Narrative: b.

The Department of Career Education, Adult Education Division provides Adult Basic Education (ABE), Adult Secondary Education (ASE), and English Second Language (ESL) services to all eligible adult education and literacy programs in Arkansas. Using the thirteen considerations, eligible programs will be funded as stated in “Distribution of Funds for Core Programs” using the previously stated competitive processes. Eligible providers' activities include reading, writing, speaking, mathematics, and English language acquisition instruction delivered by the eligible provider, will be based on the best practices derived from the most rigorous research available and appropriate, including scientifically valid research and effective educational practice. In addition, adult education and literacy providers work collaboratively with other agencies to enhance services. For example, Arkansas Rehabilitation Services uses federal funding to provide services to individuals with disabilities. The Arkansas Division of Workforce Services provides funds to those individuals seeking to enter or retain employment or receive specialized training after completing basic skills acquisition through Arkansas Adult Education.

All providers receiving state and/or federal funding from the Arkansas Divison of Workforce Sevices, Adult Education Section will be required to provide the following services in year one: adult education and literacy activities which include, English language acquisition, integrated English literacy and civics education, workplace education, workforce preparation activities or integrated education and training. Details of these activities will be provided in each program’s proposal.

1. Adult Education and Literacy Activities include instruction and education services below a postsecondary level in reading, writing, and speaking in English, and computing and solving problems. These services increase a student’s ability to achieve a secondary school diploma or equivalent, transition to postsecondary education and training, and obtain employment.

1a. Scope: All organizations receiving WIOA Title II funds, hereinafter “local providers,” will offer Adult Education and Literacy Activities.

1b. Organization: The organization of Adult Education and Literacy Activities may vary according to the population served and the resources available, but all programs will follow the state’s Adult Education Policies, the Assessment Policy and Distance Learning Guidelines, which outlines enrollment, orientation, assessment, instruction, and test taking.

2. English Language Acquisition includes adult education and literacy activities for English language learners with an additional skill requirement, comprehension of the English language.

Note: Eligible providers with less than 500 adults in their counties that speak English “less than very well,” based on the most current census data, are not required to offer English language acquisition programs.

2a. Scope: All providers will offer English Language Acquisition activities if there is a sufficient number of adult English language learners in their service areas.

2b. Organization: The organization of English Language Acquisition Activities may vary according to the populations served and the resources available, but all programs will follow the state’s Adult Education Policies, the Assessment Policy and Distance Learning Guidelines, which outlines enrollment, orientation, assessment, instruction, and test taking.

3. Family Literacy Activities include interactive literacy activities between parents or family members and their children. To offer family literacy activities as defined in WIOA requires coordination with other services for the children’s component. Family literacy defined in WIOA must integrate all of the following activities:

• Parent or family adult education and literacy activities that lead to readiness for postsecondary education or training, career advancement, and economic self-sufficiency.

• Interactive literacy activities between parents or family members and their children.

• Training for parents or family members regarding how to be the primary teachers for their children and full partners in the education of their children.

• Age-appropriate education to prepare children for success in school and life experiences.

3a. Scope: Local providers may offer Family Literacy Activities in partnership with other agencies or organizations such as schools. The scope of family literacy activities will be determined by the interest of external partners.

3b. Organization: Family literacy activities will be organized collaboratively between local providers and their partners, but all programs will follow the state’s Adult Education Policies, the Assessment Policy and Distance Learning Guidelines, which outlines enrollment, orientation, assessment, instruction, and test taking.

4. Integrated English Literacy and Civics Education will provide Immigrants and English learners access to English language acquisition services and civics education and may include workforce training. English infused with civics education helps immigrants and English learners understand the American system of government and what it means to be a citizen and to be involved in civics activities. To live and work in the United States means not only a command of the language, but equally important are the civics-related skills and knowledge necessary to become involved parents, workers, and community members. Therefore, every adult education and literacy council program offering English language acquisition services will also include civics education

4a. Scope: Local providers who can demonstrate adequate numbers of adult English language learners in their service areas may apply to offer Integrated English Literacy and Civics Education Activities. In addition, providers who meet the criteria and demonstrate effectiveness in performing the integrated English literacy and civics education in combination with integrated education and training activities will be awarded. Depending upon the amount of funding from the Office of Career, Technical, and Adult Education, the State will fund between 4-6 providers in areas of greatest need using Integrated English Literacy and Civics Education funds.

