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North Carolina Title II Adult Education and Family Literacy Act
Fiscal Years 2018 – 2021
(Each fiscal year begins July 1 and ends June 30 of the following year)
Competitive Grant Application Package
1.0 Adult Education and Family Literacy Act (AEFLA) Section 231
2.0 Corrections Education and Other Institutionalized
Individuals (C&I) Section 225 (additional questions and budget)
3.0 Integrated English Literacy and Civics Education
(IELCE) Section 243 (additional questions and budget)
North Carolina Community College System Academic and Program Services/College and Career Readiness
200 West Jones Street Raleigh, NC 27603
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TABLE OF CONTENTS
FY 2018-19 North Carolina Adult Education Competitive Grant Applications ................................................... 4 ANNOUNCEMENT OF FUNDING AVAILABILITY ................................................................................................................ 4 GENERAL GUIDANCE FOR FISCAL YEARS 2018-19, 2019-20, 2020-21 NORTH CAROLINA TITLE II ADULT EDUCATION AND FAMILY LITERACY COMPETITIVE APPLICATIONS ................................................................... 5 General Guidance ............................................................................................................................................... 6 Overview of Federal and State Regulations ....................................................................................................... 6 Guidelines for Proposal Development ............................................................................................................... 7 Submission Guidelines [State Requirement] ...................................................................................................... 7 Three-Year Application ....................................................................................................................................... 7 Application Components [State Requirement] .................................................................................................. 7 Application Review [State Requirement] ........................................................................................................... 8 Confidentiality .................................................................................................................................................... 9 THIRTEEN CONSIDERATIONS [Federal Requirement] (Workforce Innovation and Opportunity Act, 2014,
p. 194) Capacity and Commitment................................................................................................................ 10 WIOA AND AEFLA, TITLE I and Title II FINAL REGULATIONS, DEFINITIONS ...................................................... 13 General Education Provisions Act .................................................................................................................... 20 Spending Requirements [State and Federal Requirement] ............................................................................. 21 Budgets [Federal and State Requirement] ....................................................................................................... 21 Matching Requirements [State Requirement] ................................................................................................. 22 One-Stop Center Activities and Services [Federal and State Requirement] .................................................... 23 Requests for Reimbursement and Transfers [State Requirement] .................................................................. 23 Certifications and Compliance [Federal and State Requirement] ................................................................... 23 Termination or Suspension [Federal and State Requirement] ........................................................................ 24 Federal Accountability [Federal Requirement] ................................................................................................ 24 State Accountability [State requirement] ........................................................................................................ 25 Monitoring and Evaluation [State and Federal Requirement] ......................................................................... 25 1.0 ADULT EDUCATION AND FAMILY LITERACY ACT (Section 231, AEFLA) ...................................................... 30 2018 – 2021 COMPETITIVE GRANT APPLICATION PACKAGE........................................................................... 30 1.0 ADULT Education AND FAMILY LITERACY ACT (AEFLA) cOMPETIVITE gRANT aPPLICATION gUIDANCE .. 31 1.1 Purpose of Title ii [Federal Requirement] .................................................................................................. 31 1.2 Priority of AEFLA [Federal Requirement] .................................................................................................. 31 1.3 Activities [State and Federal Requirement] ............................................................................................... 31 1.4 Adult Education Provider Administrative Structure for Consortium Application [State Requirement] .... 32 FY 2018 – 2021 North Carolina Adult Education Competitive Grant Application Cover Page......................... 33 Competitive Grant Application Questions ....................................................................................................... 34 CAPACITY AND COMMITMENT ......................................................................................................................... 34
Consideration 3 ........................................................................................................................................ 34 Demonstrated Past Effectiveness - For Current Providers ............................................................................... 35 Demonstrated Past Effectiveness – New Applicants ....................................................................................... 36 Table 4 (Measurable Skill Gains by Entry Level) ............................................................................................... 37 Table 4b (Educational Functioning Level Gain and Attendance for Pre- and Post-tested Participants) ......... 39 Exhibit 2.2 Functioning Level Table .................................................................................................................. 40
Consideration 1 ........................................................................................................................................ 46 Consideration 2 ........................................................................................................................................ 46
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Consideration 4 ........................................................................................................................................ 46 INSTRUCTIONAL PRACTICES ............................................................................................................................. 47
Consideration 5 ........................................................................................................................................ 47 Consideration 6 ........................................................................................................................................ 47 Consideration 7 ........................................................................................................................................ 47
Integrated Technology in the Classroom Table ................................................................................................ 48 Consideration 8 ........................................................................................................................................ 49 Consideration 9 ........................................................................................................................................ 49
SERVICE INTEGRATION AND MANAGEMENT ................................................................................................... 50 Consideration 10 ...................................................................................................................................... 50 Consideration 11 ...................................................................................................................................... 50 Consideration 12 ...................................................................................................................................... 50 Consideration 13 ...................................................................................................................................... 50
FEDERAL ASSURANCES ..................................................................................................................................... 52 STATEMENTS OF ASSURANCES......................................................................................................................... 52 2018 – 2019 ...................................................................................................................................................... 52 North Carolina Community College System (NCCCS) College and Career Readiness (CCR) ............................ 55 Statements of Assurances ................................................................................................................................ 55 2018 – 2019 ...................................................................................................................................................... 55 BUDGET APPROVAL FORM – 231 Grant ........................................................................................................... 57 NRS Table 7 - Adult Education Personnel by Function and Job Status ............................................................ 59 2.0 - CORRECTIONS EDUCATION AND OTHER INSTITUTIONALIZED INDIVIDUALS (Section 225, C&I) ............ 61 Competitive Application ................................................................................................................................... 61 Required Supplemental Application Questions ............................................................................................... 61 Demonstrated Past Effectiveness ..................................................................................................................... 62 Provider Literacy Service Area Table ................................................................................................................ 63 BUDGET APPROVAL FORM – 225 Grant ........................................................................................................... 64 3.0 - INTEGRATED ENGLISH LITERACY AND CIVICS EDUCATION (Section 243, IELCE) ..................................... 66 Competitive Application ................................................................................................................................... 66 Required Supplemental Application Questions ............................................................................................... 66 Demonstrated Past Effectiveness ..................................................................................................................... 67 Integrated English Literacy and Civics Education (IELCE - Section 243) Supplemental.................................... 68 BUDGET APPROVAL FORM – 243 Grant ........................................................................................................... 70 GUIDANCE APPENDICES ................................................................................................................................... 72 Appendix A: Local Workforce Development Boards ........................................................................................ 73 Appendix C: Review of Adult Education Grant – Workforce Development Board Review Panel Rubric ........ 80 Appendix D: Adult Education Grant – 231 AEFLA Review Panel Rubric ........................................................... 81 Appendix E: Review of C&I 225 Grant –Review Panel Rubric ........................................................................ 100 Appendix F: IELCE 243 Grant –Review Panel Rubric ...................................................................................... 102 Back Cover ...................................................................................................................................................... 106
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FY 2018-19 North Carolina Adult Education Competitive Grant Applications
ANNOUNCEMENT OF FUNDING AVAILABILITY
The North Carolina Community College System (NCCCS), Academic and Program Services/College and Career Readiness (CCR), will award multiyear grants on a competitive basis to eligible providers within the State of North Carolina to develop, implement, and improve adult education and literacy in North Carolina.
The three competitive grant opportunities in this packet include Adult Education and Family Literacy Act (AEFLA) (Section 231), Corrections Education and Other Institutionalized Individuals (C&I) (Section 225), and Integrated English Literacy and Civics Education (IELCE) (Section 243).
Funding is contingent upon the availability of funds from the United States Department of Education.
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GENERAL GUIDANCE FOR FISCAL YEARS 2018-19, 2019-20, 2020-21 NORTH CAROLINA TITLE II ADULT EDUCATION AND FAMILY LITERACY COMPETITIVE APPLICATIONS
ISSUING AND ADMINISTRATIVE AGENCY:
North Carolina Community College System Academic and Program Services Office of College and Career Readiness 200 West Jones Street, Raleigh, North Carolina 27603 Gilda Rubio-Festa, Associate Vice President, 919-807-7132
ELIGIBLE APPLICANTS: An organization that has demonstrated effectiveness in providing adult education and literacy activities that may include: a local education agency; a community-based literacy organization or faith-based organization; a volunteer literacy organization; an institution of higher education; a public or private nonprofit agency; a library; a public housing authority; a nonprofit institution that is not described previously and has the ability to provide literacy services to eligible individuals; a consortium or coalition of agencies, organizations, institutions, libraries, or authorities described previously; a partnership between an employer and an entity described above. All funded providers are expected to meet or exceed the State negotiated target for measurable skill gains. In order to be considered an eligible applicant, demonstrated effectiveness is required. Demonstrated effectiveness is a requirement for each available Title II grant (231, 225, and 243). Please see the WIOA and AEFLA, Title I and Title II Final Regulations Definitions Section beginning on page 13 of this document.
FUNDING AUTHORITY: Workforce Innovation and Opportunity Act (WIOA) of 2014, Title II, Adult Education and Family Literacy Act
GRANT PERIOD: July 1, 2018-June 30, 2021 WIOA GRANT PROCESS
MEETING/BIDDERS’ MEETING: LOCATION: APPLICATION SUBMISSION DEADLINE: INQUIRIES:
January 19, 2018 Alternate Date – January 26, 2018, in the event of an unforeseen emergency or inclement weather. North Carolina Community College System Office, Gregory Poole Conference Room, 10 a.m. – 12:00 p.m. March 2, 2018 at 5:00 p.m. All application inquiries must be in writing and emailed to the attention of Nancye Gaj at [email protected]. Place in the subject line “Application Question.” The question and answer period will begin on January 22, 2018 and end on February 1, 2018. Application questions and their answers from this period will be posted at http://www.nccommunitycolleges.edu/college-and-career-readiness/wioa-aefla by February 9, 2018. Questions will not receive an individual response by email.
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General Guidance
OVERVIEW OF FEDERAL AND STATE REGULATIONS
The Workforce Innovation and Opportunity Act (WIOA), 29 USC § 3101, et seq., signed into law on July 22, 2014, created a new vision for how America prepares an educated and skilled workforce that expands opportunities for workers and employers. The 21st century public workforce development system created through WIOA builds closer ties between business leaders, State and Local Workforce Development Boards (LWDB), labor unions, community colleges, nonprofit organizations, youth-serving organizations, and state and local officials to deliver a more job-driven approach to training and skills development. Adult education programs need to enhance and develop new, innovative opportunities through increased collaboration with core and non-core partners in creating and accelerating career pathways. By leveraging each agency’s strengths and resources, each WIOA partner has the opportunity to do what it does best to contribute to a more robust service delivery that will increase performance and program outcomes. The State of North Carolina Unified Plan articulates these priorities. Please locate the State of North Carolina Unified Plan at http://www.nccommunitycolleges.edu/college-and-career-readiness/wioa-aefla.
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General Guidance
GUIDELINES FOR PROPOSAL DEVELOPMENT
SUBMISSION GUIDELINES [STATE REQUIREMENT]
The grant application should follow the guidelines below. To be considered for funding, an application containing all required materials must be submitted via the grant submission portal at http://project.ncperkins.org/course/view.php?id=13 no later than 5 p.m. EST, March 2, 2018. Applications not received by the March 2 deadline will not be reviewed. Hard copies of these grant applications will not be accepted. THREE-YEAR APPLICATION
This grant application covers a three-year plan: FY 2018-19, FY 2019-20, and FY 2020-21. Read through this application packet completely to understand and prepare the grant application, using the template format provided. APPLICATION COMPONENTS [STATE REQUIREMENT]
Eligible applicants must submit a fully completed application to be considered for funding. Application materials that must be submitted are:
• Cover page
• Grant application narrative
• Section 231, with budget
• Section 225, with budget, (if applied for)
• Section 243, with budget, (if applied for)
• Grant appendices 1. All Memoranda of Understanding with the Local Workforce Development Board 2. Signed Federal and State certifications and assurances
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APPLICATION REVIEW [STATE REQUIREMENT]
The table below outlines the timeline for the competitive application process. Submissions to NCCCS-CCR from eligible applicants will be sent for review to the LWDBs within the NCCCS Basic Skills service region of the eligible provider (Appendices A and B).
FY 2018 North Carolina Adult Education and Family Literacy Act Competitive Grant Process Timelines
Activity Date
RFP Release Date
January 12, 2018
WIOA Pre-Proposal Grants Awards Meeting
January 19, 2018 (Alternate Date – January 26)
Grant applications due to NCCCS-CCR
March 2, 2018
Internal application compliance and completeness review
March 5 – 16, 2018
Applications and evaluation rubric sent to LWDB
By March 19, 2018
Deadline for LWDBs to return rubrics to NCCCS-CCR
April 6, 2018
Applications distributed to NCCCS-CCR external grant reviewers
April 9, 2018
On-site grant panel review; Evaluation of applications
Week of April 23 – 27, 2018
Announcement of grant awards
July 2018
The LWDBs are responsible for evaluating the extent to which the eligible applicant’s grant activities are aligned with the education and training activities identified in the LWDB’s local plan (as identified in WIOA, Title I, Section 107(d)(11)(A), 29 USC § 3122(d)(11)(A)). All Title II adult education applications (i.e., 231, 225, and 243) are required to be aligned with all the WIOA LWDB plans within the adult education region. If more than one LWDB is located within an adult education region, the adult education plan will be reviewed by both LWDBs in the region. The LWDB will review the adult education application to ascertain the extent to which the application addresses the adult education and literacy needs identified in the LWDB plans. An evaluation will be provided by the LWDB, indicating the extent to which the applicant addresses the adult education and literacy needs identified in the LWDB’s plan. The evaluation provided by the LWDB will be included as part of the overall review process.
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The grant applications will then be returned to the NCCCS-CCR for evaluation by external grant review panels. Each application will be evaluated using a rubric addressing the seven requirements and thirteen considerations of the WIOA Title II, Adult Education and Family Literacy Act. , listed below. CONFIDENTIALITY
Reviewer Obligations: It is understood and agreed upon by each reviewer that all responses are confidential information and must be kept confidential. All Title II application reviewers agree not to disclose the confidential information contained within each application. Additionally, they will not disclose any review comments or scores unless required to do so by law. Confidential Information: To the extent permitted by applicable statutes and rules, the State will maintain confidential trade secrets that an applicant does not wish disclosed. As a condition to confidential treatment, each page containing trade secret information shall be identified in boldface at the top and bottom as “CONFIDENTIAL” by the applicant, with specific trade secret information enclosed in boxes or similar indication. Regardless of what an applicant may label as a trade secret, the determination whether it is or is not entitled to protection will be determined in accordance with G.S. 132-1.2. Any material labeled as confidential constitutes a representation by the applicant that it has made a reasonable effort in good faith to determine that such material is, in fact, a trade secret under G.S. 132-1.2. Applicants are urged and cautioned to limit the marking of information as a trade secret or as confidential so far as is possible. Communications by Applicants: In submitting its proposal, the applicant agrees not to discuss or otherwise reveal the contents of its proposal to any source, government or private, outside of the awarding agency until after the award is made or cancellation of this Application. All applicants are forbidden from having any communications with the awarding agency, or any other representative of the State concerning the application, during the evaluation of the proposals (i.e., after the opening of the proposals and before the award of the Contract), unless the State directly contacts an applicant for purposes of seeking clarification or another reason permitted by the application. An applicant shall not: (a) transmit to the issuing and/or using agency any information commenting on the ability or qualifications of any other applicant to provide the proposed services; (b) identify defects, errors and/or omissions in any other applicant’s proposal at any time during the solicitation or evaluation process; and/or (c) engage in or attempt any other communication or conduct that could influence the evaluation or award that is the subject of this Application. Applicants not in compliance with this provision may be disqualified, at the option of the State, from an award. Only those communications with the awarding agency authorized by this Application are permitted. POST-REVIEW To ensure transparency of the review process, each applicant will receive the consensus comments and score on the application they have submitted. Additionally, they will receive a final slate of funded awardees. When an applicant wishes to appeal an award decision resulting from this solicitation, the applicant shall submit a written request addressed to the Director of Adult Education, College and Career Readiness Section, North Carolina Community College System, 5016 Mail Service Center, Raleigh, NC 27699-5016. The appeal notice must be received within 30 consecutive calendar days from the date of the award. Appeal notices shall contain specific grounds and reasons for the appeal. The only grounds for appeal are alleged bias in the decision, unlawful discrimination, or failure to follow the evaluation or award process. The appealing party shall provide documentation to support the appealing party’s claims.
