ADULT EDUCATION REGIONAL PROGRAM
July 1, 2010 – June 30, 2011
Workforce Investment Act of 1998 – Title II
Adult Education and Family Literacy Act
The Indiana Department of Education (DOE) in partnership with the Indiana Department of Workforce Development (DWD) is committed to fostering the development of a seamless adult education system. Development of a comprehensive regional approach will leverage all available funding and resources in order to fill the gaps that currently exist in serving the adult and out-of-school youth populations.
For purposes of this document and future program construction, the regional adult education structure will be comprised of the following components: foundational-skills development, occupational bridge-program training, academic and career counseling, and related initiatives to assist adults and out-of-school youth. This effort takes a holistic approach to educational development for purposes of supporting employment, reemployment or enhanced employment. Emphasis is placed on basic skills and occupational skills development and right-placing learners through academic and career counseling. Moreover, the approach supports a “division-of-labor” model in which all contributing partners
can focus on their respective strengths. The time and resources of the adult educators are freed to focus on teaching and learning; and the strengths of the workforce investment system are fully leveraged in delivering counseling and employment services.
The goals of this comprehensive, regional approach are:
; to increase accessibility to adult education services in areas of the state
most in need of these services;
; to leverage all available resources toward increasing the capacity of
Indiana’s adult education system;
; to create a seamless transition to a postsecondary education and training
; to build an educated and competitive Indiana workforce; and
; to meet and exceed learner performance goals.
Funding sources will include Workforce Investment Act Title I (Title I dollars will be granted to each Regional Workforce Board by DWD), Title II (Adult Basic Education dollars will be awarded to Adult Education and Family Literacy Act (AEFLA) eligible providers), and Title III (Wagner-Peyser dollars will be used for
Regional Coordinators and Counseling staff hired by DWD). Each funding stream has its own function and represents a portion of the holistic adult education plan. The Indiana Adult Education grant outcomes are directly tied to the five core indicators required by the federal Adult Basic Education (ABE) program funded through Title II of the Workforce Investment Act.
1. Increase in basic skills attainment for ABE and ESL learners
2. Attainment of high school diploma or GED
3. Transition into postsecondary education or training
4. Enter employment
5. Retention of employment
All plans should be comprehensive and systematic, improve learning experiences, increase accessibility, enhance outreach and collaboration, promote diversity in the delivery of instruction, and integrate the use of technology into instruction.
Although the Regional Competitive Application for Adult Education is a three-year grant, the following fiscal guidance and procedures will apply in year one of the grant. Funding guidelines and performance metrics for future years will be determined in fiscal year 2010-2011.
Title I Funds
Title I dollars will be granted to each Regional Workforce Board (RWB) by Department of Workforce Development (DWD). Up to 10% may be used for administration/case management expenses. Each Region and IPIC is expected to provide core and intensive services to participants using Title I funds. The RWB and IPIC may use a portion of the 10% administrative/case management funds to supplement regular WIA funds to ensure that participants receive meaningful case management services. The remaining 90% of grant funds must be dedicated to adult basic education vouchers.
Providers will be reimbursed by DWD via the regional operator/service provider in each region for purposes of providing vouchers to eligible clients. Eligible clients will be referred by the WorkOne Center to an approved ABE provider. Upon the client completing thirty hours of instruction, the ABE provider may invoice the Regional Operator for reimbursement of $325 until the region’s allocation from DWD is exhausted. Fiscal reporting by the Regional Operator (scope, frequency and format) will mirror that of other DWD grants.
Title II Funds
Title II funds will be awarded to eligible providers identified through the competitive application process and as mandated by the Adult Education and Family Literacy Act (AEFLA). Consortia comprised of eligible providers are encouraged to identify a single AEFLA fiscal agent in a region. The state will ensure that all eligible providers have direct and equitable access to apply for
grants or contracts; and, the same grant or contract announcement process and application process is used for all eligible providers in the state. An overview of Title II funding guidelines is in Appendix A.
