Located in:
- III. Operational Planning Elements
The Unified or Combined State Plan must include an Operational Planning Elements section that supports the State’s strategy and the system-wide vision described in Section II(c) above. Unless otherwise noted, all Operational Planning Elements apply to Combined State Plan partner programs included in the plan as well as to core programs. This section must include—
- b. State Operating Systems and Policies
The Unified or Combined State Plan must include a description of the State operating systems and policies that will support the implementation of the State strategy described in section II Strategic Elements. This includes—
- 5. Distribution of Funds for Core Programs
Describe the methods and factors the State will use in distributing funds under the core programs in accordance with the provisions authorizing such distributions.
- 5. Distribution of Funds for Core Programs
- b. State Operating Systems and Policies
III. b. 5. B. i. Describe how the eligible agency will award multi-year grants or contracts on a competitive basis to eligible providers in the State, including how eligible agencies will establish that eligible providers are organizations of demonstrated effectiveness
Current Narrative:
B. For Title II –
(i) Describe how the eligible agency will award multi-year grants or contracts on a competitive basis to eligible providers in the State, including how eligible agencies will establish that eligible providers are organizations of demonstrated effectiveness.
For the Title II Adult Education fund, Maryland awards grants to eligible providers through a competitive application process to establish or operate programs that provide adult education and literacy activities. The application process is open to eligible providers for seamless delivery of services, ensuring that services are available in every jurisdiction based on the level of need. The services provided must focus on the adult education goals described in WIOA Title II, including helping adults to become literate and obtain the knowledge and skills necessary for employment and self-sufficiency. In 2020, the DWDAL Office of Adult Education and Literacy Services (AELS) released a competitive grant application for Adult Education and Family Literacy Services in Maryland, authorized and funded under WIOA Title II.
The development process for this competitive grant application included input from partner programs overseen by DWDAL’s Office of the Assistant Secretary and OWD, as well as the external WIOA partners. The competitive grant application was posted on the MD Labor website in January 2020, seeking local providers of services to commence operation on July 1, 2020, continuing for a 3-year period, pending compliance with all requirements of the grant. During the 3-year period, annual continuation applications are required that must include activity and partnership updates, performance reviews and projections, annual class schedules, data quality reviews, budgets and assurances.
All applicants for WIOA Title II funding were required to submit a proposal in response to this competitive grant application. A separate grant application was required for both the National External Diploma Program (NEDP), a State-specific initiative, and Integrated English Literacy and Civics Education (IELCE) as. These applications followed the same process of development and dissemination as the competitive grant application for Adult Education and Literacy Services. NEDP provides an additional resource for adult learners to achieve a High School Diploma and make a measurable skill gain under WIOA. Maryland has offered this competency-based performance assessment option since the 1970’s. It is an effective alternative for older learners as it is a self-directed program that capitalizes on an adult’s life and professional experiences. Additionally, during the remote environment created by COVID-19, NEDP provides a virtual option for those working towards a diploma. In Maryland, 11 of the State’s 25 WIOA Title II grantees (as of July 1, 2020) will offer NEDP.
Funding allocations by county will be determined by AELS on the basis of need and demand. Need will be established through U.S. Census data identifying the numbers of individuals residing in counties with less than a high education and with English language barriers. Demand will be established from historical adult education enrollment data by county. Proposals submitted in response to the competitive grant application will be reviewed by AELS, along with an independent team of reviewers including individuals with knowledge and expertise in adult education, WIOA partner agency officials, and DWDAL personnel.
Reviewers will score applications on the considerations set out in WIOA, Title II, Section 231. Demonstrated effectiveness will be determined by the applicant’s submission of verifiable data that documented previous successful provision of services, specifically identifying that participants enrolled in the services demonstrated success in achieving the performance measures required in WIOA, Title I, Section 116. Applicants are required to submit performance data on the program’s record of improving the skills of the eligible population, including individuals at the lowest levels of literacy in reading, writing, mathematics, English language acquisition, and civics education. Past performance must also include data related to High School Diploma attainment and transition to post-secondary education and training. Previously funded programs will submit data entered in LACES as required under section 116. New applicants must demonstrate past effectiveness in serving basic skills deficient individuals and success in achieving results in the performance areas listed above.
The following services are funded:
Adult Education & Family Literacy Act Services
| Program | Description |
|---|---|
| Adult Basic Skills Education Programs | Maryland adult education programs provide instruction in adult basic skills for adults with low basic skills, or low educational attainment, and will helping the most vulnerable adults to gain access to the services they need |
| Adult Secondary Education Programs | Adult secondary education instruction are provided for students functioning at the adult secondary education level in preparation for a high school diploma through GED® testing or the National External Diploma Program® |
| English Language Acquisition Programs | English language acquisition programs are provided, especially in jurisdictions with a high population of English language learners. Instructional programs will be required to incorporate mathematics instruction as required by law. |
| Integrated English Literacy & Civics Education | The integrated English literacy and civics education provides instruction that enables such adults to achieve competency in the English language and acquire the basic and more advanced skills needed to function effectively as parents, workers, and citizens. Such services include instruction in literacy and English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation. This may also include workforce training (depending on which section of services are provided). |
The State also applies the principle of demonstrated effectiveness to its evaluation of other programs.
The Monitoring and Compliance Unit visits include fiscal and programmatic monitoring that review partnerships, customer flow, fiscal, and programmatic files under Title I and III. This monitoring occurs in accordance with MOUs, the State Plan, and Local Plans. Written reports are provided identifying findings that require corrective actions, as well as areas of concerns as a warning of future issues. Best practices are identified and shared with other areas. Sanctions would apply following two years of poor performance which included reduction of funds or decertification as an area. Additionally, the TAA program is also monitored with Monitoring and Compliance Unit.
JVSG audits each of the 12 Local Areas once every two years. The audit covers partnerships and how mandatory partners in the State Plan operate and work together as it relates to JVSG guidance.
Local performance negotiations are based on past performance and future modeling provided by USDOL. Information is used to measure how the system is operating as far as Title I and III. When available, Benchmarks of Success data will also be factored into these decisions.
Youth providers that are contracted out by Local Areas are assessed annually not renewed if determined to be ineffective.