continue to improve in our key performance targets and most importantly help adult learners reach their full potential.

Integration with One-stop Partners

Describe how the State eligible agency, as the entity responsible for meeting one-stop requirements under 34 CFR part 463, subpart J, carries out or delegates its required one-stop roles to eligible providers. Describe the applicable career services that are provided in the one-stop system. Describe how infrastructure costs are supported through State and local options.

The state delegated the role of one-stop partner to local programs. Due to the geographic and varied regional economies of the state it was determined that the partnerships would be more productive if decisions were made at the local level. MOU has been signed and IFA costs have been determined for one stop partners in the Coastal Counties workforce board, but conversations are ongoing regarding updating MOUs and determining IFA costs in the additional two areas.

Integrated English Literacy and Civics Education

Describe how the state is using funds under Section 243 to support the following activities under the IELCE program:

IELCE Funds and grants

Describe when your State held a competition [the latest competition] for IELCE program funds and the number of grants awarded by your State to support IELCE programs.

Maine competed for IELCE funds in February 2019. Two local programs applied and were funded. The initial grant period was two years with two additional 2-year extensions.

Training activity

Describe your State efforts in meeting the requirement to provide IELCE services in combination with integrated education and training activities;

In the RFP, programs were asked to develop at least one IELCE IET.

IELCE Section 243(c)(1)

Describe how the State is progressing towards program goals of preparing and placing IELCE program participants in unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency as described in section 243(c)(1) and discuss any performance results, challenges, and lessons learned from implementing those program goals; and

The two providers served a total of 71 learners in IELCE-IET programs. Of those, 61 completed their programs, 53 earned industry recognized credentials and 21 were employed at the time year-end reports were submitted. IETs were created and credentials earned for CNA, Construction, and Customer Support Specialist earning a CompTIA A++.

IELCE Section 243(c)(2)

Describe how the State is progressing towards program goals of ensuring that IELCE program activities are integrated with the local workforce development system and its functions as described in section 243(c)(2) and discuss any performance results, challenges, and lessons learned from implementing those program goals.

Programs AEFLA proposals are aligned with local workforce development boards.

Adult Education Standards

If your State has adopted new challenging K-12 standards under title I of the Elementary and Secondary Education Act of 1965, as amended, describe how your Adult Education content standards are aligned with those K-12 standards.

Maine continues to provide professional development and technical assistance to local practitioners in effectively implementing the College and Career Readiness Standards for Adult Education and the English Language Proficiency Standards (ELPS). Most of the required CCRS Phase 1 - 3 trainings are self-paced online courses based on the Standards-in-Action work, but for the facilitated courses in Phase 1 and Phase 3, the State Office contracts with an ELA lead trainer for facilitation support, and the State Professional Development Coordinator facilitates the mathematics trainings. The State Office uses the LINCS resource collection modules for ELPS trainings. Practitioners complete the modules independently, and then, convene to debrief the content. In FY23, we will take a comprehensive look at our CCRS and ELPS implementation, including evaluating current courses and the trainings’ scope and sequence, and integrating the CCRS curriculum review tool, to ensure that it meets the needs of local providers and their teaching staff.

Programs for Corrections Education (AEFLA Section 225)

What was the relative rate of recidivism for criminal offenders served? Please describe the methods and factors used in calculating the rate for this reporting period.

Residents in Maine Department of Corrections (MDOC) facilities have the opportunity to take HiSET preparation courses and HiSET tests to be awarded a State of Maine High School Equivalency diploma. The one year post release custody rates for clients in 2020 was 5.1%, which is 1.1% lower than the return to custody rate for the general population of MDOC in 2020.Learners receiving adult education services are tracked in the MDOC data system (CORIS) for participation and return to custody should that happen.

Narrative Report for Maine 2021