Reimbursement of Federal Funds
Beginning July 1, 2010, federal grants will be reimbursement-based actual expenditures. Based on this change, the Cash Request Form will no longer be used and will be replaced by a Reimbursement form. Reimbursement forms listing actual expenditures will be electronically submitted to the IDOE Finance Division and processed for payment two times per month.
Overview of Workforce Investment Act (WIA) Title II Federal Requirements
The guiding principles of the Act are partnership, flexibility, accountability and improved quality of services. The purpose of the Act is to create partnerships to assist adults:
; to become literate and obtain the knowledge and skills necessary for
employment and self-sufficiency;
; to obtain the educational skills necessary to become full partners in the
educational development of their children (if parents); and
; to complete a secondary school education.
Target Population: The term “adult education” means services or instruction below the postsecondary level for individuals who:
; are 16 years-of-age or older;
; are not enrolled or required to be enrolled in secondary school under state
; lack sufficient mastery of basic educational skills to function effectively in
; do not have a secondary school diploma or its recognized equivalent;
; hold or have obtained a diploma or equivalent but lack basic academic
; cannot speak, read, or write the English language.
Programs should target individuals with multiple barriers to educational attainment, including: individuals with disabilities; criminal offenders; single parents; and individuals with limited English proficiency.
Coordination with the Workforce Investment System
The Act requires recipients of Title II funds to demonstrate:
; coordination with the WorkOne centers for the benefit of their common
; provision of programmatic information on their programs and services to
the one stop centers; and
; engagement in collaborative activities with the Workforce Investment
System to ensure a comprehensive approach to literacy and employment.
Regional Coordinator: A regional coordinator will be employed by DWD in each region of the state. The positions will be funded by Wagner-Peyser funds and will report to DWD. Each coordinator will work closely with all providers and partners
in each Economic Growth Region. Regional coordinators will assist in the oversight and implementation of the plan for the region. It will be incumbent upon the coordinators to carefully monitor the effective and efficient use of program resources and ensure a collaborative effort among providers.
Eligible Applicants for the Title II AEFLA Grant: Eligible applicants include:
local educational agencies; community-based and volunteer literacy organizations of demonstrated effectiveness; institutions of higher education; public or private nonprofit agencies; libraries; public housing authorities; faith-based organizations; other nonprofit institutions that have the ability to provide literacy services to adults and families; and a consortium of the agencies, organizations, institutions and libraries described above.
APPLICATION GUIDELINES – Funding Period
Grants and contracts will be awarded for the period of July 1, 2010 to June 30, 2011. Successful applicants will be awarded funds for the first year of a three-year plan with an additional two years of funding contingent on satisfactory program performance and future Federal and State appropriations. Performance metrics will be negotiated or outlined before grants are awarded. In the event of the reauthorization of WIA, a new competition will be required when the new Act is implemented.
Three Year Regional Plan: An Overview
Eligible providers must show the following: demonstrated effectiveness in delivering adult education services in the Economic Growth Region (EGR); classes of sufficient intensity and duration; measurable learner outcomes; the incorporation of technology into instruction; coordination of services with local schools, colleges, one stop centers, job-training programs and social-service agencies; incorporation of research-based reading, mathematics and writing instruction; inclusion of English Literacy (ESL) instruction; flexible program schedules, and provision of support services.
Applicants will provide a three-year comprehensive strategic plan designed to address the continuation of services in their EGR. The funding allocation by region is in Appendix A – Funding Allocation, Overview, and Match Requirement.
2010-2011 NARRATIVE SECTION –
(Limited to 25 pages excluding forms)
DOE/DWD seeks innovative and creative ideas for providing and implementing adult education services utilizing a regional approach to provide services and leverage funding. Emphasis should be placed on collaboration among schools, higher education, workforce development agencies, community organizations and other partners. DOE/DWD is seeking applications that demonstrate innovation and research-based instructional strategies. Implementation of technology into instructional practices must be documented for the region.