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SEVEN REQUIREMENTS [Federal Requirement 34 CFR 463.22]
1) A description of how funds awarded under this title will be spent consistent with the requirements
of Title II of AEFLA;
2) A description of any cooperative arrangements the eligible provider has with other agencies, institutions, or organizations for the delivery of adult education and literacy activities;
3) A description of how the eligible provider will provide services in alignment with the local workforce development plan, including how such provider will promote concurrent enrollment in programs and activities under Title I, as appropriate;
4) A description of how the eligible provider will meet the State-adjusted levels of performance for the primary indicators of performance identified in the North Carolina Unified State Plan, including how such provider will collect data to report on such performance indicators;
5) A description of how the eligible provider will fulfill, as appropriate, required one-stop partner responsibilities to:
a. Provide access through the one-stop delivery system to adult education and literacy activities;
b. Use a portion of the funds made available under the Act to maintain the one-stop delivery system, including payment of the infrastructure costs for the One-Stop Centers, in accordance with the methods agreed upon by the LWDB and described in the Memorandum of Understanding or the determination of the Governor regarding state one-stop infrastructure funding;
c. Enter into a local memorandum of understanding with the LWDB, relating to the operations of the one-stop system;
d. Participate in the operation of the one-stop system consistent with the terms of the Memorandum of Understanding, and the requirements of the Act; and
e. Provide representation to the LWDB;
6) A description of how the eligible provider will provide services in a manner that meets the needs of eligible individuals;
7) Information that addresses the following 13 considerations.
THIRTEEN CONSIDERATIONS [FEDERAL REQUIREMENT] (WORKFORCE INNOVATION AND OPPORTUNITY ACT, 2014, P. 194) CAPACITY AND COMMITMENT
1) The degree to which the eligible provider will be responsive to--
a. Regional needs as identified in the local workforce development plan; and b. Serving individuals in the community who were identified in such plan as the most in need of
adult education and literacy activities, including individuals who-- i. Have low levels of literacy skills; or
ii. Are English language learners;
2) The ability of the eligible provider to serve eligible individuals with disabilities, including eligible individuals with learning disabilities;
3) The past effectiveness of the eligible provider in improving the literacy of eligible individuals, especially those individuals who have low levels of literacy, and the degree to which those improvements contribute to the eligible agency meeting its State-adjusted levels of performance for
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the primary indicators of performance found in the 2017 Measurable Skill Gains Report found at http://www.nccommunitycolleges.edu/sites/default/files/data-warehouse/2017_measurable_skill_gains_report.pdf .
4) The extent to which the eligible provider demonstrates alignment between proposed activities and services and the strategy and goals of the local plan under Section 108 of WIOA (29 USC § 3123) as well as the activities and services of the one-stop partners (see online resources for a link to the Workforce Innovations and Opportunity Act) .
Instructional Practices
5) Whether the eligible provider’s program
a. Is of sufficient intensity and quality, and based on the most rigorous research available so that participants achieve substantial learning gains; and
b. Uses instructional practices that include the essential components of reading instruction;
6) Whether the eligible provider’s activities, including whether reading, writing, speaking, mathematics, and English language acquisition instruction delivered by the eligible provider, are based on the best practices derived from the most rigorous research available, including scientifically valid research and effective educational practice;
7) Whether the eligible provider’s activities effectively use technology, services and delivery systems, including distance education, in a manner sufficient to increase the amount and quality of learning, and how such technology, services, and systems lead to improved performance;
8) Whether the eligible provider’s activities provide learning in context, including through integrated education and training, so that an individual acquires the skills needed to transition to and complete postsecondary education and training programs, obtain and advance in employment leading to economic self-sufficiency, and to exercise the rights and responsibilities of citizenship;
9) Whether the eligible provider’s activities are delivered by instructors, counselors, and administrators who meet any minimum qualifications established by the State, where applicable, and who have access to high-quality professional development, including through electronic means.
Service Integration and Management
10) Whether the eligible provider coordinates with other available education, training, and social service resources in the community, such as by establishing strong links with elementary schools and secondary schools, postsecondary educational institutions, institutions of higher education, LWDBs, One-Stop Centers, job training programs, and social service agencies, business, industry, labor organizations, community-based organizations, nonprofit organizations, and intermediaries, in the development of career pathways;
11) Whether the eligible provider’s activities offer the flexible schedules and coordination with federal, state, and local support services (such as child care, transportation, mental health services, and career planning) that are necessary to enable individuals, including individuals with disabilities or other special needs, to attend and complete programs;
12) Whether the eligible provider maintains a high-quality information management system that has the capacity to report measurable participant outcomes (consistent with 20 CFR § 666.100) and to monitor program performance; and
13) Whether the local area in which the eligible provider is located has a demonstrated need for additional English language acquisition programs and civics education programs.
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A summary report of the review will be made available to applicants upon written request via email to Nancye Gaj at [email protected]. Final funding decisions will be made by the NCCCS-CCR based on the external review panels’ evaluations and recommendations.
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WIOA AND AEFLA, TITLE I AND TITLE II FINAL REGULATIONS, DEFINITIONS
The terms listed and defined below used in this grant application packet may be found at https://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/aefla-resource-guide-2017.pdf.
Adult Basic Education (ABE) — Instructional programs that provide basic skills for adults who are performing below the ninth-grade level in reading, writing, mathematics, and other basic skills. Many of these activities include pre-high school equivalency preparatory components or transition from English language acquisition to ABE instructional programs.
Adult Education — Academic instruction and education services below the postsecondary level that increase an individual’s ability to --
(A) read, write, and speak English and perform mathematics or other activities necessary for the attainment of a secondary school diploma or its recognized equivalent;
(B) transition to postsecondary education and training; and (C) obtain employment.
Adult Education and Literacy Activities — Programs, activities, and services that include adult education, literacy, workplace adult education and literacy activities, family literacy activities, English language acquisition activities, integrated English literacy and civics education, workforce preparation activities, or integrated education and training.
Adult Secondary Education (ASE) — Instructional programs to serve learners performing between the ninth-grade and twelfth-grade-and-nine-months levels.
Basic Skills Deficient — With respect to an individual
(A) who is a youth, that the individual has English reading, writing, or computing skills are at or below the 8th-grade level on a generally accepted standardized test; or
(B) who is a youth or adult, that the individual is unable to compute or solve problems, or read, write, or speak English at a level necessary to function on the job, in the individual’s family, or in society.
Career Pathway —A combination of rigorous and high-quality education, training, and other services that --
(A) aligns with the skill needs of industries in the economy of the State or regional economy involved; (B) prepares an individual to be successful in any of a full range of secondary or postsecondary
education options, including apprenticeships registered under the Act of August 16, 1937, (commonly known as the “National Apprenticeship Act;” 50 Stat. 664, chapter 663; 29 U.S.C. 50 et seq.) (referred to individually in this Act as an “apprenticeship,” except in section 171 [29 USCS § 3226];
(C) includes counseling to support an individual in achieving the individual’s education and career goals; (D) includes, as appropriate, education offered concurrently with and in the same context as workforce
preparation activities and training for a specific occupation or occupational cluster; (E) organizes education, training, and other services to meet the particular needs of an individual in a
manner that accelerates the educational and career advancement of the individual to the extent practicable;
(F) enables an individual to attain a secondary school diploma or its recognized equivalent, and at least 1 recognized postsecondary credential; and
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(G) helps an individual enter or advance within a specific occupation or occupational cluster.
Civics Education — Instruction on the rights and responsibilities of citizenship and civic participation.
Concurrent — Refers to an eligible individual’s participation or enrollment in multiple activities or programs that occur simultaneously, not sequentially, for the purpose of accelerating the attainment of educational and training outcomes.
Correctional Institution - Any
(A) prison; (B) jail; (C) reformatory; (D) work farm; (E) detention center; or (F) halfway house, community-based rehabilitation center, or any other similar institution designed for
the confinement or rehabilitation of criminal offenders.
Criminal Offender —Any individual who is charged with or convicted of any criminal offense.
Demonstrated Effectiveness — An eligible provider must demonstrate past effectiveness by providing performance data on its record of improving the skills of eligible individuals, particularly eligible individuals who have low levels of literacy, in the content domains of reading, writing, mathematics, English language acquisition, and other subject areas relevant to the services contained in the state’s application for funds. An eligible provider must also provide information regarding its outcomes for participants related to employment, attainment of secondary school diploma or its recognized equivalent, and transition to postsecondary education and training.
There are two ways in which an eligible provider may meet the requirements:
(1) An eligible provider that has been funded under Title II of the Act must provide performance data required under WIOA Section 116 to demonstrate past effectiveness.
(2) An eligible provider that has not been previously funded under Title II of the Act must provide performance data to demonstrate its past effectiveness in serving basic skills-deficient eligible individuals, including evidence of its success in achieving outcomes listed above.
Providers are responsible for collecting data that will be used to evaluate their effectiveness in enabling students to make educational gains, earn workforce credentials, and obtain and retain employment. Providers will be expected to meet federal and state performance targets.
Digital Literacy and Use of Technology — Skills associated with using technology to enable users to find, evaluate, organize, create, and communicate information. Technology should be used to enhance teaching and learning, including the use of effective distance education technology and instructional software.
Educational Functioning Levels (EFL) — A set of skills and competencies that students demonstrate in the National Reporting System (NRS) skill areas. Levels included are Adult Basic Education (ABE), Adult Secondary Education (ASE), and English as a Second Language (ESL) literacy levels.
Eligible Individual — An individual—
(A) who has attained 16 years of age;
(B) who is not enrolled or required to be enrolled in secondary school under State law; and
(C) who
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(i) is basic skills deficient; (ii) does not have a secondary school diploma or its recognized equivalent, and has not
achieved an equivalent level of education; or (iii) is an English language learner.
Eligible Provider — An organization that has demonstrated effectiveness in providing adult education and literacy activities that may include a--
(A) a local educational agency; (B) a community-based organization or faith-based organization; (C) a volunteer literacy organization; (D) an institution of higher education; (E) a public or private nonprofit agency; (F) a library; (G) a public housing authority; (H) a nonprofit institution that is not described in (A) through (G) and has the ability to provide adult
education and literacy activities to eligible individuals; (I) a consortium or coalition of the agencies, organizations, institutions, libraries, or authorities
described in any of subparagraphs (A) through (H); and (J) a partnership between an employer and an entity described in any of subparagraphs (A) through (I).
English as a Second Language (ESL) — Instruction designed for an adult whose educational functioning level is equivalent to a particular ESL English language proficiency level listed in the NRS educational functioning level table. (The acronym ESL is used only for NRS educational functioning levels.)
English Language Acquisition (ELA) program —A program of instruction - (A) designed to help eligible individuals who are English language learners achieve competence in
reading, writing, speaking, and comprehension of the English language; and (B) that leads to –
(i) (I) attainment of a secondary school diploma or its recognized equivalent; and (II) transition to postsecondary education and training; or
(ii) employment.
English Language Learner (ELL) —When used with respect to an eligible individual, an eligible individual who has limited ability in reading, writing, speaking, or comprehending the English language, and -
(A) whose native language is a language other than English; or (B) who lives in a family or community environment where a language other than English is the
dominant language.
Family Literacy Activities —Activities that are of sufficient intensity and quality, to make sustainable improvements in the economic prospects for a family and that better enable parents or family members to support their children’s learning needs, and that integrate all of the following activities:
(A) Parent or family adult education and literacy activities that lead to readiness for postsecondary education or training, career advancement, and economic self-sufficiency. (B) Interactive literacy activities between parents or family members and their children. (C) Training for parents or family members regarding how to be the primary teacher for their children and full partners in the education of their children. (D) An age-appropriate education to prepare children for success in school and life experiences.
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Incumbent Worker — An individual who has an established employment history with the employer for six months or more.
Incumbent Worker Training — Training by an employer or a training provider in close partnership with an employer that is provided to a paid participant while engaged in productive work in a job that:
• provides the knowledge or skills essential to the full and adequate performance of the occupation;
• provides reimbursement to the employer for the costs of providing the training and additional supervision related to the training;
• is limited in duration as appropriate to the occupation for which the participant is being trained;
• is intended to meet the requirements of an employer or group of employers to retain a skilled workforce or avert layoffs of employees by assisting the workers in obtaining the skills necessary to retain employment.
Integrated Education and Training (IET) — A service approach that provides adult education and literacy activities concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement.
As a part of a career pathway, the design of an IET program should support the LWDB plans.
The IET program must include three components:
(a) adult education and literacy activities; (b) workforce preparation activities; and (c) workforce training for a specific occupation or occupational cluster
In order to meet the required three components, services must be provided concurrently and contextually such that
(a) within the overall scope of a particular integrated education and training program, the adult education and literacy activities, workforce preparation activities, and workforce training: (1) are each of sufficient intensity and quality, and based on the most rigorous research available,
particularly with respect to improving reading, writing, mathematics, and English proficiency of eligible individuals;
(2) occur simultaneously; and (3) use occupationally relevant instructional materials.
(b) the integrated education and training program has a single set of learning objectives that identifies specific adult education content, workforce preparation activities, and workforce training competencies, and the program activities are organized to function cooperatively.
A provider meets the requirement that the integrated education and training program provided is for the educational and career advancement if:
(a) the adult education component of the program is aligned with the College and Career Readiness Standards for adult education as described in the North Carolina Unified State Plan and
(b) the integrated education and training program is part of a career pathway.
There are several options for a local provider in offering IET:
(a) co-enrolling participants in an IET program provided through a local or regional workforce development partner
(b) using section 243 funds to establish the IET program as part of an Integrated English Literacy and Civics Education program
(c) enrolling participants in a Basic Skills Plus program at a local community college.
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Integrated English Literacy and Civics Education (IELCE) - Education services provided 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 shall include instruction in literacy and English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation, and may include workforce training.
• IELCE Activities: Education services provided to English language learners under section 243 of the WIOA who are adults, including professionals with degrees and credentials in their native countries, that enable 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. This is the definition of IELCE services in Section 203. It applies to both IELCE activities/services under Section 231 as well as Section 243. Programs may provide these IELCE activities/services under Section 231.
Includes: (1) instruction in literacy and English language acquisition, (2) instruction on the rights and responsibilities of citizenship and civic participation, and (3) may include workforce training.
• IELCE Program: Education services for English language learners under section 243 of the WIOA who are adults, including professionals with degrees and credentials in their native countries, that enable 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.
Programs are designed to
(1) 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; and
(2) integrate with the local workforce development system and its functions to carry out the activities of the program.
For Section 243, services shall include:
(1) literacy and English language acquisition, (2) instruction on the rights and responsibilities of citizenship and civic participation, and (3) must include Integrated Education and Training (see definition).
For Section 231, services shall include:
(1) English language acquisition only, (2) English language acquisition integrated with Civics education, and (3) English language acquisition integrated with Civics education that includes workforce
training.
Literacy — An individual’s ability to read, write, and speak in English, compute, and solve problems, at levels of proficiency necessary to function on the job, in the family of the individual, and in society.
Measurable Skills Gain (MSG) - The percentage of participants who during a program year, are in an education or training program that leads to a recognized post-secondary credential or employment and who are achieving measurable skill gains, defined as documented academic, technical, occupational or other forms of progress, towards such a credential or employment.
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Postsecondary educational institution —
(A) An institution of higher education that provides not less than a 2-year program of instruction that is acceptable for credit toward a bachelor’s degree; (B) a tribally controlled college or university; or (C) a nonprofit educational institution offering certificate or apprenticeship programs at the postsecondary level.
Recidivism —A person’s relapse into criminal behavior that results in re-arrest, reconviction, or return to prison with or without a new sentence during a three-year period following the prisoner's release.
Unsubsidized employment — Unsubsidized employment is work with earnings provided by an employer who does not receive a subsidy for the creation and maintenance of the employment position.
Workplace adult education and literacy activities — Adult education and literacy activities offered by an eligible provider in collaboration with an employer or employee organization at a workplace or an off-site location that is designed to improve the productivity of the workforce.
