Narrative: III. b. 5. B. i.

Methods and Factors for Title II

West Virginia Adult Education will conduct a competition for new Adult Education and Family Literacy Act (AEFLA), Corrections Education and Integrated English Literacy and Civics (IELCE) Education grants. In accordance with 34 CFR part 463, Subpart C, a multi- year grant will be awarded through a Request for Proposal (RFP) process; the first year being the grant award with subsequent renewal years. All eligible applicants will respond to the statewide RFP announcement and will be expected to address the thirteen considerations and seven requirements established in Section 231 (e) of WIOA.

Section 231 (e) CONSIDERATIONS. -In awarding grants or contracts under this section, the eligible agency shall consider-

1. the degree to which the eligible provider would be responsive to-
   • regional needs as identified in the local plan; and
   • serving individuals in the community who were identified in such plan as most in need of adult education and literacy activities, including individuals who have low levels of literacy skills; or who are English language learners;
2. the ability of the eligible provider to serve eligible individuals with disabilities, including eligible individuals with learning disabilities;
3. past effectiveness of the eligible provider in improving the literacy of eligible individuals, to meet State-adjusted performance levels, especially with respect to eligible individuals who have low levels of literacy;
4. the extent to which the eligible provider demonstrates alignment between proposed activities and services and the strategy and goals of the local plan, as well as the activities and services of the one-stop partners;
5. whether the eligible provider’s program-
   • is of sufficient intensity and quality, and based on the most rigorous research available so that participants achieve substantial learning gains; and
   • 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 and appropriate, including scientifically valid research and effective educational practice;
7. whether the eligible provider’s activities effectively use technology services and delivery systems including distance;
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 well-trained instructors, counselors, and administrators who meet any minimum qualifications established by the State, where applicable, and who have access to high quality development, including through electronic means;
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 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, nonprofit organizations, and intermediaries, for the development of career pathways;
11. whether the eligible provider’s activities offer flexible schedules and coordination with Federal, State, and local support services (such as child care, 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 and to monitor program performance; and
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.

Section 232 of the act states that each eligible provider desiring a grant or contract from an eligible agency shall submit an application to the eligible agency containing such information and assurances as the eligible agency may require, including-

1. a description of how funds awarded under this title will be spent consistent with the requirements of this title;
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 plan under section 108, 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 described in section 116(b)(3), including how such provider will collect data to report on such performance indicators;
5. a description of how the eligible provider will fulfill one-stop partner responsibilities as described in section 121(b)(1)(A), as appropriate;
6. a description of how the eligible provider will provide services in a manner that meets the needs of eligible individuals; and
7. information that addresses the considerations described under section 231(e), as applicable

The RFP is the mechanism through which Adult Education will identify, assess, and award multi-year grants to eligible providers throughout the state that have demonstrated effectiveness in providing adult education activities to eligible individuals. An eligible individual is identified as an individual who has attained 16 years of age; who is not enrolled or required to be enrolled in secondary school under state law; and who is basic skills deficient; does not have a secondary school diploma or its recognized equivalent, and has not achieved an equivalent level of education; or is an English language learner.

Programs previously funded by Adult Education will be evaluated for their ability to meet designated state performance measures. Applicants not previously funded by Adult Education will be required to provide data that demonstrate their past ability to achieve success in comparable measures. For both groups, these measures include effectiveness in helping students develop their academic skills, achieve high school equivalency, and transition into employment and/or postsecondary education and training.

Eligible providers submitting applications to Adult Education may include:

• a local education agency;
• a community-based 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 with the ability to provide adult education and literacy services;
• a consortium or coalition of agencies, organizations, institutions, libraries, or authorities described above; and
• a partnership between an employer and an entity described above.

Local grants will be distributed based on the ability to meet the requirements of AEFLA purposes outlined in WIOA:

• Assist adults to become literate and obtain the knowledge and skill necessary for employment and economic self-sufficiency;
• Assist adults who are parents or family members become a full partner in the education development of their children;
• Promote transition from adult education to post-secondary education and training through career pathways;
• Assist immigrants and English language learners improve reading, writing, math, speaking and comprehending the English language and acquire understanding of American government, individual freedom, and responsibilities of citizenship.

As part of the application process, applicants will be required to submit applications to LWDB for review to ensure that the applications align with the local plan. Adult Education will consider the review and any recommendations made by the LWDBs when scoring the related sections of the applications.

Following is a draft timeline for the RFP process:

• January 2020-statewide announcement
• February 2020-release of application
• March 2020-technical assistance
• April 2020-applications due and LWDB reviews
• May 2020-review committee meets
• June 2020-award notifications released
• July 2020-grants awards distributed