I. Regional Plan Overview (Narrative and Forms 2a and 2b – Goals and
Objectives and Performance Measures)
Point Value: 10
It is understood that elements of the three-year plan may be phased in
dependent upon regional readiness. Using Form 2a– Goals and Objectives
and Form 2b - Performance Measures, clearly state the regional plan’s
mission, vision and objectives to include strategies in terms of measurable
outcomes for all program participants. How will the applicant support other
local providers in meeting regional goals? In narrative form, briefly address
how the transition to a regional, coordinated system will increase numbers
served and how resources will be leveraged. Explain how the proposed
regional system will add new services and improve existing services for the
region. Briefly describe the organization’s experience and expertise in
providing the full continuum of services including intake, assessment,
academic and career counseling, and delivery of basic skills training.
II. Leadership and Coordination (Narrative and Regional Partnership
Agreement- Form 3)
Point Value: 10
A major indication of program success is strong leadership and efficient
management. In order to promote the alignment and utilization of resources,
a regional plan will be developed or continued. Briefly describe existing or
planned coordination with stakeholders, programs, agencies or services. If
applicable, provide examples of significant assets that have been leveraged
in the past to support learner success as a result of past partnerships with
Applications that include partnerships among the following categories are
1) All local education agencies (LEA), educational service agencies, or
area vocational districts serving the target population;
2) Regionally accredited institutions of higher education that offer a two-
year associate degree program or a two-year postsecondary
apprenticeship program, certificate or licensure; or proprietary
institutions of higher education that offer a two-year associate degree
3) Community and/or faith-based organizations of demonstrated
effectiveness and other non-profit institutions that have the ability to
provide literacy services to adults and families;
5) Employers; and,
6) Other eligible entities.
Scoring is weighted to favor broad understanding of stakeholder strengths, resources and metrics as well as wide regional representation (geographically and numbers served).
PROGRAM PLAN AND DESIGN
III. Statement of Regional Needs (Narrative to include demographic data and
Form 4 – Program Component Worksheet)
Point Value: 10
Applicants must provide a statement of need for the project within the appropriate Economic Growth Region. The applicant must demonstrate a comprehensive understanding of regional demographics, labor market information, unemployment data, current and future employer needs, K-12 high school graduation rates, postsecondary enrollment and graduation data, etc. Describe how the plan will address identified regional needs and priorities leading to learner outcomes. The following information must be provided:
1) Demographics and employment trends with reliable, documented
sources such as U.S. Census, American Community Survey, Labor
and Education data and state labor-market statistics and educational
2) Economics, employment, and family-status information of the target
population within the region as it relates to educational needs; 3) Education levels in the region, the extent of the problem and
characteristics of those most in need;
4) Services to be provided and the categories of potential learners
Describe how the needs assessment was conducted in the region. Using Form 4 – Program Component Worksheet, address how the proposed regional plan including time of day of classes, intensity, frequency and duration of services meets the needs of your target population. Describe
how the program plan addresses serving the adult learners who are most in need of literacy and language services.
IV. Assessment of Current Regional Services (Narrative)
Point Value: 15
Applicants must demonstrate an understanding of the current education and economic development systems within the entire Economic Growth Region. The description should justify the programming being proposed and identify current gaps in access and/or service in the delivery of adult education services. The following information must be provided:
1) Current services provided (asset mapping) – applicant must
demonstrate a comprehensive understanding of all training and
education services currently being provided within the coverage area.
These services should include but not be limited to: intake,
assessments, skills training, basic education, literacy training, specific
training for work readiness and job placement, preparation instruction
for college entry and the provision of support services. This
comprehensive understanding should include current services provided
by existing LEA, institutions of higher education offering two-year
associate degree programs, business and employers, WorkOne
centers, and community/faith-based/non profit organizations. Describe
specific strategies for recruiting learners and retaining them so they can
meet their educational goals.
2) Gap and overlap analysis – applicant must demonstrate
comprehensive understanding of the areas (geographically,
programmatically and demographically) where gaps in services occur
as well as where learners and services overlap. Provide a complete
picture of where, when, and for whom additional services are needed
and where duplicative services could be combined or eliminated.