Workforce preparation activities — Activities, programs, or services designed to help an individual acquire a combination of basic academic skills, critical-thinking skills, digital literacy skills, and self-management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for successful transition into and completion of postsecondary education or training, or employment.
Workforce training — Services may include:
1. occupational skills training, including training for nontraditional employment; 2. on-the-job training; 3. incumbent worker training (see definition, above); 4. programs that combine workplace training with related instruction, which may include cooperative
education programs; 5. training programs operated by the private sector; 6. skill upgrading and retraining; 7. entrepreneurial training; 8. transitional jobs; 9. job readiness training provided in combination with services described in any of the items 1-8
above; 10. adult education and literacy activities, including activities of English language acquisition and
integrated education and training programs, provided concurrently or in combination with services described in 1-7 above; and
11. customized training conducted with a commitment by an employer or group of employers to employ an individual upon successful completion of the training.
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Online Resources
These sites provide further information about the regulations, state statutes, standards, and initiatives that support the grant application information.
Federal Workforce Innovation and Opportunity Act (WIOA):
https://www.gpo.gov/fdsys/pkg/PLAW-113publ128/pdf/PLAW-113publ128.pdf
WIOA Final Regulations:
https://www.doleta.gov/WIOA/Final_Rules_Resources.cfm
North Carolina Board of Workforce Development Strategic Plan:
http://www.nccommerce.com/Portals/11/Documents/Commission/Commission%20on%20Workforce%20Development%20Strategic%20Plan%202014-16.pdf
North Carolina WIOA Unified State Plan:
https://www2.ed.gov/about/offices/list/osers/rsa/wioa/state-plans/nc.pdf
Vision for the One-Stop Delivery System Under WIOA: https://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/octae-one-stop-vision.pdf
English Language Proficiency Standards: https://lincs.ed.gov/publications/pdf/elp-standards-adult-ed.pdf
College and Career Readiness Adult Education Content Standards: http://www.nccommunitycolleges.edu/college-and-career-readiness/adult-education-content-standards
Employability Skills Framework: http://cte.ed.gov/employabilityskills/
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GENERAL EDUCATION PROVISIONS ACT
ATTACHMENT
GENERAL EDUCATION PROVISIONS ACT (GEPA) Sec. 427 (20 USC § 1228a(b)) Attestation – WORKFORCE INVESTMENT ACT, TITLE II – ADULT EDUCATION AND FAMILY LITERACY
This attestation outlines the steps that ensures will be taken (Applicant) should the Adult Education application be funded. The purpose of this requirement is to assist the United States Department of Education in implementing its mission to ensure equal access to education and to promote educational excellence. If funded, the following steps will be taken to ensure equitable access to and equitable participation in the project or activity to be conducted with federal adult education assistance by addressing the access needs of students, teachers, and other program beneficiaries in order to overcome barriers to equitable participation, including barriers based on gender, race, color, national origin, disability and age. The Act highlights six types of barriers that can impede equitable access or participation: gender, race, national origin, color, disability, or age. Based on local circumstances, determine whether these or other barriers may prevent students, teachers, etc., from such access or participation in the federally-funded project or activity. Please describe the steps to be taken to comply with the GEPA requirements. Project Director: (Name and Title) ________________________________________________________ Signature of Project Director: ______________________________________ Date: _________________
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SPENDING REQUIREMENTS [STATE AND FEDERAL REQUIREMENT]
Eligible providers are expected to spend at least 95 percent of the projected federal allocation for adult education and literacy instructional activities, with no more than 5 percent of the projected federal allocation being used for administration. If an eligible applicant requires the spending of more than 5 percent of the projected allocation for administration, the applicant must submit a written justification of the need for a larger percentage. While the State adult education office will consider each request, there is no guarantee that the request will be approved. Requirements Related to Local Administrative Cost Limits Not more than five percent of a local grant to an eligible provider can be expended to administer a grant or contract under Title II. In cases where five percent is too restricted to allow for administrative activities, the State Adult Education office may increase the amount that can be spent on local administration. In such cases, the eligible provider must negotiate with the State Adult Education office to determine an adequate level of funds to be used for non-instructional purposes. Activities Considered Local Administrative Costs An eligible provider receiving a grant or contract under this part may consider costs for the following activities to be administrative costs:
• planning;
• administration, including carrying out performance accountability requirements;
• Professional development;
• Providing adult education and literacy services in alignment with local workforce plans, including promoting co-enrollment in programs and activities under Title I, as appropriate; and
• Carrying out the one-stop partner responsibilities described in 20 CFR §678.420, including contributing to the infrastructure costs of the one-stop delivery system. See DEPARTMENT OF LABOR - Employment and Training Administration, 2016, https://www.doleta.gov/WIOA/Docs/Final%20-%20Quick%20Reference%20Guide%20on%20Joint%20Rule%20-%2006-24-2016.pdf.
Instructional Salaries The eligible applicant must budget instructional costs for salaries related to direct instruction, distance education instruction, or both.
Corrections Education and the Education of Other Institutionalized Individuals (C&I) If an eligible applicant plans to serve adults in C&I settings, a maximum of 20 percent of the total projected allocation may be used for these services (includes administration and instruction). BUDGETS [FEDERAL AND STATE REQUIREMENT]
Eligible applicants are responsible for developing budgets that accurately reflect the planned activities for the grant period. Only expenditures that support approved grant activities may be budgeted. All approved applicants will receive an official award notification, which will include the approved funding amount.
Budget Worksheets
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The eligible applicant must submit a detailed budget worksheet for the grant for which it is applying. An eligible applicant must identify and show math computation for the expenditures by line item. Like expenditures should be grouped together and described on the worksheet. For example, a total cost for textbooks may be listed on the worksheet, but the textbooks must be itemized by type, quantity, and cost per item in the budget. Expenditures
All expenditures must fall under the line items identified in the budget. Expenses must pertain to a specific line item in order to be considered for reimbursement. All expenditures must be allowable, as delineated in each grant proposal. Any program expenditure deemed not allowable may not be claimed for reimbursement and will be at the expense of the grant recipient. The grant recipient should contact the NCCCS-CCR with any questionable expenditures.
It is the responsibility of the grant recipient to maintain adequate liability coverage for the recipient, the employees, and the participants for both on-site and off-site activities. Applicable federal and State administrative requirements, cost principles, and audit requirements are incorporated into each grant award by reference. For educational institutions, the following apply:
• Uniform Administrative Requirements for Grants and Agreements to State and Local Governments, 45 FR, Part 2541(59 Fed. Reg. 155 published August 12, 1994)
• Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly referred to as Uniform Guidance) 2 CFR 200 Subpart E Cost Principles for State and Local Governments
• Uniform Guidance 2 CFR 200 Subpart F, Audits of State and Local Governments and Non-Profit Organizations
MATCHING REQUIREMENTS [STATE REQUIREMENT]
Applicants must provide 40 percent match against the federal funds for the 231 grant allocation. The match must be made as a cash contribution. The matching requirement may not be met by using other federal funds that the applicant may receive. Likewise, local funds reported as a match against the federal funds may not be used to match another federal grant.
Matching Formula The example below illustrates how the local match is determined.
If the projected federal funding allocation for Provider X is $200,000, the following calculation determines Provider X’s match.
Step 1 Multiply the allocation by .40%: $200,000 * .40 = $80,000.00 Step 2 Projected match = $80,000.00
*Community Colleges use 100% of their state literacy FTE-generated funds as a match to the federal award.
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Allowable Matching Funds [State Requirement] Matching funds must be cash (non-federal funds) by the eligible applicant. Program match must be identified within the 231 budget. Match may occur in one line item, such as personal services, or in several line items. Match may be reported in a single quarter or multiple quarters during the grant period.
Special Considerations
• All expenditures identified as local match must be for the direct support of program activities.
• Documentation must be maintained and is required to identify the source of support. Common instances of this requirement include salaries and utilities.
• Rent may be used as match and is based on the fair market rental rate in the program area. This applies when State, local school, community college, or other agency property is used as space to support program activities. Documentation of an appraisal of fair market rental rate for the area is required.
Indirect Costs Eligible applicants may budget for indirect costs. If indirect costs are claimed, they must be identified by line item as an administrative expense under the 5000-Other Charges expenditure category. The amount claimed is based on the lead agency’s restricted indirect cost percentage. Applicants that identify indirect costs may not claim overhead costs (e.g., rent, utilities, common area maintenance) against the grant funding. Title II grants are not allowed to be reimbursed above 5 percent for indirect costs.
ONE-STOP CENTER ACTIVITIES AND SERVICES [FEDERAL AND STATE REQUIREMENT]
As a Title II recipient of federal funds for grant services, grant recipients are mandated partners within the North Carolina workforce development system and its NCWorks Centers. As such, recipients are responsible for developing and implementing collaborative relationships with local NCWorks Centers, as well as contributing to the financial costs of the one-stop’s infrastructure. All grant recipients that develop collaborative relationships that provide services within NCWorks Centers must report annually, by line item, the amount of federal funding contributed for these services and activities. Infrastructure contributions should be listed. REQUESTS FOR REIMBURSEMENT AND TRANSFERS [STATE REQUIREMENT]
All reimbursements and budget amendments must be submitted according to the NCCCS Accounting Procedures Manual (http://www.nccommunitycolleges.edu/finance-operations/budget-accounting/accounting-procedures-manual). CERTIFICATIONS AND COMPLIANCE [FEDERAL AND STATE REQUIREMENT]
Eligible applicants must certify, through official signature of the eligible provider’s chief executive officer, compliance with specific State and federal laws and/or regulations annually. Signatures indicate that the applicant agrees, if selected as a grant recipient, to fully comply with each assurance. It is the responsibility of
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the applicant and grant recipient to be knowledgeable about applicable laws and regulations. The State and federal assurance forms are included in this packet. TERMINATION OR SUSPENSION [FEDERAL AND STATE REQUIREMENT]
All funding is subject to the availability and appropriation of funds for the purpose of grant programs. In emergency situations, NCCCS may suspend a grant for not more than 30 calendar days. Examples of such situations may include, but are not limited to: serious risk to persons or property; violations of federal, State, or local criminal statutes; and material violations of the grant that are sufficiently serious that they outweigh the general policy in favor of advance notice and opportunity to show cause. Pursuant to 45 CFR 2540.400, NCCCS may terminate reimbursement payments under the grant or revoke grant funds for failure to comply with applicable provisions of this grant. The NCCCS shall provide the grant recipient reasonable notice and opportunity for a full and fair hearing within 60 days of receipt of such notice. ACCOUNTABILITY AND REPORTING Accountability and reporting for North Carolina’s adult education and literacy funding addresses two sets of reporting criteria. One set represents the federal accountability measures, identified in Section 116 of WIOA as the “primary indicators of performance”; the other represents State reporting criteria, and focuses primarily on State priorities such as industry-recognized and high school equivalency credential attainment. Both reporting criteria are described below. FEDERAL ACCOUNTABILITY [FEDERAL REQUIREMENT]
An innovation of WIOA is that State and local workforce agencies must provide workforce services to eligible individuals through a single, coordinated service-delivery system. Likewise, the law establishes a coordinated system for measuring program accountability and reporting performance outcomes. This coordinated system involves six common performance measures (provided below) that all core workforce program agencies must address in their federal reporting. As a WIOA core program, the NCCCS Title II program is required to collect data that describe local adult education and literacy activities authorized under Title II of WIOA and use the data to report on the primary performance indicators.
1. The percentage of program participants who are in unsubsidized employment during the second quarter after exit from the program;
2. The percentage of program participants who are in unsubsidized employment during the fourth quarter after exit from the program;
3. The median earnings of program participants who are in unsubsidized employment during the second quarter after exit from the program;
4. The percentage of program participants who obtain a recognized postsecondary credential, or a secondary school diploma or its recognized equivalent, during participation in or within one year after exit from the program;
5. The percentage of program participants who, during a program year, are in an education or training program that leads to a recognized postsecondary credential or employment and who are achieving measurable skill gains towards such a credential or employment; and
6. The indicators of effectiveness in serving employers established pursuant to number 4 above. (Workforce Innovation and Opportunity Act, 2014, p.48, https://www.gpo.gov/fdsys/pkg/PLAW-113publ128/pdf/PLAW-113publ128.pdf )
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The two federal WIOA agencies, the U.S. Department of Education and the US Department of Labor, have determined the types of data for evaluating the primary performance indicators and issued guidance for collecting and reporting the data. The State office will develop and implement the necessary updates to the State management information system for collecting and reporting the data as well as develop the rules for local reporting. Once the updates have been implemented and the rules for local reporting developed, training on the policies and procedures for entering adult education and literacy data will be provided to eligible providers. Included in the training will be any Title II performance expectations established by the U.S. Department of Education. STATE ACCOUNTABILITY [STATE REQUIREMENT]
The State adult education office is required to report data used to evaluate agency performance in addressing State priorities such as credential attainment. In addition, the State adult education office may establish performance expectations beyond those established at the federal level that will support the meeting of specific federal and State performance expectations. These expectations will be incorporated into the State monitoring and evaluation system. In addition, the State adult education office may establish program-specific reporting requirements and performance expectations to be used in conjunction with evaluating eligible provider risk (see “Risk Assessment” under Monitoring and Evaluation). These expectations will be incorporated into the State monitoring and evaluation system.
MONITORING AND EVALUATION [STATE AND FEDERAL REQUIREMENT]
The system for monitoring and evaluating adult education service delivery focuses on four areas:
1. Regulatory Compliance – including financial management 2. Risk Assessment 3. Provider Effectiveness 4. Program Improvement
Regulatory Compliance As the WIOA Title II administrator, the State adult education office must ensure that adult education programs receiving federal adult education funding comply with applicable federal and State rules and regulations. While many focus on financial management, there are rules and regulations in other areas with which providers must comply, such as ensuring equitable access, administering assessments, data collection and reporting, and securing personal information. Risk Assessment Shortly after WIOA was signed into law, the federal Office of Management and Budget (OMB) released the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards, commonly referred to as the Uniform Guidance (2 CFR Part 200), which replaces parts of the Education Department General Administrative Regulations (EDGAR). The Uniform Guidance applies to both formula and discretionary
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grants made on or after December 26, 2014, regardless of whether the grants are new awards or non-competing continuations. According to the Uniform Guidance, an important responsibility of State Title II agencies is to assess provider risk as part of their monitoring activities. A risk assessment evaluates the potential of an eligible provider to not fulfill its responsibility as a Title II provider. The risk assessment includes evaluating such risk factors as financial stability, quality of management systems (such as financial management, data management, assessment management), and performance history. Specific risk assessment and monitoring requirements are identified in the Uniform Guidance under 2 CFR § 200.331. In addition to the risk and monitoring criteria listed under 2 CFR § 200.331, the State office of College and Career Readiness will use an instrument to evaluate provider risk in accordance with 2 CFR § 200.205 and 2 CFR § 200.207 of the Uniform Guidance, which identify federal criteria for determining State risk and additional specific conditions for issuing awards. Provider Effectiveness Providers are responsible for collecting data that will be used to evaluate their effectiveness in enabling their students to make educational gains, earn workforce credentials, and obtain and retain employment. Providers will be expected to meet federal negotiated targets (see “Accountability and Reporting” for more details). Program Improvement The State system for monitoring and evaluating eligible providers is to determine the level of an eligible provider’s regulatory compliance, potential for risk, and effectiveness in delivering instructional and career services. Monitoring and evaluating these three crucial areas support the State’s effort to provide quality adult education and literacy services. Not only does the State have a system for reinforcing successful practices, but the system is also able to identify areas in need of improvement. The monitoring and evaluation system is based on two major activities conducted throughout the grant cycle:
1. A desk review of data and information entered by each eligible provider in the State management information systems (Ellucian COLLEAGUE® and LiteracyPro LACES), and
2. A monitoring on-site review of each eligible provider and if necessary, follow-up site reviews.
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P O R T A L D I R E C T I O N S 1. To use the grant portal, please access http://project.ncperkins.org/ (Moodle®)
2. Upon entering the website, click on the link entitled “Log in” located in the top right-hand corner.
3. Upon accessing the log in screen, the USERNAME and PASSWORD boxes will pop-up. To access the
website, a username and password are required. Your username and password will be provided to you
by Ms. Judy Howell, College and Career Readiness Grants Technician via email. Send a request for your
new username and password to [email protected]. Place in the subject box “New
Applicant Portal Access.” Please note, usernames and passwords are provided to new applicants via
email for security purposes. DO NOT click on the “Create a new account” button, as accounts will be
generated for new applicants. DO NOT click on the “Log in as a guest” button, as accounts will be
generated for new applicants.
