Narrative: b.

Adult Education in Arizona:

Arizona state law establishes adult education as a division within the Arizona Department of Education (ADE), and ADE serves as the administrative entity for Title II, Adult Education (A.R.S. 15-232, 15-233, 15-234).

The 2010 Arizona Profile of Adult Learning, prepared by the National Center for Higher Education Management Systems, includes the following demographic data based on U.S. Census 2010 and American Community Survey information for adults in Arizona aged 18 to 64:

• 786,679 adults have no college education, are working but living in families with a combined income less than a living wage (twice the level of poverty);

• 556,103 working-age adults have not completed high school (or equivalent);

• 217,792 adults have no college education and speak English poorly or not at all;

• 120,645 adults have not completed high school, speak English poorly or not at all, and are struggling to earn a living wage; and

• Overall, approximately 25% of all working-age adults in Arizona have at least one of the basic challenges the state must address under AEFLA.

The purpose of Adult Education in Arizona under WIOA is to enable local adult education providers, as core partners of Arizona’s workforce system, to develop, implement and improve adult education and literacy services throughout the state to further the vision and goals as outlined in this State Plan, under section II (b) (1) and (2), to address the critical need in Arizona. Helping adults become self-sufficient by facilitating their improvement in educational outcomes and assisting their transition to postsecondary, including access to career pathways programs, is of primary importance. Helping adults support and participate successfully in the educational development of their children is also a primary purpose of Adult Education in Arizona.

The Arizona Adult Education Mission is To Prepare Learners for Success in College, Career and Life . The following three Arizona Adult Education Goals are the basis of a strategic plan that addresses and operationalizes the WIOA requirements for Title II as described in this Plan:

• System Goal: The Arizona Adult Education System is an integral component of Arizona’s educational pipeline leading to postsecondary education and career pathways.

• Profession Goal: Arizona Adult Educators empower adult learners to transition to postsecondary education and livable-wage employment.

• Instruction Goal: Arizona Adult Education Instruction prepares adult learners for success in postsecondary education and the workforce.

Note: The above goals and their corresponding indicators are outlined in section (e) State Leadership.

ADE will fund eligible providers to establish and operate local programs that provide adult education and literacy activities to serve the target populations and address the purpose and goals stated above. The State has been working for several years on increasing low-skilled individuals’ transition to postsecondary education and training, including the implementation of bridge models and career pathways pilots, and plans to continue these efforts. The State will provide funding to support the integration of bridge programs, workforce preparation activities and career pathway pilots into all adult education and literacy activities concurrently, including English language acquisition activities. The process described below will be used.

Request for Grant Application Process:

Funds allocated to local providers under WIOA section 222(a)(1) will be awarded through multiyear grant contracts by conducting a competitive Request for Grant Application (RFGA) process. The RFGA will ensure that the following components are incorporated:

Direct and Equitable Access: ADE is committed to conducting a competitive process that ensures direct and equitable access to all eligible providers competing for Title II grant contracts. Information regarding the application and process will be made available broadly to all potential applicants via a public website and through press releases. An adequate amount of time to complete the application will be allowed, based on best practices as determined by ADE’s procurement department. Submittal of applications will be done in a manner that allows equitable access to all individuals, including those with disabilities. Furthermore, the RFGA process will include provisions that ensure that organizations not previously funded are given a fair and equitable opportunity to address the requirements of the application.

Eligible Providers: Eligible providers, in adherence to WIOA, are organizations with demonstrated effectiveness in providing adult education and literacy activities and may include:

• A local education agency;

• A community-based organization or faith-based organization;

• A volunteer literacy organization;

• An institution of higher learning;

• A public or private non-profit agency;

• A library;

• A public housing authority;

• A non-profit institution that is not described above and has the ability to provide adult education and literacy activities to eligible individuals as described in WIOA;

• A consortium or coalition of the agencies, organizations, institutions, libraries or authorities described above; and

• A partnership between an employer and an entity described above.

Coordination with Local Board: A procedure will be included in the RFGA process to ensure that the applicable Local Workforce Development Board(s) (LWDB(s)) reviews the application, prior to its submittal to the State, and provides comments and/or recommendations regarding the application’s alignment to the strategies and goals of the local plan under section 108 of WIOA. This process did occur with LWDBs providing feedback to ADE/AES regarding if the applicant addresses regional needs and strategies as identified in the local plan.

Funding Considerations and Evaluation of Applications: The thirteen factors in WIOA, Title II, Sec. 231 (e) will be used as the basis to determine funding decisions. Applications will be evaluated using a scoring rubric that includes these thirteen factors, the Plan’s alignment to the LWDB(s) strategies and goals, and the description of strategies and activities that promote concurrent enrollment with Title I services, fulfill ARIZONA@WORK partner responsibilities, collect data and meet performance indicators, and provide services to meet the needs of the target population.

