Located in:
- Program-specific Requirements for Adult Education and Family Literacy Act Programs
The Unified or Combined State Plan must include a description of the following as it pertains to adult education and literacy programs and activities under title II of WIOA, the Adult Education and Family Literacy Act (AEFLA).
d. Integrated English Literacy and Civics Education Program
Describe how the State will establish and operate Integrated English Literacy and Civics Education programs under Section 243 of WIOA, for English language learners who are adults, including professionals with degrees and credentials in their native countries, including how the Integrated English Literacy and Civics Education program under section 243(a) of WIOA will be delivered in combination with integrated education and training activities.
Describe how the State will fund, in accordance with the requirements of title II, subtitle C, an Integrated English Literacy and Civics Education program and how the funds will be used for the program.
Describe how the Integrated English Literacy and Civics Education program under section 243(a) of WIOA will be designed to prepare adults who are English language learners for, and place such adults in, unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency.
Describe how the Integrated English Literacy and Civics Education program under section 243(a) of WIOA will be designed to integrate with the local workforce development system and its functions to carry out the activities of the program.
Current Narrative:
d. Integrated English Literacy and Civics Education Program. Describe how the State will establish and operate Integrated English Literacy and Civics Education programs under Section 243 of WIOA, for English language learners who are adults, including professionals with degrees and credentials in their native countries.
The IELCE Program under Section 243 of WIOA was included in the competitive application process for AEFLA funding and adhered to the same requirements of Subtitle C. Maryland upholds the expectation that alignment of activities is achieved through a planning process prior to submission of applications
The competitive grant application required narrative criteria supporting the need for the IELCE program, based on census data and the proposed industry training areas as specified in state occupational data and the local plan. Additionally, applicants were required to discuss how the plan would integrate with the local workforce and prepare English language learners for placement in unsubsidized employment in high demand industries.
1. Describe how the State will fund, in accordance with the requirements of title II, subtitle C, an Integrated English Literacy and Civics Education program and how the funds will be used for the program.
Allocated funds are used to provide integrated instruction to adult English language learners, including those who may have professional degrees or certifications in their native countries, that will enable them to develop proficiency in the English language and in the skills needed to become effective parents, workers and citizens in the United States. Instruction includes evidence-based practices that honor cultural diversity and prepares adults for unsubsidized employment in high demand industries and occupations that lead to economic self-sufficiency. English language learners develop language and academic proficiency to prepare them to access post-secondary education.
Selected providers support the English language and civics portion of an integrated education and training program in partnership with an organization that funds the occupational training. Integrated EL/Civics instruction may also be used to provide funding for workplace education programs in partnership with business. Integrated EL/Civics instruction are contextualized to include academic and workplace preparation skills that provide English language learners with the skills needed to succeed in post- secondary education and develop an understanding of the American workplace, regional in-demand industries and occupations that lead to economic self- sufficiency.
Maryland participated in the Literacy Information and Communication Systems English as a Second Language Pro Technical Assistance grant. Funds used to develop instructional practices will enhance the ability of local jurisdictions to effectively prepare English language learners for careers. The best practices developed in this initiative will be shared with all local providers.
The state participates in the Building Opportunities TA project through Manhattan Strategy Group in partnership with one of the largest local programs. The Adult Education Office has provided ongoing technical assistance to the programs receiving funding through Section 243 (17 in FY 2018 and 13 in FY 2019) Initial assistance was provided with regard to program start-up, recruitment, screening, and initiating partnerships. Additional clarification on funding use was provided as grantees developed plans to deliver programming. Technical assistance on building partnerships and developing IETs will continue to be the focus of professional learning.
Funded providers are required to submit plans that describe the integration of activities and services with local workforce development partners in subsequent renewal years.
2. Describe how the Integrated English Literacy and Civics Education program under section 243(a) of WIOA will be designed to prepare adults who are English language learners for, and place such adults in, unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency.
Programs receiving funds under WIOA Section 243, must implement integrated English literacy and civics education activities to help English language learners achieve competence in English. Contextualized instruction is included on the rights and responsibilities of citizenship, naturalization procedures, civic participation, and United States history and government to help such learners acquire the skills and knowledge to become active and informed parents, workers and community members. Required components of IELCE services are as follows:
- English Language Acquisition (speaking and comprehension) and
- Literacy (reading and writing) and
- Civics education (the rights and responsibilities of citizenship and civic participation)
IELCE includes English language instruction, including speaking, reading, writing and comprehension skills in English and Civics education that is based on the best practices and are aligned with the English Language Proficiency Standards for Adult Education. Applicants must:
- Explain how the delivery of services will allow adults to achieve competency in the English language and acquire the basic and more advanced skills needed to function more effectively; and
- Describe how the civics education component of IELCE will be offered to participants and how will participants engage in activities and lessons that increase their awareness of rights and responsibilities of citizenship and civic participation, U.S. History and Government?
In addition, programs receiving IELCE funds under Section 243 of WIOA must ensure that students in this Program have access to integrated education and training (IET). Access to an IET means that students who are in Section 243 funded services are also able to attend an IET course, if interested; however, students enrolled in the IELCE program are not required to participate in such service.
IELCE provides education services to English language learners who are adults, including professionals with degrees and credentials in their native countries 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 in the United States. Such services must include instruction in literacy and English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation. NRS levels are not the determiners for student eligibility. Non-native English speakers, who are receiving ELA instruction and civics instruction as an integrated component of the IELCE, are still eligible to participate in the IELCE/IET even though they may have tested out of all six ELL levels in NRS.
The State Plan has placed priority on alignment with Maryland’s ESL content standards taught concurrently with instruction on the rights and responsibilities of citizenship and civic participation, understanding the American systems of government, education, healthcare and the American workplace.
Applicants will propose a model that ensures provision of all required components in compliance with WIOA regulations. In cases in which the grant recipient does not provide all components itself, it will be responsible for ensuring full integration of all activities. Furthermore, local providers must provide annual deliverables include 1) data integrity reports; 2) payment point summaries; 3) fiscal reports; 4) professional development, technology, and distance learning plans; 5) and local assessment plan. As such, local providers must continue to demonstrate program effectiveness in order to reapply for continued funding.
3. Describe how the Integrated English Literacy and Civics Education program under section 243(a) of WIOA will be designed to integrate with the local workforce development system and its functions to carry out the activities of the program.
Programs receiving IELCE funds under Section 243 of WIOA must ensure that students in this Program have access to integrated education and training (IET). Access to an IET means that students who are in Section 243 funded services are also able to attend an IET course, if interested; however, students enrolled in the IELCE program are not required to participate in such service.
Guidance provided to applicants that IET(s) choice(s) must employ current Local Board or Labor Market Information (LMI). The IET should also be the first step in a career pathway, which leads to recognized credentials. Applicants must address 1) How does the IET align intended outcomes to employer needs and 2) identify the occupational sector, entry-level positions, initial industry certifications, and degree options in pathway.
In addition, while the use of Title II Adult Education funds to support the IET component is not prohibited, it is not deemed best practice. It is strongly recommended that occupational training be funded through a partner. Applicants must describe how the IET(s) will be funded and who will provide resources or funding to support the program.