4. Upon entering your username and password, please click on the blue “Log in” button.
5. You will immediately be navigated to the home screen of the website.
6. Upon arriving to the main page of the site, click on the link at the top left corner that is entitled My
Courses. Under My courses you will find the 2018-2019 Adult Education and Family Literacy Act
(AEFLA) Federal grant award application; or, you can access the AEFLA page by scrolling down to the
bottom of the home screen and clicking on the link entitled WIOA. Upon clicking the WIOA link, select
the link entitled 2018-2019 Adult Education Grant.
7. At the beginning of the AEFLA page you will find the instructions required to complete and submit the
Federal grant application.
8. Under the application instructions there will be different sections for each component of the
application. You will find the following sections on the AEFLA page:
A. Grant Request for Proposal (RFP) Instructions
B. Fiscal Overview
C. Performance Metrics
D. Narrative Requirements
E. Grant Submission Guidelines
F. Submit RFP Application
Please click on each section to familiarize yourself prior to beginning the grant application. 9. To submit completed documents, click on the section entitled “Submit RFP Application”. Under the
section entitled “Submit RFP Application”, click on the following links to submit all documents for that
particular grant:
A. AEFLA Grant Application (231)
i. GEPA Attestation
ii. Cover Page
iii. Demonstrated Past Effectiveness
iv. Integrated Technology in the Classroom Table
v. Adult Education Teacher Certification Table
vi. AEFLA Grant Narrative
vii. Federal Assurances
viii. CCR Assurances
ix. Memorandum of Understanding (MOU) with local Workforce Development Board (scan in
the document)
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x. AEFLA Grant Budget
xi. NRS Table 7
B. Corrections and Other Institutionalized Individuals (C&I) Grant Application (225)
i. Demonstrated Past Effectiveness
ii. Provider Literacy Service Area Table
iii. C&I Grant Narrative
iv. C&I Grant Budget
C. Integrated English Literacy and Civics Education (IELCE) Grant Application (243)
i. Demonstrated Past Effectiveness
ii. IELCE Grant Narrative
iii. Sample Instructional Schedule
iv. IELCE Grant Budget
PLEASE SUBMIT ALL APPLICATION MATERIALS AS PDF DOCUMENTS
Each applicant will submit one PDF per section. Therefore, if an applicant chooses to apply for all three Federal grant awards, there will be a PDF for sections 1.0 AEFLA, 2.0 Corrections and Institutionalized Individuals (C&I), and 3.0 Integrated English Literacy and Civics Education (IELCE). Each applicant will receive access to the Moodle® website to include both a username and password.
10. Once you click on one of the above links, the site will route you to the submission screen of the AEFLA
page. When you are ready to submit your documents for each link, click on the “Add Submission”
button. Upon clicking on the “Add Submission” button, a box will appear that will allow you to drag and
drop your documents into the box.
11. To drag and drop the files into the drop box, please go to your file folder on your computer. Upon
locating the file that you are planning to submit, please drag the file down into the file submissions
drop box. Once you see the icon for the file that you are uploading, please click on the “Save Changes”
button located at the bottom of the screen.
12. Once you have submitted your file, the site will route you to the “Submission Status” screen. The
“Submission Status” screen will display a copy of the file that you have submitted. Also, the date and
time of the submission will be displayed on the screen.
13. To return to the Home page of the site, please click on the “2018-2019 AEG 231” link located on the
left-hand corner. The link is directly beside the word “Home” on the left-hand side of the screen.
All documents do not have to be submitted at the same time. The portal allows you to work on different
application components at different times without having to submit a completed application. However, all
documents must be completed and submitted by March 2, 2018 by 5:00 p.m.
Please note, applying for the IELCE or C&I Federal grant awards is optional. However, if you chose to apply for either the IELCE or C&I Federal grant award or both, the AEFLA application must be completed in full as well. The AEFLA (231) Federal grant application is not optional. Failure to meet the deadline via the portal will disqualify the applicant for funding consideration. Failure to complete all forms as directed will result in an incomplete application and, therefore, disqualification.
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Application Review Information A maximum score of 220 points may be earned on the 231 grant application. Additional points may be earned for programs that exceed the State performance target of 36%. A minimum of 154 points must be earned for the application to be funded. The application responses are divided into groups by topic (capacity and commitment, instructional practices, and service integration). A group of three readers will be assigned to each of these topics. These readers have been selected because of their subject matter expertise in the particular area assigned. These readers will independently review and score each response; then they will meet as a group to arrive at consensus. A consensus score will be assigned and one set of comments produced and agreed to by the group. The consensus score from each reader review team will be added together to arrive at the final score. LWDB review comments will be included on the final reporting form along with the total of all consensus scores. A total of 50 points are available to be earned on the 225 grant application. Each applicant must earn 35 of the 50 points to be considered for 225 funding. Additionally, a total of 50 points are available to be earned on the 243 grant application. Each applicant must earn 35 of the 50 points to be considered for 243 funding. Those providers submitting a 225 or 243 grant application will have the additional questions on each of these applications evaluated by a review team of three. These reviewers will score each question independently and then meet as a group to reach a consensus. No reader group will be aware of the scores awarded by other reader groups on a different topic. In this way, all score totals are arrived at independently. Final tallying will be conducted by the Compliance and Partnership staff at the NCCCS.
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1.0 ADULT EDUCATION AND FAMILY LITERACY ACT (Section 231, AEFLA)
2018 – 2021 COMPETITIVE GRANT APPLICATION PACKAGE
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1.0 ADULT EDUCATION AND FAMILY LITERACY ACT (AEFLA) COMPETIVITE GRANT APPLICATION
GUIDANCE
1.1 PURPOSE OF TITLE II [FEDERAL REQUIREMENT]
In accordance with the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Innovation and Opportunity Act (WIOA) of 2014, the purpose of this funding opportunity is to assist eligible applicants to develop, implement, and improve adult education and literacy that provides concurrent services that focus on the following:
• assist adults to become literate and obtain the knowledge and skills necessary for employment and economic self-sufficiency;
• assist adults who are parents or family members to obtain the education and skills that are necessary to becoming full partners in the educational development of their children and lead to sustainable improvements in the economic opportunities for their family;
• assist adults in attaining a secondary school diploma and in the transition to postsecondary education and training, including through career pathways; and
• assist immigrants and other individuals who are English language learners in improving their reading, writing, speaking, and comprehension skills in English; mathematics skills; and acquiring an understanding of the American system of government, individual freedom, and the responsibilities of citizenship. (Workforce Innovation and Opportunity Act, 2014. https://www.gpo.gov/fdsys/pkg/PLAW-113publ128/pdf/PLAW-113publ128.pdf)
1.2 PRIORITY OF AEFLA [FEDERAL REQUIREMENT]
The adult education program and the LWDB) will work closely together to address the specific identified workforce needs of the region. In addition, adult education will become a vital part of the integrated workforce system by its presence in One-Stop Centers, a workforce system administered by the LWDB. 1.3 ACTIVITIES [STATE AND FEDERAL REQUIREMENT]
1.3.1 APPROVED LOCAL ACTIVITIES
Eligible providers are required to be a full-service adult education program providing instruction at all six ABE and ASE EFLs, plus ELA and IELCE activities based on identified needs of the region. Programs must also prepare adult learners for and support them in achieving successful transition to postsecondary education and training or employment. For definitions of activities listed below, refer to pages 14-19, above.
Eligible providers are required to offer these activities, per the North Carolina Unified State Plan:
a. Adult Education;
b. English language acquisition activities;
c. Literacy;
d. Workforce preparation activities.
Eligible providers may also offer any of the following, as needed, per 34 CFR Part 463.30, Subpart D: a. Integrated English literacy and civics education;
b. Workplace adult education and literacy activities;
c. Family literacy activities;
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d. Integrated education and training.
1.3.2 UNAPPROVED LOCAL ACTIVITIES (2 CFR 200.420)
Grant recipients may not use funds to participate in, support, or encourage unapproved activities, including, but not limited to:
• Providing continuing education or enrichment classes that do not have workforce focus;
• Providing religious instruction, conducting worship services, or engaging in any form of proselytization;
• Assisting, promoting, or deterring union organizing;
• Financing directly or indirectly, any activity designed to influence the outcome of an election to any public office;
• Impairing existing contracts for services or collective bargaining agreements; and
• Conducting high school equivalency testing. 1.4 ADULT EDUCATION PROVIDER ADMINISTRATIVE STRUCTURE FOR CONSORTIUM APPLICATION [STATE REQUIREMENT]
1.4.1 CONSORTIUM FISCAL AGENCY
Applications must identify the entity that will act as the fiscal agency for a consortium comprised of two or more providers. The fiscal agency will be the single point of contact for the NCCCS-CCR. The fiscal agency is expected to oversee the implementation of all aspects of the grant such as program monitoring, data reporting, and fiscal management among the participating agencies. Funding allocations to the consortium will be made to the fiscal agency. 1.4.2 CONSORTIUM PROGRAM MANAGER
Each consortium must employ a full-time program manager who is responsible for managing the grant in accordance with all criteria as outlined under Title II of WIOA and all applicable State laws and regulations. The program manager will also determine the administrative and support staffing needs of the consortium. 1.4.3 PARTICIPATION IN CONSORTIUM]
Two or more providers may elect to apply as a consortium to maximize efficiencies, broaden services, and strengthen partnerships. A consortium will be considered as a single entity for funding and monitoring. One agency must be designated to serve as the lead for fiscal, data, and programmatic practices.
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FY 2018 – 2021 North Carolina Adult Education Competitive Grant Application Cover Page
Eligible Provider _______________________________________________________________ Counties Served: ________________ Local Workforce Development Board Region__________ Contact ______________________________________________________________________ Email address______________________________________ Phone No.___________________ Eligible Provider (check one)
□ a local education agency □ a community-based literacy organization or faith-based organization □ a volunteer literacy organization □ an institution of higher education □ a public or private nonprofit agency □ a library □ a public housing authority □ a nonprofit institution that is not described previously and has the ability to provide
literacy services to eligible individuals □ a consortium or coalition of agencies, organizations, institutions, libraries, or authorities
described previously □ a partnership between an employer and an entity described above □ other ___________________________________________
Grant(s) Application and additional questions (check all that apply) ____ Adult Education and Literacy and Family Literacy Act – Section 231, (AEFLA) ____ Corrections Education and Other Institutionalized Individuals – Section 225, (C&I)
Must complete AEFLA application plus additional questions ____ Integrated English Literacy and Civics Education – Section 243, (IELCE)
Must complete AEFLA application plus additional questions Note: This public body does not discriminate against faith-based organizations or against an applicant because of race, religion, color, sex, national origin, age, disability, or any other basis prohibited by State law relating to discrimination in employment.
34
Competitive Grant Application Questions
All narrative responses will be reviewed based upon the 13 Considerations, as specified by the Workforce Innovation and Opportunity Act, Section 231, 29 USC § 3321. The following 13 Considerations and corresponding questions should be completed in the order listed. For the application to be considered complete, all questions must be answered. Each question should be limited to a 3,500 character maximum – approximately 500-word limit per question.
CAPACITY AND COMMITMENT
Consideration 3
According to 34 CFR § 463.24, an eligible applicant must establish that it has demonstrated effectiveness. An eligible applicant must demonstrate past effectiveness by providing performance data on its records of improving the skills of eligible individuals, particularly eligible individuals who have low levels of literacy, in the content domains of reading, writing, mathematics, English language acquisition, and other subject areas relevant to the services contained in the State’s application for funds. An eligible provider must also provide information regarding its outcomes for participants related to employment, attainment of secondary school diploma or its recognized equivalent, and transition to postsecondary education and training:
• Describe the organization’s past effectiveness in meeting the needs of the target population(s) identified under Consideration 3. Include service to ABE/ASE as well as ELA students.
• Provide 3-5 strategies the provider will employ to meet the State’s adjusted levels of performance. What resources will the provider employ to ensure that students achieve learning gains? These levels of performance may be found in 2017 Measurable Skill Gains Report found at http://www.nccommunitycolleges.edu/sites/default/files/data-warehouse/2017_measurable_skill_gains_report.pdf .
• Complete the table below to document past effectiveness for providing adult education services. Agencies new to the WIOA Title II (AEFLA) grant or seeking to expand academic offerings may provide:
a. Data based on grade level equivalency or transition outcomes, and b. A narrative describing the provider’s past effectiveness in ABE, ASE, and ELA serving adult
students in another capacity. There are two ways an eligible provider may meet the requirements for demonstrated past effectiveness:
1. An eligible provider that has been previously funded under Title II must provide performance data required under Section 116 of WIOA to demonstrate past effectiveness. (See chart to complete below.)
2. An eligible provider that has not been previously funded under Title II must provide performance data to demonstrate its past effectiveness in serving basic skills deficient eligible individuals, including evidence of its success in achieving academic skill level gains as shown by scores on standardized assessments, and achieving outcomes for participants related to employment, attainment of a secondary school diploma or its recognized equivalent, and transition to post-secondary education and training. (See chart below.)
35
Demonstrated Past Effectiveness - For Current Providers
Please provide your 2016-17 Measurable Skills Gain (MSG) Total: _______________
36
Demonstrated Past Effectiveness – New Applicants
Please use Exhibit 2.2, from the National Reporting System (NRS) Technical Assistance Guide below, and the information located beneath each table to identify which students need to be reported and where their information should be reported on Tables 4 (Measurable Skill Gains by Entry Level) and 4b (Educational Functioning Level Gain and Attendance for Pre- and Post-tested Participants).
• The tables must be filled out completely before submitting.
• Enter your agency's name beside "Provider Name:"
• For each level on the tables, enter the number of students that correspond to each column.
• Total Numbered Enrolled (Column B) must equal the sum of the other columns as indicated.
• Gray shaded areas containing totals and percentages will be automatically populated.
• Review worksheets for accuracy before submitting.
37
Table 4 (Measurable Skill Gains by Entry Level)
Provider Name:
Entering
Educational
Functioning Level
(A)
Percentage Achieving
Measurable Skill Gains
(H)
ABE Level 1 0.00%
ABE Level 2 0.00%
ABE Level 3 0.00%
ABE Level 4 0.00%
ABE Level 5 0.00%
ABE Level 6 0.00%
ABE Total 0.00%
ESL Level 1 0.00%
ESL Level 2 0.00%
ESL Level 3 0.00%
ESL Level 4 0.00%
ESL Level 5 0.00%
ESL Level 6 0.00%
ESL Total 0.00%
Grand Total 0.00%
•Use participant’s pretest score for the 1st entry of a program year for initial placement in this table .
•The number in column D is the number of participants who completed one or more Educational Functioning Level (EFL) gains as measured in one of three ways : 1) by comparing a participant’s initial EFL as
measured by a pre-test with the participant’s EFL as measured by a participant’s post-test; or 2) for States that offer high school programs that lead to a secondary school diploma or its recognized equivalent ,
an EFL gain may be measured through the awarding of credits or Carnegie units; or 3) States may report an EFL gain for participants who exit the program and enroll in postsecondary education or training during
the program year.
•Count each participant only once in columns D through G.
0 0
0 0.00 0 0 0 0
0 0.00 0 0 0 0
0 0.00 0 0
0 0.00
Enter the number of participants for each category listed, total attendance hours, number achieving at least one educational functioning level gain, number who attain a
secondary school diploma or its equivalent, and periods of participation outcomes.
0 0 0 0
0 0.00 0 0 0 0
0 0.00 0 0 0 0
0 0.00 0 0 0 0
0 0.00 0 0 0 0
0 0.00 0 0 0 0
0 0.00 0 0 0 0
0 0.00 0 0 0 0
0 0.00 0 0 0 0
0 0.00 0 0 0 0
•Column E is the number of participants who attained a secondary school diploma or its recognized equivalent .
•Enter only the most recent achievement, if attained, per participant in column D or column E. No participant should have an achievement counted in both columns .