General Education Provisions Act (GEPA) Statement: Each applicant requesting funds will be required to include a description of the steps the applicant proposes to take to ensure equitable access to, and participation in, its Federally-assisted program for students, teachers, and other program beneficiaries with special needs. Section 427 (GEPA) highlights six types of barriers that can impede equitable access or participation: gender, race, national origin, color, disability, or age. Based on local circumstances, applicants will determine whether these or other barriers may prevent participation in the program or activities, and the steps to be taken to overcome identified barriers must be included in the application.

Scope, Content, and Organization of Local Activities:

All funds received by local providers are to be used to:

1) Establish and operate programs that provide adult education and literacy services to learners meeting the statutory definition of an “eligible individual” as defined in Section 203.

An “eligible individual” means an individual who

o Has attained 16 years of age;

o Is not enrolled or required to be enrolled in secondary school under Arizona State Law (A.R.S. 15-802);

o Meets Arizona state eligibility requirements under A.R.S. 15-232 B, and

o Is basic skills deficient;

o Does not have a secondary school diploma or its recognized equivalent and has not achieved an equivalent level of education; or

o Is an English language learner.

2) Provide the following services and activities:

o Adult Basic Education (ABE): Instruction in reading, writing, and math to eligible individuals with educational functioning levels at a particular ABE literacy level listed in the NRS educational functioning level table.

o Adult Secondary Education (ASE): Instruction in reading, writing, science, social studies, math and problem solving to eligible individuals with educational functioning levels at a particular ASE literacy level listed in the NRS educational functioning level table. Participation in ASE activities also must be designed to lead to the attainment of a secondary school diploma or its equivalent and transition to postsecondary education, training or employment for applicable individuals.

o English Language Acquisition (ELA): Instruction in reading, writing, speaking and comprehension of the English language to eligible individuals with educational functioning levels at a particular ELA literacy level listed in the NRS educational functioning level table. Participation in ELA activities also must be designed to lead to the attainment of a secondary school diploma or its equivalent and transition to postsecondary education, training or employment for applicable individuals.

o Integrated English Literacy and Civics Education (IEL-CE): Instruction in English language that is integrated with civics education to eligible individuals who are English language learners, including those who are professionals with degrees or credentials in their native countries, and may include workforce training.

o Workforce Preparation: Instruction that is designed to help eligible individuals acquire a combination of skills including basic academic, critical thinking, digital literacy, and self-management skills. Participation in workforce preparation activities also must be designed to lead to employability skills and the development of competencies in using resources and information, working with others, and understanding systems to successfully transition to and complete postsecondary education, training and employment.

o Integrated Education and Training: A program of study with instruction that is delivered across three components: 1) adult education and literacy, 2) workforce preparation activities, and 3) workforce training (within the employment and training services authorized by Title I-B). It is also based on occupationally relevant materials for the purpose of educational and career advancement. Participation is intended for eligible individuals at all skill levels, including adults with low academic skills.

3) Implement evidence and research based strategies that accelerate learning and promote readiness for postsecondary education and employment:

o Standards-Based Instruction: Arizona Adult Education is committed to a standards-based education system. There are many requirements and assurances in place that require adult education providers to use the Arizona Adult Education College and Career Ready Standards for instruction and to align all curricular resources used for instruction to the Standards. As described in section VI.e - State Leadership, professional development and ongoing technical assistance for local administrators and instructors will be delivered to support the implementation of standards-based instruction and the integration of bridge programs, workforce preparation activities and career pathway pilots into all adult education and literacy activities. Local providers must use 10 percent of all adult education grant funds for quality professional learning (PL) that is standards-based, job-embedded, and data-driven.

o Technology Integration and Distance Learning: The use of technology to assist adult learners in attaining the skills needed to successfully participate in the 21st century world and to accelerate and extend student learning outside the classroom has been a priority of Arizona Adult Education for several years. All funded providers are required to integrate digital literacy skills training into classroom instruction and implement hybrid learning models that strategically blend face-to-face instruction with distance learning activities through the use of a high quality online curriculum to all adult learners. In addition, local providers can apply to receive additional funding to provide distance education courses that do not require face-to-face instruction to adult learners who would benefit from adult education but are unable or choose not to attend class in person.

o Career Pathways: Develop robust career pathways that include multiple aligned programs with funding by a variety of sources and driven by industry needs as defined through sector strategies and partnerships. Entry points on these pathways must extend to adult learners with barriers such as disabilities, low basic skills, lack of a secondary diploma, and lack of English language skills.

o Postsecondary Bridge Programs: A program of study model with strategies specifically designed to assist adult learners, including those at the lowest academic skill levels, to successfully transition to postsecondary education and training. Formal collaborative agreements with postsecondary institutions, including community colleges, are a requirement.

o Alignment of Services and Concurrent Enrollment: A customer-centered and seamless approach to providing an array of services through strategic and deep collaboration with core partners and other entities in the workforce system. The implementation of programmatic and operational strategies, such as common intake, orientation and assessment, and data sharing among all partners will ensure that adult learners have coordinated access to needed systems and services.

o ARIZONA@WORK Partnership: By developing formal collaborative agreements with local ARIZONA@WORK Job Centers, including co-location when appropriate, adult education providers ensure that students as jobseekers have access to information and services that will lead to positive employment outcomes.