3) Demonstrated Program Effectiveness – applicants must describe the
past performance with the target population within the Economic
Growth Region. Three years of data (brief narrative and NRS Tables 4,
4B and 5) will be required for all currently funded DOE programs.
Provide requested performance reports to show evidence of meeting or
exceeding core performance measures. If applying as a consortium
and you choose to include a partner or provider whose performance is
below the state average (below 52% on NRS Table 4 for FY 2009),
please document rationale for including this program and an
improvement plan for remediation.
If not a currently funded adult education program, list up to three
projects, initiatives or programs in which your agency has delivered
educational services to adults and address the evidence of positive
outcomes for learners in terms of academic and career goals; also
describe your effectiveness in improving the literacy or academic skills
4) Leveraged Resources – Address additional available funding streams,
human capital and additional resources; applicant must identify all
applicable funding sources, facilities, personnel, etc. in the EGR that
can be utilized toward these efforts for the regional match. See
Appendix A for additional information.
Applicants should demonstrate an understanding of eligibility and
present strategies to utilize different funding options across multiple
education and workforce systems such as:
1. WIA Title I
2. WIA Title II (Adult Basic Education)
3. WIA Title III (Wagner-Peyser)
4. WIA Youth
5. Perkins – (Basic, Tech Prep, State Programs & Leadership funds)
V. Academic and Career Counseling (funded by DWD)
Point Value: 10
The purpose of counseling is to assist learners in achieving academic success and attaining gainful employment in a chosen occupation. Intake services, assessment activities, counseling, and related case management will take place in collaboration with educational partners. This process will provide structured programs aimed at helping learners gain a better understanding of self, explore academic and career options, gain exposure to occupational alternatives, prepare for reemployment and proactively identify and pursue academic and career goals. Learners will be encouraged to exercise their intellectual curiosity through a number of programs, assessments, classes, and self-guided activities designed to help them determine the best course of study and career pathway resulting in an academic and employment plan.
A. Eligibility Determination will be part of the intake process in the
WorkOne Centers with particular emphasis on dual enrollment
between/among partners, provision of supportive services as
appropriate, establishing academic and career pathways, tracking
outcomes, and achieving performance goals and targets.
B. Placement of academic and career pathways will be conducted
regionally. The state will fund the Test of Adult Basic Education
(TABE) instrument to assess educational attainment. The state is
pursuing procurement of additional instruments to assess career
options, aptitude, study style, personality, interests, values, work
preferences, abilities and skills, and related attributes.
C. Counseling will provide learners with specialized attention
(individually and in group settings) from trained counselors who will
assist them in establishing, pursuing and accomplishing academic
and career goals. New counselors will be hired at the MS level;
additional counselors will be trained from within the current
WorkOne Center structure. Counselors will challenge and support
learners and collaborate with partner agencies for the purpose of
referral and case management/oversight including, but not limited
to the community college system and adult basic education
D. The case management approach to the intake process will ensure
that the learner receives personalized attention and ongoing follow-
up to be successful in achieving academic and career goals. The
state will provide a comprehensive case management system to
assist with tracking learner progress and support services critical to
The application should demonstrate the cooperation between the WorkOne Centers and the adult basic education partners to provide academic and career counseling to clients. In particular, applicants should describe how the partners may maximize such opportunities as: co-location of offices, efficient referral procedures from one partner to another and/or staff plans that accommodate client-specific needs for counseling. Emphasis should be placed on making such services available at times and locations that meet the needs of clients.
VI. Curriculum and Instruction
Point Value: 25
Applicants must present a regional approach to improving the curricula and
instructional practices that support adults as they prepare for family-sustaining jobs and career advancement. Among the strategies necessary to achieve this beginning in year one (unless otherwise noted):
A. Staffing – Instructional job duties should be clear, measurable and
consistent across education and workforce systems; and, teacher
compensation should be structured to be both cost-effective and flexible
to ensure utilization of the most qualified instructors. The qualifications of
each local program director involved and his/her past experience in adult
education should be stated. The amount of time devoted by each local
director to the administration of adult education should be included in
number of hours per week and weeks per year. Describe the