Adult Education and Family Literacy Act Program

2. Describe how the State will use the funds to carry out permissible State Leadership Activities under section 223 of WIOA, if applicable.

The development and implementation of technology applications, translation technology or distance education including professional development to support the use of instructional technology.

A Distance Learning Workgroup was convened to make recommendations to expand the scope of distance learning in Maryland in order to meet the needs of all students. Changes were made to the Distance Learning Policy to allow programs to count proxy hours and implement changes in curriculum to accommodate blended learning. Members of the group included staff from adult education programs and AJCs. The revised Distance Learning Policy is a component of the Maryland Basic Education Skills & English Language Assessment Policy.

Until the recent change to the Distance Learning Policy, Maryland i-Pathways program was the only distance learning opportunity for ABE levels 5-6.  Educational technology has opened new avenues for learning and Maryland embraces the ability of educational technology to expand access and availability of learning for adult learners. Recent shifts in Maryland’s learner population created a need for online curriculum to support the needs of the growing ELL population as well as lower skilled adults. Maryland has made a concerted effort to expand blended and online learning opportunities for all learners.

Digital literacy remains a focus to improve learner proficiency and future academic and employment opportunities. The competitive grant application required that applicants describe how instructional activities utilize educational technology in the classroom, describe current and future blended and distance learning offerings, outline elements of digital literacy currently implemented, and identify gaps between current use and the newly-created Digital Literacy Framework for Adult Learners. Created for adult learners across Maryland, the Digital Literacy Framework for Adult Learners promotes digital literacy to ensure full participation in the constantly evolving digital landscape. It showcases seven interconnected elements that support technology integration into existing context and curriculum. A workgroup of stakeholders gathered in 2019 to research and develop the Framework. Future work includes an implementation guide for local Title II programs.

Realizing the need for increased knowledge of distance and blended learning opportunities, Maryland joined the IDEAL Consortium in FY18. The IDEAL Consortium helps member states establish quality distance and blended learning programs by offering professional development, providing technical support, and facilitating a network of education leaders engaged implementing distance and blended learning. Through the partnership with World Ed, Maryland offered training in online and blended program planning and implementation (IDEAL 101) to ten programs.  In FY19, a second cohort of nine local programs participated in IDEAL 101.

These two training opportunities included an online course to raise awareness of and proficiency in creating effective online learning opportunities. These 19 participants then created a site plan and piloted blended and online learning opportunities at their sites, while being supported through a series of implementation webinars. Additional professional development will be offered in conjunction with the IDEAL Consortium.

The state is moving forward with plans to offer a virtual new instructor professional development from a centralized operation. This professional development will focus on understanding the adult learner, federal and state regulations for program operations and assessment, and instructional. The initiative benefits local adult education providers by creating centralized content to support the onboarding of new adult education instructors.

Content and Models for Integrated Education and Training and Career Pathways

In late 2017, Maryland committed $1,000,000 of WIOA funding to invest in demonstration projects that support career pathway initiatives. The grant program, which is the first of its kind in Maryland, solicited innovative proposals from Local Areas to develop demonstration projects that increase training and employment opportunities for Marylanders lacking high school diplomas. Grant applicants were encouraged to prepare proposals for pilot interventions involving proven strategies, such as (but not limited to) pre-apprenticeship training, English Language Acquisition, distance learning, bridge programming, and pathways to employment for out-of-school youth. Community partners and adult education providers were encouraged to partner with Local Areas to participate in the opportunity.

Historically, the several programs, including the largest community colleges received funding through MD Labor and a private foundation to implement IETs through Maryland’s MI-BEST program. A Workforce Innovation Grant allowed the colleges to continue to develop this program in partnership with their workforce partners. For a number of providers, additional professional development will be required to develop and implement IET programs.  IELCE funding and WIOA rules that allow for a broader use of AEFLA funding have facilitated some successful projects, however, the state encourages collaboration to leverage funding.