•Column F is the number of participants who achieved no measurable skill gain and exited the program . The last day of service cannot be determined until at least 90 days have elapsed since the participant
last received services (services do not include self-service, information-only services or activities, or follow-up services), and there are no plans to provide the participant with future services.
•Column G is number of participants who remain enrolled and achieved no measurable skill gain .
•Column B should equal Column D + E + F + G.
•Column I is calculated using the following formula : (Column H) = (Column D + Column E) /(Column B)
Total Number
Enrolled
(B)
Total Attendance
Hours for all
participants
(C)
Number who achieved at
least one educational
functioning level gain
(D)
Number who attained
a secondary school
diploma or its
equivalent
(E)
Number Separated
Before Achieving
Measurable Skill Gains
(F)
Number Remaining in
Program without
Measurable Skill Gains
(G)
0 0.00 0 0 0 0
0 0.00 0 0 0 0
38
•Use participant’s pretest score for the 1st entry of a program year for initial placement in this table .
•The number in column D is the number of participants who completed one or more Educational Functioning Level (EFL) gains as measured in one of three ways : 1) by comparing a participant’s initial EFL as
measured by a pre-test with the participant’s EFL as measured by a participant’s post-test; or 2) for States that offer high school programs that lead to a secondary school diploma or its recognized equivalent ,
an EFL gain may be measured through the awarding of credits or Carnegie units; or 3) States may report an EFL gain for participants who exit the program and enroll in postsecondary education or training during
the program year.
•Count each participant only once in columns D through G.
•Column E is the number of participants who attained a secondary school diploma or its recognized equivalent .
•Enter only the most recent achievement, if attained, per participant in column D or column E. No participant should have an achievement counted in both columns .
•Column F is the number of participants who achieved no measurable skill gain and exited the program . The last day of service cannot be determined until at least 90 days have elapsed since the participant
last received services (services do not include self-service, information-only services or activities, or follow-up services), and there are no plans to provide the participant with future services.
•Column G is number of participants who remain enrolled and achieved no measurable skill gain .
•Column B should equal Column D + E + F + G.
•Column I is calculated using the following formula : (Column H) = (Column D + Column E) /(Column B)
39
Table 4b (Educational Functioning Level Gain and Attendance for Pre- and Post-tested Participants)
Percentage Achieving
EFL Gain(G)
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
Enter the number of pre- and post-tested participants for each category listed, number of post-tested participants achieving at least one educational
functioning level gain, and total attendance hours for post-tested participants.
0
0
0
0
0
0
0
Provider Name:
Entering
Educational
Functioning Level (A)
Total Number
Enrolled(B)
Total
Attendance
Hours(C)
Number with EFL
Gain(D)
Number Separated
Before Achieving EFL
Gain(E)
Number Remaining
Within Level(F)
ABE Level 3 0.00 0 0 0
ABE Level 2 0.00 0 0 00
0
ABE Level 1 0.00 0 00 0
ABE Total 0 0.00 0 0
ABE Level 5 0.00 0 0 0
0.00 0 0 0
0 0
ABE Level 4
ESL Level 1 0.00 0 0 0
ESL Level 2
0
ESL Level 6 0.00 0 0 0
0.00 0 0
0
ESL Level 5 0.00 0 0 0
0.00
ESL Level 4 0.00 0 0
0
0
ESL Level 3 0
0
ESL Total 0 0.00 0 0 0
Total 0 0.00 0 0
Include in this table only participants who are both pre- and post-tested.
• Column F represents the number of participants stil l enrolled who are at the same EFL level as when they entered.
• Column D + E + F should equal the total in Column B.
• Column E is the number of participants who achieved no EFL gain and exited the program. The last day of service cannot be determined until at least 90
days have elapsed since the participant last received services (services do not include self-service, information-only services, activities, or follow-up
services), and there are no plans to provide the participant with future services.
• Each row total in Column G is calculated using the following formula: G = ColumnD/ColumnB
• Column D is the total number of participants (both exited and continuing) who achieved at least one EFL gain by completing at least one level through pre-
and post-testing.
40
Exhibit 2.2 Functioning Level Table
Source: https://nrsweb.org/sites/default/files/NRS-TA-January-2018-508.pdf
41
42
43
44
45
46
Consideration 1
The degree to which the eligible provider will be responsive to:
(A) Regional needs as identified in the local plan under WIOA Section 108; and (B) Serving individuals in the community who are identified in such plan as most in need of adult
education and literacy activities, including individuals who: (i) Have low levels of literacy skills; or (ii) Are English language learners.
Please address the following:
• What are the local and/or regional workforce needs of the identified geographical/service delivery area as identified by the Local Workforce Plan? How does adult education fit into the workforce strategies identified in the plan?
• Detail the literacy needs of the provider’s target population. Cite sources.
• How will the provider deliver services to meet the local and/or regional needs described above?
• How will the program provide services to meet the needs of the target population of the area? Specifically describe how the provider will meet the needs of persons with low levels of literacy and English language learners.
• Describe how the provider will provide services to meet the needs of special populations (i.e. individuals with disabilities, single parents, displaced homemakers, individuals with limited English proficiency, and individuals with multiple barriers to employment).
Consideration 2
The ability of the eligible provider to serve eligible individuals with disabilities, including eligible individuals with learning disabilities;
• Describe how the organization’s policy will comply with the American Disabilities Act of 1990?
• How will the provider ensure that individuals with disabilities have equitable access to programs, activities and related services?
• How will the provider identify and provide services to students with physical, emotional, mental, and learning disabilities?
Consideration 4
The extent to which the eligible provider demonstrates alignment between proposed activities and services and the strategy and goals of the local plan under WIOA, Section 108, as well as the activities and services of the one-stop partners.
• Describe how the provider will deliver services to align with the strategies and industry needs as identified in the applicable LWDB Plan(s).
47
• Describe how the program will align its services and work with the local NCWorks Center to meet the goals identified in the LWDB Plan(s).
INSTRUCTIONAL PRACTICES
Consideration 5
Whether the eligible provider’s program – a. Is of sufficient intensity and quality, based on the most rigorous research available so that participants
achieve substantial learning gains; and b. Uses instructional practices that include the essential components of reading instruction.
Please address the following:
• To demonstrate that a variety of class opportunities will be available, describe the proposed schedule of classes, labs, and tutoring services. Include all planned class sites as of the day of proposal submission.
How does the provider incorporate essential components of reading instruction?
• Describe other rigorous research-based instructional practices the provider will use with students to achieve substantial learning gains.
Consideration 6
Whether the eligible provider’s activities, including whether reading, writing, speaking, mathematics, and English language acquisition instruction delivered by the eligible provider, are based on the best practices derived from the most rigorous research available and appropriate, including scientifically valid research and effective educational practice. Cite sources.
• Describe how the program uses rigorous research and evidence-based instruction for the various content components of ABE, ASE, and ELA (i.e. reading, writing, speaking, mathematics, and English language acquisition).
• Describe how the program uses the NC Adult Education Content Standards.
Consideration 7
Whether the eligible provider’s activities effectively use technology, services, and delivery systems, including distance education in a manner sufficient to increase the amount and quality of learning and how such technology, services, and systems lead to improved performance;
• How will the provider integrate the use of technology into classroom instruction – to include software, internet resources, and other resources, and hardware such as whiteboards, smartphones, document cameras, and other resources? Complete the table below if you are currently using specific software programs related to student instruction.
48
Integrated Technology in the Classroom Table
Please enter the technology utilized for classroom instruction.
Product Name
Location(s)
License (# of seats)
Curriculum Content
49
• Describe how the provider will implement distance learning opportunities for students, including those with low levels of literacy and those with learning disabilities.
Consideration 8
Whether the eligible provider’s activities provide learning in context, including through integrated education and training, so that an individual acquires the skills needed to transition to and complete postsecondary education and training programs, obtain an advance in employment leading to economic self-sufficiency, and to exercise the rights and responsibilities of citizenship;
• How will the provider plan and implement IET opportunities for students? Provide specific details of these opportunities. How will students access and participate in the IET program?
• Describe how the provider will use IET or other models to accelerate the development skills required to advance in an educational setting, transition to post-secondary education, or become employed.
• How will the provider provide workplace readiness and occupational skills training?
Consideration 9
Whether the eligible provider’s activities are delivered by well-trained instructors, counselors, and administrators who meet any minimum qualifications established by the State, where applicable, and who have access to high quality professional development, including through electronic means;
• Complete the table below to show instructional staff, teachers, full-time, part-time teaching assistants and tutors and teaching credentials for each one. Include all planned positions.
• Describe how the program will provide high quality professional development to ensure that instructors and staff are knowledgeable of current research and best practices in adult education. How will the program’s professional development plan support instructors in incorporating current research and evidence-based instructional strategies that lead to effective program outcomes.
Adult Education Teacher Certification Table
Adult Education Personnel
Total Number of Part-time Personnel
Total Number of Full-time Personnel
(A) (B) (C)
Teacher Certification
No certification
Adult Education Certification
K-12 Certification
Special Education Certification
Teaching English to Speakers of other Languages (TESOL) Certification
50
SERVICE INTEGRATION AND MANAGEMENT
Consideration 10
Whether the eligible provider’s activities coordinate with other available education, training, and social service resources in the community, such as by establishing strong links with elementary schools and secondary schools, postsecondary educational institutions, institutions of higher education, local workforce investment boards, one-stop centers, job training programs, and social service agencies, business, industry, labor organizations, community-based organizations, non-profit organizations, and intermediaries, for the development of career pathways. Please address the following:
• Please describe the program’s existing career pathways. How will the program coordinate with local WIOA partners and service providers to develop career pathway programs consistent with strategies identified in the North Carolina Unified State Plan? Include partnerships with service providers such as schools, libraries, post -secondary institutions, businesses, and social service agencies.
• Describe how the program will partner with other providers to offer support services to students, to increase access to program services and ensure program completion. Include information on services such as childcare, transportation, mental health services, and career planning.
Consideration 11
Whether the eligible provider’s activities offer flexible schedules and coordination with Federal, State, and local support services (such as child care, transportation, mental health services, and career planning) that are necessary to enable individuals, including individuals with disabilities or other special needs to attend and complete programs;
• How will the program assess students’ educational needs, and need for support services and accommodations? Include details regarding services such as child care, transportation, mental health services, and career planning. How will the program identify and resolve barriers to student completion?
Consideration 12
Whether the eligible provider maintains a high-quality information, management system that has the capacity to report measurable participant outcomes (consistent with Section 116) and to monitor program performance;
• Describe the organization’s data management practices for: 1. Tracking student outcomes; 2. Monitoring program performance; 3. Maintaining quality in the data.
• How will the provider utilize data to assess and improve program performance such as evaluating learning gains and student goal achievement?
Consideration 13
Whether the local areas in which the eligible provider is located have a demonstrated need for additional English language acquisition programs and civics education programs;
51
• What is the English Language Learner (ELL) population in the local area? Provide the data source.
• Describe the local area’s demonstrated need for a program that offers English language acquisition services.
• Describe the program’s experience with and/or ability to provide instruction and services to English language learners.
52
FEDERAL ASSURANCES
STATEMENTS OF ASSURANCES
2018 – 2019
The recipient hereby assures that:
1. It will comply with Title VI of the Civil Rights Act of 1964 (42 USC §2000d - §2000d-4) and its
implementing regulations (34 CFR Part 100), and in accordance therewith, no person shall, on the
grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of,
or be otherwise subjected to discrimination under any program or activity for which the applicant
received Federal assistance.
2. It will comply with Section 504 of the Rehabilitation Act of 1973, as amended (29 USC § 794), and its
implementing regulations (34 CFR Part 104), which prohibits discrimination based on disability in
programs and activities receiving Federal financial assistance.
3. It will comply with Title II of the Americans with Disabilities Act, (42 USC §12134, et seq.), and its
implementing regulations (28 CFR Part 35), which prohibit discrimination on the basis of disability to
public entities, or it will comply with Title III, (42 USC §12181 et seq.), and its implementing regulations
(28 CFR Part 36), which prohibit discrimination on the basis of disability in public accommodations,
whichever is applicable.
4. It will comply with Title IX of the Education Amendments of 1972, as amended (20 USC §1681- §1683),
and its implementing regulations (34 CFR Part 106), which prohibit discrimination on the basis of sex in
education programs and activities receiving Federal assistance.
5. It will comply with the Discrimination Act of 1975, as amended, (42 USC §6101, et seq.), and its
implementing regulations (45 CFR Part 90), which prohibit discrimination on the basis of age in
programs or activities receiving Federal financial assistance.
6. All contractors, subcontractors, sub-grantees or others with whom it arranges to provide services or
benefits to its students or employees in connection with its education programs or activities are not
discriminating in violation of the above-cited statutes, regulations, guidelines and standards against
those students or employees.
7. It will administer each program in accordance with all statutes, regulations, program plans, policies and
re-applications applicable to that program.
8. It will adopt and use proper methods of administering each program, including (a) the enforcement of
any obligations imposed by law on agencies, institutions, organizations, and other recipients
responsible for carrying out each program, and (b) the correction of deficiencies in program operations
that are identified through audits, monitoring, or evaluation.
9. It will cooperate in carrying out any evaluation of each program conducted by or for the NCCCS, the
United States Department of Education or other Federal officials.
10. It will retain all records relating to a program for which Federal funds are received for a period of five
years after the completion of the activity for which the funds are used or until such time greater than
five years as all pending reviews or audits have been completed and resolved. The only exception to
this rule is the indefinite maintenance of Adult High School (AHS) and High School Equivalency (HSE)
records.
11. It has adopted appropriate procedures to implement the terms of the Family Educational Rights and
Privacy Act of 1974, (20 USC §1232g) and its regulations (34 CFR Part 99).
53
12. It shall repay all funds determined to be due to the Federal government because of a disallowance
decision in a manner deemed reasonable by the State or the Federal government.
13. To the extent authorized by law, it shall indemnify, save, and hold harmless the State, its employees
and agents, against any and all claims, damages, liability and court awards including costs, expenses
and attorney’s fees incurred as a result of any act or omission by it, or its employees, agents,
subcontractors or assignees in its operation of the programs.
14. It will maintain such records, including those pertaining to fiscal audit and program evaluation, and
provide access to records upon request to representatives of the NCCCS or the Unites States
Department of Education.
15. No smoking will occur within any indoor facility owned or leased or contracted for and utilized by it for
provision of routine or regular kindergarten, elementary, or secondary education, library services,
health care or early childhood development services to children.
16. It will make reports to the NCCCS or the United States Department of Education as may reasonably be
necessary to enable those parties to perform their duties.
17. It certifies, by submission of this assurance form and by incorporating this form by reference in each of
its re-applications for Federal funds, that neither it nor its principles:
• Are presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily
excluded from participation in any transaction by any Federal department or agency.
• Have within a three-year period preceding this re-application been convicted of or had a civil
judgment rendered against them for commission of fraud or a criminal offense in connection with
obtaining, attempting to obtain, or performing a public (Federal, State, or local) transaction or
contract under a public transaction; violation of Federal or State antitrust statutes or commission
of embezzlement theft, forgery, bribery, falsification or destruction of records, making false
statements, or receiving stolen property.
• Are not presently indicted for or otherwise criminally or civilly charged by a governmental entity
(Federal, State, or local) with commission of any of the offenses enumerated above; and
• Have not within a three-year period, preceding this re-application had any public transactions
(Federal, State, or local) terminated for cause or default.
18. No Federal appropriated funds have been paid or will be paid, by or on behalf of the recipient, to any
person for influencing or attempting to influence an officer or employee of an agency, a member of
Congress, an officer or employee of Congress, or an employee of a member of Congress in connection
with the making of any Federal grant, the entering into of any cooperative agreement, and the
extension, continuation, renewal, amendment, or modification of any Federal grant or cooperative
agreement.
19. It shall require that the language of this certification be included in the award documents for all sub-
awards at all tiers (including sub grants, contracts under grants and cooperative agreements, and
subcontracts) and that all sub-recipients shall certify and disclose accordingly. {Sources: Section 1352,
Title 31 of the United States Code, 34 CFR Part 82}
20. The applicant has the necessary legal authority to apply for and receive the proposed grant.
21. The applicant’s governing body, and the undersigned official, has been duly authorized to file this re-
application in connection with this re-application.
22. The activities and services for which assistance is sought under this grant will be administered by or
under the supervision and control of the applicant.
