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

(i) The Department of Career Education, Adult Education Division (ADCE-AED) will award multi-year grants to eligible local providers through a competitive Request for Proposal (RFP) process for the purpose of developing, implementing, and improving adult education within the state. The grant will be for a four year cycle that applies to all programs; however, the ADCE-AED state office will review the performance level of providers after two years to determine whether or not to do a new competition. All programs competed will adhere to direct and equitable provisions to award funds under WIOA sections 225 (Corrections Education), 231 (Grants and Contracts for Eligible Providers), and 243 (Integrated English Literacy and Civics Education). The same grant announcement, application, and process will be used for all proposals and all proposals will be treated the same way in evaluation, and evaluated by the 13 considerations as found in the law at 231 (e)(1-13).

A formula method will be used to determine the amount of funding and will take into consideration the literacy rate and the core indicators of performance as outlined in Title II of the WIOA law. The formula will be designed to consider the levels of performance in the local programs as compared to established benchmarks as a basis for an increase or decrease in funds.

Demonstrated effectiveness of an eligible provider will be determined by provided performance data in its application. According to Arkansas Act 1280 of 2007, Section 30, “All funds that become available for adult education shall first be distributed to those administrative units determined to be operating effective and efficient adult education programs, under criteria established by the Career Education and Workforce Development Board. The criteria shall include the relative efficiency of administration of the program in the counties served and achievement of the federal performance indicators.” The state will identify, assess, and award grants using the RFP process of providers who have demonstrated effectiveness in providing adult education activities to eligible individuals. An eligible individual is 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.

In addition, other factors that will be considered in the ability of the eligible providers to meet the literacy needs in the area may include, but not limited to the ability to comply with WIOA and state expectations, the ability to provide services to special populations such as an individual with barrier to employment as defined in WIOA Section 3 (24), past performance of the entity in providing literacy instruction and meeting programmatic goals, overall program management, timely submission of financial and quarterly reports to the state office, and the overall qualification and expertise of the providers’ personnel. The list of criteria used to evaluate effectiveness and the scoring rubric will be made available as part of the RFP process. At the end of two years, the state will reevaluate the providers to determine whether to conduct a new Request for Proposal competition or not.

Currently, the adult education providers in the state are divided into five regions and include Northeast, Southeast, Southwest, Northwest, and Central Region. Although there may be multiple providers within an area, the state will reconfigure all 75 counties to align them with the 10 Workforce Investment Boards (WIB). The purpose of restructuring the state is to help align service delivery under WIOA and enhance the coordination and support of the overall economic development of the State.

Adult education/literacy providers are housed under a local education agency such as a school district or community college, institutions of higher education, and literacy organizations. Other eligible providers will be considered using a direct and equitable process. Not less than 95% of federal funds shall be expended for carrying out adult education and literacy activities; and the remaining amount, not to exceed 5%, shall be used for planning, administration (including carrying out the requirements of section 116), professional development, and the activities described in WIOA paragraphs (3) and (5) of section 232.

Funding is awarded to local adult education/literacy providers through a competitive grant process based on literacy rate and the core indicators of performance as outlined in Title II of the WIOA law. Applications will are competitive, open, and available to all eligible applicants. Grants/contracts are awarded for one year, with two one–year renewals based on performance and available funding.

Not less than 95% of federal funds shall be expended for carrying out adult education and literacy activities; and the remaining amount, not to exceed 5%, shall be used for planning, administration (including carrying out the requirements of section 116), professional development, and the activities described in WIOA paragraphs (3) and (5) of section 232.

Applications—Title II of the Workforce Innovation an Opportunity Act (WIOA) of 2014 (Public Law 113–128) Sections 223, 225, 231, 232: Each eligible provider desiring a grant or contract shall submit Request for Proposal (RFP) application to the Department of Career Education, Adult Education Division containing support information and assurances that will include the following: (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.

Eligible Providers—WIOA Section 203 (5) The term “eligible provider” means an organization that has demonstrated effectiveness in providing adult education and literacy activities that may include: (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 any of subparagraphs (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).

Grant Process Adult Education Division will run a classified advertisement in a statewide newspaper of record for three consecutive days, including the weekend, notifying the public of the availability of federal funds and providing information on how to apply. This information and the Request for Proposal (RFP) application will also be posted on the Department of Finance and Administration’s website (www.dfa.arkansas.gov) as well as the Department of Career Education’s website (www.ace.arkansas.gov). Individuals may also request an application by mail or e–mail by sending a written request to 3 Capitol Mall Little Rock, AR 72202 or AdultEd@arkansas.gov. Any eligible provider submitting a completed application for any adult education funding by the due date will be considered for funding.

Evaluation of Applications—Section 231 (e) (1–13) Each eligible provider submitting a completed Request for Proposal (RFP) Application by the due date specified by the ADCE–AED will be evaluated using a rubric. In cases where a program’s past performance is low, a meeting with the evaluation committee may be required. The purpose of the meeting will be to discuss the eligible provider’s proposal and past performance and to determine whether the candidate would be a viable applicant for funds. Goals may be negotiated and educational benchmarks may be established for the provider’s program before any funding is awarded.

In awarding grants or contracts under this section, an applicant must meet the following 13 considerations in order to be considered for funding: (1) the degree to which the eligible provider would be responsive to: (A) regional needs as identified in the local plan under section 108; and (B) serving individuals in the community who were identified in such plan as most in need of adult education and literacy activities, including individuals: (i) who have low levels of literacy skills; or (ii) 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 levels of performance for the primary indicators of performance described in section 116, 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 under section 108, as well as the activities and services of the one–stop partners; (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 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 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 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; (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, 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, 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 section 116) 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.

The state may implement an adult education rule or policy that is not a federal requirement; however, it must clearly identify it as a State or outlying area requirement.

Demonstrated Effectiveness According to Arkansas Act 1280 of 2007, Section 30, “All funds that become available for adult education shall first be distributed to those administrative units determined to be operating effective and efficient adult education programs, under criteria established by the Career Education and Workforce Development Board. The criteria shall include the relative efficiency of administration of the program in the counties served and achievement of the federal performance indicators.”

To be considered effective and efficient, local adult education programs and literacy councils receiving adult education funds will be required to meet or exceed the percentage of the federal negotiated core indicators as determined by the Deputy Director of Adult Education. Programs not meeting percentage requirement, in the first year will be required to submit an improvement plan. The improvement plan will address each core indicator of performance that was not met and will include measurable objectives for correcting deficiencies during the following year. State program advisors will provide technical assistance to each program submitting an improvement plan and closely monitor programs during the year. Core indicators of performance are defined in the federal Workforce Innovation and Opportunity Act of 2014, Title II, the Adult Education and Family Literacy Act (AEFLA); however, using the core indicators as criteria for effective and efficient evaluations and imposing a minimum score is a state decision.

Programs that do not meet the percentage requirement of their negotiated core indicators of performance for a second consecutive year will be assigned a state technical assistance team to assist the program in addressing its deficiencies. The team members may include, but not limited to state and local staff, administrators, teachers and students. Quarterly progress reports will be submitted by the program being monitored to the Adult Education Division describing the progress being made to bring the program into compliance with core indicators. Programs not achieving percentage requirement, of their negotiated core indicators of performance for three consecutive years will be submitted to the Career Education and Workforce Development Board for appropriate action prior to continuation of funding.