54
SIGNATURE As the duly authorized representative of the applicant, I hereby certify that the applicant will comply with the above certifications. Name of Applicant: __________________________________________________________________ Printed Name and Title of Authorized Representative: ____________________________________________________________ Signature: ________________________________________________ Date: ____________________
55
North Carolina Community College System (NCCCS) College and Career Readiness (CCR)
Statements of Assurances 2018 – 2019
Program Operations
1. The Applicant agrees to use the data collection system(s) designated in the North Carolina College and Career Readiness Assessment Manual (LEIS and LACES) and follow the NCCCS-CCR and NRS guidelines.
2. The Applicant agrees to employ a professional member to serve as data manager. 3. The Applicant agrees to use the NRS approved assessments referenced in the North Carolina College
and Career Readiness Assessment Manual (LEIS and LACES) for adult learners in determining educational gains for program accountability purposes.
4. The Applicant agrees to provide or develop a plan to provide Distance Learning (DL) services to students who are seeking or may benefit from these services.
5. The Applicant agrees to coordinate its program with other adult education stakeholders, including WIOA partners, to avoid duplication of services available through other programs serving adults.
6. The Applicant agrees that the Program Director and all program staff will participate in all CCR required professional development activities scheduled during the term of this Grant award.
7. The Applicant agrees to provide ample staff development funds to ensure that the program employs and maintains a well-qualified staff, including teachers, counselors, and administrators.
8. The applicant agrees to employ staff who hold NRS approved certifications. 9. The Applicant agrees to fully cooperate with monitoring and evaluation activities required by NCCCS-
CCR. 10. The Applicant agrees to obtain NCCCS-CCR approval prior to any programmatic changes that deviate
from the submitted approved grant application. 11. The Applicant agrees to implement the 13 considerations as WIOA Title II requires.
Fiscal Management 1. The Applicant agrees to be the fiscal agent for the grant award received from NCCCS-CCR. 2. The Applicant agrees to provide timely and accurate reports which include: a. Requests for reimbursement
b. Budget amendment requests 3. The Applicant agrees to require and maintain a certificate of the insurance for each of its program sites
verifying that each building meets North Carolina building codes. 4. The Applicant agrees to maintain a record of actual expenditures of local, State, and Federal funds for
activities allowed under WIOA Title II. The local, State, and Federal funds must be maintained as separate line items to maintain their separate identities for reporting and auditing purposes. Commingling of these separate sources of funding is not allowed. The actual expenditures must reflect the amounts allocated for each line item in the annual budget approved by NCCCS-CCR.
5. The Applicant agrees not to use Federal or State funds to travel outside the country and to receive prior approval for travel outside North Carolina by virtue of inclusion in the local plan.
6. The Applicant agrees to maintain and submit time-and-effort records for all employees funded through Federal grant awards. These records must be submitted monthly to NCCCS-CCR.
7. The Applicant agrees to ensure that funds made available for Adult Education and Literacy activities under this subtitle shall supplement and not supplant other Federal, State, or local public funds expended for Adult Education and Literacy activities.
8. The Applicant agrees that all budget amendments in any budget line item from the originally approved budget must be approved in writing by NCCCS-CCR.
56
9. The Applicant agrees that not more than 5% of Federal funds will be used for administrative purposes. However, a Provider may request to negotiate an increase in the 5% cap. This request must be in writing with a detailed rationale explaining why the additional administrative cost is necessary and how the additional administrative funds shall be spent. This request may or may not be approved.
10. The Applicant agrees to retain all local program records and supporting documents for a minimum of five years from the date of submission of the final expenditure report.
11. The Applicant agrees to keep all State and local Adult High School transcripts and diplomas on file indefinitely.
12. The Applicant agrees that the amount of Federal funds allocated for services to incarcerated and/or institutionalized adults may not exceed 20% of the total Federal authorization.
13. Applicant understands that funding is contingent on Federal and State legislation. SIGNATURE As the duly authorized representative of the applicant, I hereby certify that the applicant will comply with the above certifications. Name of Applicant: ______________________________________________________________________ Printed Name and Title of Authorized Representative: ________________________________________________________________ Signature: ____________________________________________________ Date: ____________________ Brustein & Manasevit, PLLC. (2015). The Administrator’s Handbook on EDGAR, 3rd Edition, Brandylane
Publishers, Inc. Washington, DC. Records Retention & Disposition Schedule, Colleges in the North Carolina Community College System. (2016).
North Carolina Department of Natural and Cultural Resources, Division of Archives and Records, Government Records Section.
57
BUDGET APPROVAL FORM – 231 Grant
FORM: NCCCS 2-34
NORTH CAROLINA STATE BOARD OF COMMUNITY COLLEGES NORTH CAROLINA COMMUNITY COLLEGE SYSTEM
BUDGET APPROVAL – 231 Grant
PROVIDER NAME & FEDERAL ID #
EFFECTIVE DATES
Federal & State
A. Salaries, Instructional
$
B. Salaries, Non-Instructional
$
C. Employer's Retirement
$
D. Employer's Social Security
$
E. Employer's hospitalization
$
F. Educational Supplies and Materials
$
G. Equipment (must be pre-approved)
$
H. Contractual Services
$
I. Travel
$
J. Administrative Costs/Indirect Costs
$
•Salaries $ •Other Expenses $ •Indirect Costs $
Total Administrative Costs cannot exceed 5% of total Federal budget. $
Available Administrative/Indirect Funds____________________
Total $
CHIEF FISCAL OFFICER OF PROVIDER
COMPLIANCE & PARTNERSHIP
58
DATE DIRECTOR, NCCCS
DATE
CHIEF ADMINISTRATIVE OFFICER OF PROVIDER DATE
VP OF BUSINESS & FINANCE, NCCCS
*Total Administrative Costs cannot exceed 5% of total Federal budget. DATE
*Administrative Cost are unallowable with State funds.
Signatures are required for the budget to be considered complete.
59
NRS Table 7 - Adult Education Personnel by Function and Job Status
Adult Education Personnel
Unpaid Volunteers
Total Number of
Part-time Personnel
Total Number of
Full-time Personnel
(A) (B) (C) (D)
Function
State-level Administrative/
Supervisory/Ancillary
Services *
Local-level Administrative/
Supervisory/Ancillary
Services *
Local Counselors *
Local Paraprofessionals *
Local Teachers **
Teachers’ Years of
Experience
In Adult Education
Less than one year
One to three years
More than three years
Teacher Certification
No certification
Adult Education
Certification
K-12 Certification
Special Education
Certification
TESOL Certification
* For reporting State-level Administrative/Supervisory/Ancillary Services and Local-level Administrative/Supervisory/Ancillary Services, Counselors, and Paraprofessionals:
• Enter an unduplicated count of personnel by function and job status. Count the number of positions, not the number of staff who filled them.
• In Column B, count one time only each part-time position of the program administered under AEFLA who is being paid out of Federal, State, and/or local education funds.
• In Column C, count one time only each full-time position of the program administered under AEFLA who is being paid out of Federal, State, and/or local education funds.
• In Column D, report the number of volunteer positions (personnel who are not paid) who served in the program administered under AEFLA.
** For reporting Local Teachers:
60
• Count and report the number of teachers, not the number of positions. For example, if one local part-time teaching position was filled with 3 teachers throughout program year, count and report 3 local part-time teachers.
• Report adult education experience and certification for paid teachers only, not volunteers. The total number of teachers for which experience is reported must equal the total number of teachers reported in Columns B and C.
• For certification, report all certifications a teacher has. Multiple responses are allowed. Report teachers who lack certification in the “No Certification” category.
OMB Number 1830-0027
61
2.0 - CORRECTIONS EDUCATION AND OTHER INSTITUTIONALIZED INDIVIDUALS (Section 225, C&I)
Competitive Application
Required Supplemental Application Questions
The entire application for 231 funds must be completed in order to be eligible to compete for 225 funds
62
Corrections Education and Other Institutionalized Individuals (C&I, Section 225)
Demonstrated Past Effectiveness – (Measurable Skills Gain)
Please provide information submitted under the section, Demonstrated Past Effectiveness in AEFLA grant 231. Current providers must use the same MSG located in the 2017 Measurable Skill Gains Report found at http://www.nccommunitycolleges.edu/sites/default/files/data-warehouse/2017_measurable_skill_gains_report.pdf . New applicants must submit the same Table 4 (Measurable Skill Gains by Entry Level) and Table 4b (Educational Functioning Level Gain and Attendance for Pre- and Post-tested Participants).
63
Provider Literacy Service Area Table
1. List separately each location where literacy services will be provided:
Type of Facility: prison, jail, reformatory, work farm, day incarceration center, detention center, community-based rehabilitation center, workforce development center, halfway house, transition house, etc.
Name of facility or institution
Type of service(s) provided: (1) adult education and literacy activities; (2) special education, as determined by the eligible agency; (3) secondary school credit; (4) integrated education and training, (5) career pathways, (6) concurrent enrollment, (7) peer tutoring, and (8) transition to re-entry initiatives and other post release services with the goal of reducing recidivism.
1.
2.
3.
4.
5.
2. Describe how the program provides or will provide educational programming for criminal offenders in
correctional institutions and other institutionalized individuals. The following activities must be offered: (300
words)
a. Adult education and literacy activities (ABE, ASE, ELA),
b. Transition to re-entry initiatives and other post-release services with the goal of reducing
recidivism.
3. Describe how the program currently provides or will expand services to include post-release transition
services. Each eligible agency using funds provided under Section 225 to carry out a program for criminal
offenders within a correctional institution must give priority to serving individuals who are likely to leave the
correctional institution within five years of participating in the program. (300-words)
4. Describe how the program prepares instructors to meet the unique needs of incarcerated populations. (300-
words)
5. Describe how the program incorporates or will incorporate services to include IET in corrections settings.
Include how the program will align with the labor market for jobs that do not have criminal history
restrictions. (300-words)
64
BUDGET APPROVAL FORM – 225 Grant
FORM: NCCCS 2-34 NORTH CAROLINA STATE BOARD OF COMMUNITY COLLEGES
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM
BUDGET APPROVAL – 225 Grant
PROVIDER NAME & FEDERAL ID #
EFFECTIVE DATES
Federal & State
A. Salaries, Instructional
$
B. Salaries, Non-Instructional
$
C. Employer's Retirement
$
D. Employer's Social Security
$
E. Employer's hospitalization
$
F. Educational Supplies and Materials
$
G. Equipment (must be pre-approved)
$
H. Contractual Services
$
I. Travel
$
J.
Administrative Costs/Indirect Costs
$
•Salaries $ •Other Expenses $ •Indirect Costs $
Total Administrative Costs cannot exceed 5% of total Federal budget. $
Available Administrative/Indirect Funds____________________
Total $
CHIEF FISCAL OFFICER OF PROVIDER DATE
COMPLIANCE & PARTNERSHIP DIRECTOR, NCCCS
65
DATE
CHIEF ADMINISTRATIVE OFFICER OF PROVIDER DATE
VP OF BUSINESS & FINANCE, NCCCS
*Total Administrative Costs cannot exceed 5% of total Federal budget. DATE
*Administrative Cost are unallowable with State funds.
66
3.0 - INTEGRATED ENGLISH LITERACY AND CIVICS EDUCATION (Section 243, IELCE)
Competitive Application
Required Supplemental Application Questions
The entire application for 231 funds must be completed in order to be eligible to compete for 243 funds
67
INTEGRATED ENGLISH LITERACY AND CIVICS EDUCATION (IELCE, Section 243) Demonstrated Past Effectiveness – (Measurable Skills Gain)
Please provide information submitted under the section, Demonstrated Past Effectiveness in AEFLA grant 231. Current providers must use the same MSG located in the 2017 Measurable Skill Gains Report found at http://www.nccommunitycolleges.edu/sites/default/files/data-warehouse/2017_measurable_skill_gains_report.pdf . New applicants must submit the same Table 4 (Measurable Skill Gains by Entry Level) and Table 4b (Educational Functioning Level Gain and Attendance for Pre- and Post-tested Participants).
68
Integrated English Literacy and Civics Education (IELCE - Section 243)
Supplemental
1. Describe how the IELCE program will be delivered in combination with IET. For this question, please
provide data that supports the information submitted. Please address the following: (1000-words)
• Describe how participants will access and participate in IET programs.
• Describe how the specific occupation or occupational cluster for your region has been chosen
based on data.
• Describe how the occupation or occupational cluster will align with the LWDB plan.
• Describe how the IET program will integrate adult education content, workforce preparation
activities and workforce training competencies. Will all three components of the IET program be
provided simultaneously to participants of the IELCE program?
• Describe how occupationally relevant materials will be integrated into in-class content. Describe
how the occupationally relevant materials are aligned to the English Language Proficiency
Standards for Adult Education.
• Describe how the IET program will prepare students to enter and succeed in unsubsidized
employment for in-demand industries and occupations that lead to economic self-sufficiency.
• Provide a projection of the number of students that will engage in the IET program.
2. Describe how English language instruction, including reading, writing and comprehension skills in
English, mathematics and civics education are based on the best practices derived from the most
rigorous research available and are aligned with the English Language Proficiency Standards for Adult
Education. Please address the following: (500-words)
• Please address the delivery of services for adults to achieve competency in the English language
and acquire the basic and more advanced skills needed to function more effectively as parents,
workers, and citizens in the United States.
• Describe how all lessons and content will be aligned to the North Carolina Adult Education Content
Standards.
• Describe how the instruction will be contextualized to meet the education and employment needs
of participants.
• Describe how the civics education component of the IELCE program will be offered to participants.
How will participants engage in activities and lessons that increase their awareness of rights and
responsibilities of citizenship and civic participation?
• Describe how the program plans to use technology to facilitate lessons and activities. Describe how
the technology will be used to help prepare students for the desired educational and occupational
outcomes.
3. Describe how the program will be responsive to the regional needs of the ELL population as identified
by the LWDB. Provide a detailed description about how the program plans to serve and identify
eligible individuals to participate in the IELCE program. For this question, please provide data that
supports the information submitted. Please address the following: (500-words)
69
• Describe how your organization will serve ELL who are adults, including professionals with degrees
and credentials in their native countries to achieve competencies in the English language.
• Describe the eligible individuals in your organization’s service area that will be served in the IELCE
program.
• Describe how the program will recruit eligible participants for the program. Describe the marketing
strategy to recruit eligible students.
• Provide a detailed description about how the program will target individuals that are professionals
with degrees and credentials in their native countries.
• Describe how the program will offer orientation for new participants in the program.
• Describe student retention strategies for this program.
4. Describe the partnerships, collaborations and/or innovative projects that have been created to meet
the needs of the IELCE program participants. Describe how the program will strengthen the
partnerships with the LWDB. Please address the following: (750-words)
• Describe how the program will work with the LWDB to identify opportunities for the ELL
population.
• Provide a detailed description about how the program will work with local agencies to provide
services to alleviate barriers such as transportation, childcare, food and nutrition assistance. How
will these programs be correlated to the retention efforts of the program?
• Describe how the program will work with the local or regional Workforce Development area
providers to co-enroll participants in an IET program. (Section 243 or Section 231 funds can be
used to support IET programs.)
• Describe how the program will partner with local employers to introduce participants to
occupations that are available both regionally and state-wide.
• Describe how the program will develop and sustain relationships with employers that lead to job
placements for participants.
70
BUDGET APPROVAL FORM – 243 Grant
FORM: NCCCS 2-34
NORTH CAROLINA STATE BOARD OF COMMUNITY COLLEGES NORTH CAROLINA COMMUNITY COLLEGE SYSTEM
BUDGET APPROVAL – 243 Grant
PROVIDER NAME & FEDERAL ID #
EFFECTIVE DATES
Federal & State
A. Salaries, Instructional
$
B. Salaries, Non-Instructional
$
C. Employer's Retirement
$
D. Employer's Social Security
$
E. Employer's hospitalization
$
F. Educational Supplies and Materials
$
G. Equipment (must be pre-approved)
$
H. Contractual Services
$
I. Travel
$
J. Administrative Costs/Indirect Costs
$
•Salaries $ •Other Expenses $ •Indirect Costs $
Total Administrative Costs cannot exceed 5% of total Federal budget. $
Available Administrative/Indirect Funds____________________
Total $
71
CHIEF FISCAL OFFICER OF PROVIDER DATE
COMPLIANCE & PARTNERSHIP DIRECTOR, NCCCS
DATE
CHIEF ADMINISTRATIVE OFFICER OF PROVIDER DATE
VP OF BUSINESS & FINANCE, NCCCS
*Total Administrative Costs cannot exceed 5% of total Federal budget. DATE
*Administrative Cost are unallowable with State funds.
72
GUIDANCE APPENDICES
73
APPENDIX A: LOCAL WORKFORCE DEVELOPMENT BOARDS
Adult Education services in the State of North Carolina are administered through the North Carolina Community College System, Academic and Programs Services, Office of College and Career Readiness. The twenty-three Workforce Development Boards in partnership with the Office of College and Career Readiness are:
LOCAL WORKFORCE DEVELOPMENT BOARDS NORTH CAROLINA COUNTIES
Cape Fear Workforce Development Board
Brunswick, Columbus, New Hanover, Pender
Capital Area Workforce Development Board Johnston, Wake
Centralina Workforce Development Board
Anson, Cabarrus, Iredell, Lincoln, Rowan, Stanly, Union
Charlotte Works Mecklenburg
Cumberland County Workforce Development Board
Cumberland
DavidsonWorks, Inc., Workforce Development Board
Davidson
Durham Workforce Development Board Durham
Eastern Carolina Workforce Development Board
Carteret, Craven, Duplin, Greene, Jones, Lenoir, Onslow, Pamlico, Wayne
Gaston County Workforce Development Board Gaston
Greensboro/High Point/Guilford Workforce Development Board
Guilford
High Country Workforce Development Board
Alleghany, Ashe, Avery, Mitchell, Watauga, Wilkes, Yancey
Kerr-Tar Workforce Development Board
Caswell, Franklin, Granville, Person, Vance, Warren
Lumber River Workforce Development Board
Bladen, Hoke, Richmond, Robeson, Scotland
Mountain Area Workforce Development Board
Buncombe, Henderson, Madison, Transylvania
74
Northeastern Workforce Development Board
Camden, Chowan, Currituck, Dare, Gates, Hyde, Pasquotank, Perquimans, Tyrrell, Washington
Northwest Piedmont Workforce Development Board
Forsyth, Davie, Surry, Stokes, Rockingham, Yadkin, Caswell
Region C Workforce Development Board Cleveland, McDowell, Polk, Rutherford
Region Q Workforce Development Board Beaufort, Bertie, Hertford, Martin, Pitt
Regional Partnership Workforce Development Board
Alamance, Montgomery, Moore, Orange, Randolph
Southwestern Workforce Development Board
Clay, Graham, Haywood, Macon, Jackson, Swain, Cherokee
Triangle South Workforce Development Board (formerly Mid-Carolina WDB)
Harnett, Lee, Chatham, Sampson
Turning Point Workforce Development Board
Edgecombe, Nash, Halifax, Northampton, Wilson
Western Piedmont Workforce Development Board Burke, Caldwell, Alexander, Catawba
75
Appendix B: AEFLA Title II Providers and Corresponding Workforce Development Board
Provider Workforce Development Board Service Area(s)
Asheville-Buncombe TCC Mountain Area Workforce Development Board
Buncombe & Madison Counties
Alamance CC Regional Partnership Workforce Development Board
Alamance County
Beaufort County CC
Northeastern Workforce Development Board
Region Q Workforce Development Board
Hyde, Tyrell, & Washington Counties
Beaufort County
Bladen CC Cape Fear Workforce Development Board
Lumber River Workforce Development Board
Bladen & Columbus Counties
Robeson County
Blue Ridge CC Mountain Area Workforce Development Board
Henderson & Transylvania Counties
Blue Ridge Literacy Council
Mountain Area Workforce Development Board
Henderson County
Brunswick CC Cape Fear Workforce Development Board Brunswick County
Brunswick County Literacy Council
Cape Fear Workforce Development Board Brunswick County
Burke County Literacy Council
Western Piedmont Workforce Development Board
Burke County
Caldwell CC & TI
High Country Workforce Development Board
Western Piedmont Workforce
Development Board
Watauga County
Caldwell County
Cape Fear CC Cape Fear Workforce Development Board New Hanover & Pender Counties
Cape Fear Literacy Council Cape Fear Workforce Development Board New Hanover, Pender, & Brunswick Counties
Carteret CC Eastern Carolina Workforce Development Board
Carteret County
Catawba Valley CC Western Piedmont Workforce Development Board
Catawba & Alexander Counties
Central Carolina CC Triangle South Workforce Development Board
Chatham, Harnett, & Lee Counties
76
Provider Workforce Development Board Service Area(s)
Central Piedmont CC Charlotte Works Mecklenburg County
Cleveland CC Region C Workforce Development Board Cleveland County
College of The Albemarle Northeastern Workforce Development Board
Camden, Chowan, Currituck, Dare, Gates, Pasquotank, & Perquimans
Counties
Coastal Carolina CC
Eastern Carolina Workforce Development Board
Onslow County
Craven CC Eastern Carolina Workforce Development Board
Craven County
Craven Literacy Council Eastern Carolina Workforce Development Board
Craven, Jones, & Pamlico Counties
Davidson County CC DavidsonWorks, Inc., Workforce Development Board
Northwest Piedmont Workforce
Development Board
Davidson County
Davie County
Durham Literacy Center Durham Workforce Development Board Durham County
Durham Technical CC Durham Workforce Development Board
Regional Partnership Workforce Development Board
Durham County
Orange County
Edgecombe CC Turning Point Workforce Development Board
Edgecombe County
Fayetteville Technical CC Cumberland County Workforce Development Board
Cumberland County
Fayetteville Urban Ministry’s Adult Literacy
Program
Cumberland Workforce Development Board
Cumberland County
Forsyth Technical CC Northwest Piedmont Workforce Development Board
Forsyth & Stokes Counties
Gaston College Gaston County Workforce Development Board
Centralina Workforce Development Board
Gaston County
Lincoln County
77
Provider Workforce Development Board Service Area(s)
Gaston Literacy Council Gaston County Workforce Development Board
Charlotte Works
Region C Workforce Development Board
Gaston County
Mecklenburg County
Cleveland County
Guilford Technical CC Greensboro/High Point/Guilford Workforce Development Board
Guilford County
Halifax CC Turning Point Workforce Development Board
Halifax & Northampton Counties
Haywood CC
Southwestern Workforce Development Board
Haywood County
Isothermal CC Region C Workforce Development Board Rutherford & Polk Counties
James Sprunt CC Eastern Carolina Workforce Development Board
Duplin County
Johnston CC Capital Area Workforce Development Board
Johnston County
Lenoir CC Eastern Carolina Workforce Development Board
Lenoir, Greene, & Jones Counties
Literacy Council of Buncombe County
Mountain Area Workforce Development Board
Buncombe County
Literacy Council of Union County
Centralina Workforce Development Board Union County
Literacy Volunteers of America – Pitt County
Region Q Workforce Development Board Pitt County
Martin CC Region Q Workforce Development Board Martin & Bertie Counties
Mayland CC High Country Workforce Development Board
Avery, Mitchell, & Yancey Counties
McDowell Technical CC Region C Workforce Development Board
McDowell County
Mitchell CC Centralina Workforce Development Board
Iredell County
Montgomery CC Regional Partnership Workforce Development Board
Montgomery County
Motheread Capital Area Workforce Development Board
Wake County
Nash CC Turning Point Workforce Development Board
Nash
Orange County Literacy Council
Regional Partnership Workforce Development Board
Orange & Alamance Counties
78
Provider
Workforce Development Board Service Area(s)
Pamlico CC Eastern Carolina Workforce Development Board
Pamlico County
Piedmont CC Kerr-Tar Workforce Development Board Person & Caswell Counties
Pitt CC Region Q Workforce Development Board Pitt County
Randolph CC Regional Partnership Workforce Development Board
Randolph County
Reading Connections Greensboro/High Point/Guilford Workforce Development Board
Northwest Piedmont Workforce
Development Board
Regional Partnership Workforce Development Board
Guilford County
Forsyth County
Randolph County
Richmond CC Lumber River Workforce Development Board
Richmond & Scotland Counties
Roanoke-Chowan CC Region Q Workforce Development Board
Turning Point Workforce Development Board
Hertford & Bertie Counties
Northampton County
Robeson CC Lumber River Workforce Development Board
Robeson County
Rockingham CC Northwest Piedmont Workforce Development Board
Rockingham County
Rowan-Cabarrus CC Centralina Workforce Development Board Rowan & Cabarrus Counties
Sampson CC Triangle South Workforce Development Board
Sampson County
Sandhills CC Lumber River Workforce Development Board
Regional Partnership Workforce Development
Hoke County
Moore County
South Piedmont CC Centralina Workforce Development Board Anson & Union Counties
Southeastern CC Cape Fear Workforce Development Board Columbus County
Southwestern CC Southwestern Workforce Development Board
Jackson, Macon, Swain, & Cherokee Counties
Stanly CC Centralina Workforce Development Board Stanly County
Surry CC Northwest Piedmont Workforce Development
Surry & Yadkin Counties
79
Provider
Workforce Development Board Service Area(s)
Triangle Literacy Council Capital Area Workforce Development Board
Durham Workforce Development Board
Wake & Durham Counties
Triangle South Literacy Works
Triangle South Workforce Development Board
Capital Area Workforce Development
Board
Turning Point Workforce Development Board
Harnett, Sampson & Lee Counties
Johnston & Wake Counties
Edgecombe County
Tri-County CC Southwestern Workforce Development Board
Cherokee, Graham, & Clay Counties
Vance-Granville CC Kerr-Tar Workforce Development Board Vance, Granville, Franklin, & Warren Counties
Wake Technical CC Capital Area Workforce Development Board
Wake County
Wayne CC Eastern Carolina Workforce Development Board
Wayne County
Western Piedmont CC Western Piedmont Workforce Development Board
Burke County
Wilkes CC High Country Workforce Development Board
Wilkes, Ashe, & Alleghany Counties
Wilson CC Turning Point Workforce Development Board
Wilson County
YMCA of NWNC Literacy Initiative
Northwest Piedmont Workforce Development Board
Forsyth County
80
APPENDIX C: REVIEW OF ADULT EDUCATION GRANT – WORKFORCE DEVELOPMENT BOARD REVIEW PANEL RUBRIC
Use the following guide when evaluating each application. The comments received on this form will be incorporated into the final review document for each eligible applicant.
Criteria Comments
To what extent does the application align adult education and literacy activities with the education and training objectives and activities of the local workforce plan and the Workforce Development System, including concurrent enrollment in Title I and Title II programs under WIOA, as appropriate?
How well does the applicant describe its plan and strategies for effectively working with workforce partners, identified by the local plan, to share resources and contribute to regional education and training efforts, including career pathway programs?
How well does the applicant document activities that integrate the IET program with the Workforce Development System?
81
APPENDIX D: ADULT EDUCATION GRANT – 231 AEFLA REVIEW PANEL RUBRIC
Use the following rubric when evaluating each application. The score received on this form will be incorporated into the total score for each eligible applicant.
Past Effectiveness
Capacity and Commitment Comments:
Consideration 3: How well does the applicant describe their past effectiveness in improving the literacy of eligible individuals, to meet State-adjusted levels of performance for the primary indicators of performance described in WIOA 116, especially with respect to eligible individuals who have low levels of literacy?
• Does the organization’s past effectiveness meet the State- negotiated target population and include service to ABE/ASE as well as ELA students?
• Does the organization provide strategies they will employ to meet the State-negotiated targets to ensure that students achieve learning gains?
82
Consideration 3 Measurable Skill Gains (MSG) Rate For new applicants, please round the total MSG from NRS Table 4 to the nearest tenth (up or down) and circle the number of points based upon the information. For current providers, please round the total MSG from the 2017 Measurable Skill Gains Report found at http://www.nccommunitycolleges.edu/sites/default/files/data-warehouse/2017_measurable_skill_gains_report.pdf to the nearest tenth (up or down) and circle the number of points based upon the information. Provider Name: _________________________________ Date: ___________________
MSG Rate:
0 1-4 5-10
11-15
16-20
20.5
21 21.5
22 22.5 23 23.5
24 24.5
25 25.5 26 26.5 27 27.5
28
RFP Points:
0 5 8 11 14 17 20 23 26 29 32 35 38 41 44 47 50 53 56 59 62
MSG Rate:
28.5 29 29.5
30 30.5 31 31.5
32 32.5 33 33.5
34 34.5
35 35.5 36
RFP Points:
65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80
Bonus Points
MSG Rate:
37-47
48-58
59-100
RFP Points:
+5 +10 +20
83
Criteria Description Please circle the number of points for Consideration 1.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are
partial or incomplete. Key points are not
clear. The question is not
adequately answered.
Organization and structure detract
from answer)
Adequate (Provides
answers that are not
comprehensive. Key points are addressed but
not well-supported. Inadequate
organization or development. Structure of
response is not easy to follow)
Quality (Provides
answers that are accurate
and complete. Key points are clearly stated and supported.
Organization is mostly clear and easy to follow)
Exemplary (Provides
answers that are comprehensive,
accurate and complete. Key
ideas are clearly stated,
explained and well-supported
throughout. Response is well-
organized, coherently
developed, and easy to follow)
Consideration 1: To what extent is the provider responsive to the regional needs as identified in the local plan under WIOA Section 108; and to serving individuals in the community who are identified in such plan as most in need of adult education and literacy activities, including those with low levels of literacy skills and/or are ELL?
• Does the organization identify the geographical/service delivery area as identified by the Local Workforce Plan? Does it fit in to the strategies of the plan?
• Does the organization detail the literacy needs of the target population and how they will meet these needs?
0
6
9
12
15
84
• Does the organization describe how they will meet the needs of special populations (individuals with disabilities, single parents, displaced homemakers, individuals with limited English proficiency, and individuals with multiple barriers to employment)?
COMMENTS:
Criteria Description Please circle the number of points for Consideration 2.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are
partial or incomplete. Key points are not
clear. The question is not
adequately answered.
Organization and structure detract
from answer)
Adequate (Provides
answers that are not
comprehensive. Key points are addressed but
not well-supported. Inadequate
organization or development. Structure of
response is not easy to follow)
Quality (Provides
answers that are accurate
and complete. Key points are clearly stated and supported.
Organization is mostly clear and easy to follow)
Exemplary (Provides
answers that are comprehensive,
accurate and complete. Key
ideas are clearly stated,
explained and well-supported
throughout. Response is well-
organized, coherently
developed, and easy to follow)
Consideration 2: Does the provider describe how they will serve eligible individuals with disabilities, including individuals with learning disabilities?
• Does organization’s policy comply with the
0
2
3
4
5
85
Americans with Disabilities Act of 1990?
• Does the provider ensure that individuals with disabilities have equitable access to programs, activities and related services?
• Does the provider explain how they will identify and provide services to students with physical, emotional, mental, and learning disabilities?
COMMENTS
86
Criteria Description Please circle the number of points for Consideration 4.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are
partial or incomplete. Key points are not
clear. The question is not
adequately answered.
Organization and structure detract
from answer)
Adequate (Provides
answers that are not
comprehensive. Key points are addressed but
not well-supported. Inadequate
organization or development. Structure of
response is not easy to follow)
Quality (Provides
answers that are accurate
and complete. Key points are clearly stated and supported.
Organization is mostly clear and easy to follow)
Exemplary (Provides
answers that are comprehensive,
accurate and complete. Key
ideas are clearly stated,
explained and well-supported
throughout. Response is well-
organized, coherently
developed, and easy to follow)
Consideration 4: To what extent does the provider demonstrate alignment between proposed activities and services and the strategy and goals of the local plan under WIOA, Section 108, as well as activities and services to one-stop partners?
• Does the organization describe how they will deliver services to align with the strategies and industry needs identified in the applicable LWDB plan(s)?
• Does the organization have any MOUs, MOAs, or contracts with other core providers of WIOA services?
• Does the organization describe how it will align its services and work with the local NCWorks Center to meet goals identified in the LWDB plan(s)?
0
6
9
12
15
87
COMMENTS:
Criteria Description Please circle the number of points for Consideration 5.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are partial or incomplete.
Key points are not clear. The
question is not
adequately answered.
Organization and structure detract from
answer)
Adequate (Provides
answers that are not
comprehensive. Key points
are addressed but not well-supported. Inadequate
organization or development. Structure of
response is not easy to follow)
Quality (Provides
answers that are accurate
and complete. Key points are clearly stated
and supported. Organization is
mostly clear and easy to
follow)
Exemplary (Provides answers that are
comprehensive, accurate and complete. Key ideas are clearly
stated, explained and well-supported throughout.
Response is well-organized, coherently developed, and easy
to follow)
Institutional Practices
Consideration 5: Does the organization show that by using rigorous research-based instructional practices their program(s) is of sufficient intensity and quality and that participants achieve substantial learning gains and uses
0
4
6
8
10
88
instructional practices that include essential components of reading instruction?
• Does the organization demonstrate that a variety of class opportunities will be available (including schedule of classes, labs, and tutoring services, and all planned class sites)?
• Does the organization incorporate essential components of reading instruction?
• Does the organization describe the rigorous research-based instructional practices they will use to help students achieve substantial learning gains?
COMMENTS: (Consideration 5)
89
Criteria Description Please circle the number of points for Consideration 6.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are
partial or incomplete. Key points are not
clear. The question is not
adequately answered.
Organization and structure detract
from answer)
Adequate (Provides
answers that are not
comprehensive. Key points
are addressed but not well-supported. Inadequate organization
or development. Structure of response is not easy to
follow)
Quality (Provides
answers that are accurate
and complete. Key points are clearly stated and supported.
Organization is mostly clear and easy to follow)
Exemplary (Provides
answers that are comprehensive,
accurate and complete. Key
ideas are clearly stated,
explained and well-supported
throughout. Response is well-
organized, coherently
developed, and easy to follow)
Consideration 6: Are the organization’s activities, including reading, writing, speaking, mathematics, English language acquisition instruction, based on best practices derived from the most rigorous research available and appropriate including scientifically valid research and effective educational practices?
• Does the organization use rigorous research and evidence-based instruction for various components of ABE, ASE, and ELA which includes the following: reading, writing, speaking, and mathematics?
• Does the organization describe how they use the NC Adult Education Content Standards?
0
4
6
8
10
COMMENTS:
90
Criteria Description Please circle the number of points for Consideration 7.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are
partial or incomplete. Key points are not
clear. The question is not
adequately answered.
Organization and structure detract
from answer)
Adequate (Provides
answers that are not
comprehensive. Key points
are addressed but not well-supported. Inadequate organization
or development. Structure of response is not easy to
follow)
Quality (Provides
answers that are accurate
and complete. Key points are clearly stated and supported.
Organization is mostly clear and easy to follow)
Exemplary (Provides
answers that are comprehensive,
accurate and complete. Key
ideas are clearly stated,
explained and well-supported
throughout. Response is well-
organized, coherently
developed, and easy to follow)
Consideration 7: Does the eligible organization’s activities provide how effective use of technology services, and delivery systems, including distance education, in a manner sufficient to increase the amount and quality of learning, and how such
91
technology services, and systems lead to improved performance?
• Does the organization incorporate technology into class instruction – to include software, internet resources, and other resources, and hardware such as whiteboards, smartphones, document cameras, and other resources?
• Does the organization describe how they will implement distance learning opportunities for students, including those with low levels of literacy and those with learning disabilities?
0
6
9
12
15
COMMENTS:
Criteria Description Please circle the number of points for Consideration 8.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are
partial or incomplete. Key points are not
clear. The question is not
adequately answered.
Organization and
Adequate (Provides
answers that are not
comprehensive. Key points
are addressed but not well-supported. Inadequate organization
or
Quality (Provides
answers that are accurate
and complete. Key points are clearly stated and supported.
Organization is mostly
Exemplary (Provides
answers that are comprehensive,
accurate and complete. Key
ideas are clearly stated,
explained and well-supported
throughout. Response is well-
92
structure detract from answer)
development. Structure of response is not easy to
follow)
clear and easy to follow)
organized, coherently
developed, and easy to follow)
Consideration 8: How well will the organization provide learning in context, including through IET, so that needed individual skills are acquired to transition to and complete postsecondary education and training programs, obtain an advance in employment leading to economic self-sufficiency, and to exercise the rights and responsibilities of citizenship?
• Will the organization foster IET opportunities giving specific details on how students will access and participate in IET programs?
• Does the organization discuss how it will use models of contextualized instruction and accelerated learning to help students develop the skills required to advance in an education setting, transition to post-secondary education or become employed?
• Will the organization provide workplace readiness, service quality integration as well as occupational skills?
0
6
9
12
15
COMMENTS:
93
Criteria Description Please circle the number of points for Consideration 9.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are partial or incomplete. Key points are not
clear. The question is not
adequately answered.
Organization and structure detract
from answer)
Adequate (Provides
answers that are not
comprehensive. Key points are addressed but
not well-supported. Inadequate
organization or development. Structure of
response is not easy to follow)
Quality (Provides
answers that are accurate and
complete. Key points are clearly
stated and supported.
Organization is mostly clear and easy to follow)
Exemplary (Provides
answers that are comprehensive,
accurate and complete. Key
ideas are clearly stated,
explained and well-supported
throughout. Response is well-
organized, coherently
developed, and easy to follow)
Consideration 9: Are the eligible organization’s activities delivered by well-trained instructors, counselors, and administrators who meet any minimum qualifications established by the State, and who have access to high quality professional development, including through electronic means?
• Does the organization show instructional staff, teachers, full-time, part-time assistants and tutors and teaching credentials for each one, including planned positions? (See Table 7)
• Does the organization provide details on how the program will provide high quality professional development to ensure instructors and staff are knowledgeable of
0
6
9
12
15
94
current research and best practices in education? Does the program’s professional development plan support these practices?
COMMENTS:
Criteria Description Please circle the number of points for Consideration 10.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are partial or incomplete. Key points are not
clear. The question is not
adequately answered.
Organization and structure detract
from answer)
Adequate (Provides
answers that are not
comprehensive. Key points are addressed but
not well-supported. Inadequate
organization or development. Structure of
response is not easy to follow)
Quality (Provides
answers that are accurate and
complete. Key points are clearly
stated and supported.
Organization is mostly clear and easy to follow)
Exemplary (Provides
answers that are comprehensive,
accurate and complete. Key
ideas are clearly stated,
explained and well-supported
throughout. Response is well-
organized, coherently
developed, and easy to follow)
Service Integration and Management
Consideration 10: Does the organization coordinate with other available education, training, social service resources in the
95
community by establishing strong links with elementary schools and secondary schools, post-secondary educational institutions, institutions of higher education, local workforce investment boards, one-stop centers, job training programs, and social service agencies, business, industry, labor organizations, community-based organizations, non-profit organizations, and intermediaries, for the development of career pathways?
• Does the organization describe how their existing career pathways will coordinate with local WIOA partners and service providers to develop career pathway programs as identified in the North Carolina Unified State Plan, including partnering with schools, libraries, post-secondary institutions, businesses, and social service agencies?
• Does the organization describe how it will partner with other providers to offer support services to students, to ensure access to program services and ensure program completion? Did they include information on services such as childcare, transportation, mental health services, and career planning?
0
4
6
8
10
COMMENTS:
96
Criteria Description Please circle the number of points for Consideration 11.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are partial or incomplete.
Key points are not clear. The
question is not
adequately answered.
Organization and structure detract from
answer)
Adequate (Provides
answers that are not
comprehensive. Key points are addressed but
not well-supported. Inadequate
organization or development. Structure of
response is not easy to follow)
Quality (Provides
answers that are accurate
and complete. Key points are clearly stated
and supported. Organization is
mostly clear and easy to
follow.)
Exemplary (Provides answers
that are comprehensive,
accurate and complete. Key ideas are clearly stated,
explained and well-supported
throughout. Response is well-
organized, coherently
developed, and easy to follow)
Consideration 11: Does the organization offer flexible schedules and coordination with Federal, State, and local support services (such as child care, transportation, mental health services, and career planning) that are necessary to enable individuals, including individuals with disabilities and other special needs to attend and complete programs?
• Does the provider assess the described students’ educational needs, and need for support services and accommodations?
0
4
6
8
10
COMMENTS:
97
Criteria Description Please circle the number of points for Consideration 12.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are partial or
incomplete. Key points are not
clear. The question is not
adequately answered.
Organization and structure detract from
answer)
Adequate (Provides answers
that are not comprehensive. Key points are
addressed but not well-supported.
Inadequate organization or development. Structure of
response is not easy to follow)
Quality (Provides
answers that are accurate
and complete. Key points are clearly stated
and supported. Organization is
mostly clear and easy to
follow.)
Exemplary (Provides
answers that are comprehensive,
accurate and complete. Key
ideas are clearly stated, explained
and well-supported
throughout. Response is well
organized, coherently
developed, and easy to follow)
Consideration 12: Does the eligible provider maintain a high-quality information, management system that has the capacity to report measurable participant outcomes and to monitor program performance?
• How well does the provider describe their organization’s data management practices for: tracking student outcomes; monitoring program performance; and, maintaining quality data?
• How well does the provider utilize data to assess and improve program performance such as learning gains and student goal achievement?
0
6
9
12
15
98
COMMENTS:
Criteria Description Please circle the number of points for Consideration 13.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are partial or incomplete.
Key points are not clear. The
question is not
adequately answered.
Organization and structure detract from
answer)
Adequate (Provides answers
that are not comprehensive. Key points are
addressed but not well-supported.
Inadequate organization or development. Structure of
response is not easy to follow)
Quality (Provides
answers that are accurate
and complete. Key points are clearly stated
and supported.
Organization is mostly clear
and easy to follow)
Exemplary (Provides answers
that are comprehensive,
accurate and complete. Key
ideas are clearly stated, explained
and well-supported
throughout. Response is well-
organized, coherently
developed, and easy to follow)
Consideration 13: How well does the provider describe a demonstrated need for English language acquisition programs and civic education programs in their local service area?
• How well does the provider describe the English Language Learner population in their local area?
• Does the provider describe their experience
0
2
3
4
5
99
with and/or ability to provide instruction and services to English Language learners?
Total Score:
COMMENTS:
100
APPENDIX E: REVIEW OF C&I 225 GRANT –REVIEW PANEL RUBRIC
Use the following guide when evaluating each application. The comments received on this form will be incorporated into the final review document for each eligible applicant.
Provider Name: _________________________________ Date: ___________________ Use the following rubric when evaluating each application. The rating assigned will be determined through a consensus process to determine the final score on the 225 grant application.
Criteria Description Please circle the number of points for each question.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are
partial or incomplete. Key points are not
clear. The question is not
adequately answered.
Organization and structure detract
from answer)
Adequate (Provides answers
that are not comprehensive. Key points are
addressed but not well-supported.
Inadequate organization or development. Structure of
response is not easy to follow)
Quality (Provides answers that are accurate
and complete. Key points are clearly
stated and supported.
Organization is mostly clear and easy to follow.)
Exemplary (Provides answers that
are comprehensive, accurate and complete.
Key ideas are clearly stated, explained and
well-supported throughout. Response is
well-organized, coherently developed,
and easy to follow)
Section 225 (C&I) Supplemental Application Questions
1. How well does the provider describe the type of facility, name of facility, and services to be provided at each location named? Are all questions answered adequately?
0
4
6
8
10
101
Criteria Description Please circle the number of points for each question.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are
partial or incomplete. Key points are not
clear. The question is not
adequately answered.
Organization and structure detract
from answer)
Adequate (Provides answers
that are not comprehensive. Key points are
addressed but not well-supported.
Inadequate organization or development. Structure of
response is not easy to follow)
Quality (Provides answers that are accurate
and complete. Key points are clearly
stated and supported.
Organization is mostly clear and easy to follow.)
Exemplary (Provides answers that
are comprehensive, accurate and complete.
Key ideas are clearly stated, explained and
well-supported throughout. Response is
well-organized, coherently developed,
and easy to follow)
2. How well does the provider describe how their program provides or will provide programming for criminal offenders in correctional institutions and other institutionalized individuals?
0
4
6
8
10
3. How well does the provider explain services that include post-release transitions services?
0
4
6
8
10
4.How well does the provider describe how their program prepares instructors to meet the needs of incarcerated populations?
0
4
6
8
10
5.How well does the provider describe how they will incorporate or incorporates services to include IET in a correctional setting? Are all
0
4
6
8
10
102
Criteria Description Please circle the number of points for each question.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are
partial or incomplete. Key points are not
clear. The question is not
adequately answered.
Organization and structure detract
from answer)
Adequate (Provides answers
that are not comprehensive. Key points are
addressed but not well-supported.
Inadequate organization or development. Structure of
response is not easy to follow)
Quality (Provides answers that are accurate
and complete. Key points are clearly
stated and supported.
Organization is mostly clear and easy to follow.)
Exemplary (Provides answers that
are comprehensive, accurate and complete.
Key ideas are clearly stated, explained and
well-supported throughout. Response is
well-organized, coherently developed,
and easy to follow)
questions answered adequately?
Total Score:
Comments:
APPENDIX F: IELCE 243 GRANT –REVIEW PANEL RUBRIC
Use the following guide when evaluating each application. The comments received on this form will be incorporated into the final review document for each eligible applicant.
Provider Name: _________________________________ Date: ___________________
Use the following rubric when evaluating each application. The final rating assigned will be determined through a consensus process to determine the final score on the 243 grant application.
103
Criteria Description Please circle the number of points for each question.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are partial or incomplete. Key points are not
clear. The question is not
adequately answered.
Organization and structure detract
from answer)
Adequate (Provides answers
that are not comprehensive. Key points are
addressed but not well-supported.
Inadequate organization or development. Structure of
response is not easy to follow)
Quality (Provides
answers that are accurate and
complete. Key points are clearly
stated and supported.
Organization is mostly clear and easy to follow.)
Exemplary (Provides answers
that are comprehensive,
accurate and complete. Key ideas are clearly stated,
explained and well-supported
throughout. Response is well-
organized, coherently
developed, and easy to follow)
Section 243 (IELCE) Supplemental Application Questions
1. How well does the provider describe how the IELCE program will be delivered in combination with IET? Does data support the information submitted?
0
4
6
8
10
2. How well does the provider describe if English language instruction, including reading, writing and comprehension skills in English, mathematics and civics education, are based on the best practices derived from the most rigorous research available and aligned with the English Language Proficiency Standards for
0
4
6
8
10
104
Criteria Description Please circle the number of points for each question.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are partial or incomplete. Key points are not
clear. The question is not
adequately answered.
Organization and structure detract
from answer)
Adequate (Provides answers
that are not comprehensive. Key points are
addressed but not well-supported.
Inadequate organization or development. Structure of
response is not easy to follow)
Quality (Provides
answers that are accurate and
complete. Key points are clearly
stated and supported.
Organization is mostly clear and easy to follow.)
Exemplary (Provides answers
that are comprehensive,
accurate and complete. Key ideas are clearly stated,
explained and well-supported
throughout. Response is well-
organized, coherently
developed, and easy to follow)
Adult Education? Are all questions answered adequately?
3. Does the provider describe how their program will be responsive to the regional needs of the ELL population as identified by the LWDB? Is there a detailed description about how the program plans to serve and identify eligible individuals to participate in the IELCE program and includes data that supports this description? Are all questions answered adequately?
0
4
6
8
10
4. How well does the provider describe the partnerships, collaborations and/or innovative
0
4
6
8
10
105
Criteria Description Please circle the number of points for each question.
No Answer (Does not
answer the question or
answers with incorrect
information)
Needs Improvement
(Provides answers that are partial or incomplete. Key points are not
clear. The question is not
adequately answered.
Organization and structure detract
from answer)
Adequate (Provides answers
that are not comprehensive. Key points are
addressed but not well-supported.
Inadequate organization or development. Structure of
response is not easy to follow)
Quality (Provides
answers that are accurate and
complete. Key points are clearly
stated and supported.
Organization is mostly clear and easy to follow.)
Exemplary (Provides answers
that are comprehensive,
accurate and complete. Key ideas are clearly stated,
explained and well-supported
throughout. Response is well-
organized, coherently
developed, and easy to follow)
projects that have been created to meet the needs of IELCE program participants? Are all questions answered adequately?
Does the provider provide a sample instructional schedule that illustrates sufficient intensity and duration?
0
4
6
8
10
TOTAL
106
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