4b. Organization: The organization of Integrated English Literacy and Civics Education Activities may vary according to the populations served and the resources available, but all programs will follow the state’s Adult Education Policies, the Assessment Policy and Distance Learning Guidelines, which outlines enrollment, orientation, assessment, instruction, and test taking.

5. Workforce Preparation includes activities, programs, or services designed to help individuals acquire a combination of basic academic skills and employability skills such as critical thinking skills, digital literacy skills, and self-management skills. These activities include 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 preparation skills will be integrated in the adult basic education and literacy curriculum, therefore, occurring concurrently with adult basic and literacy skills instruction. Per grant assurances, teachers will integrate technology use in their lesson plans and all students will have access to and use computers and technology to enhance their learning and digital literacy skills. Each program will also be required to have a Career Development Facilitator to assist students in transitioning into the workforce and/or postsecondary education or training (state requirement).

5a. Scope: All providers will offer Workforce Preparation Activities.

5b. Organization: The organization of workforce preparation activities may vary according to the populations served and resources available, but all programs will follow the state’s Adult Education Policies, the Assessment Policy and Distance Learning Guidelines, which outlines enrollment, orientation, assessment, instruction, and test taking.

6. Workplace Adult Education and Literacy Activities include instruction at a workplace or an off-site location that is designed to improve the productivity of the workforce. Instruction will include contextualized literacy, English language acquisition, and workforce preparation at Educational Functioning Levels appropriate to learners. Successful workplace literacy activities involve strong partnerships with employers or employee organizations in the design and delivery of the instructional program based on workplace needs.

6a. Scope: Local providers may offer Workplace Adult Education and Literacy Activities in partnership with employers or employee organizations. The scope of Workplace Adult Education and Literacy Activities will be determined by the interest of external partners.

6b. Organization: Workplace Adult Education and Literacy Activities will be organized at a workplace or an off-site location in collaboration between local providers and their partners, but will follow the state’s Adult Education Policies, the Assessment Policy and Distance Learning Guidelines, which outlines enrollment, orientation, assessment, instruction, and test taking.

7. Integrated education and training activities include instruction in basic academic skills and/or English language acquisition skills, workforce preparation activities, and workforce training contextualized for specific occupations or occupational clusters. Education will be provided in the context of industry-specific needs that involve employers and is integrated with occupational skills training. Programs will provide work-relevant instruction through career pathways and integrated education and training activities. Instruction will be offered at Educational Functioning Levels appropriate to learners. The purpose of instruction will be education and career advancement. Providers will assist students in their roles as parents and family members by providing foundational skills that enable them to support their children’s learning needs and improve economic self-sufficiency for their families.

7a. Scope: At least 50% of the current local providers, which will be chosen using an RFP process that gives a high value consideration to Integrated Education and Training Activities, will offer Integrated Education and Training Activities in a career pathways model

7b. Organization: Integrated Education and Training Activities will follow the state’s Adult Education Policies, the Assessment Policy and Distance Learning Guidelines, which outlines enrollment, orientation, assessment, instruction, and test taking. Instruction for learners who enroll in pathways available in the Accelerating Opportunity Arkansas model will include co-enrollment in postsecondary career technical education courses team-taught by basic skills and career technical instructors. Some programs will provide expanded transition services including career development facilitators and college success classes.

During the next four years, the state will continue to pilot and refine the integrated education and training model based on the Integrated Basic Education and Skills Training (I-BEST) model from the state of Washington. Arkansas has been participating in the Accelerating Opportunity program since the 2014-2015 program year. The initial pilot includes four programs with adult basic education students that are simultaneously enrolled in the GED^® and a career and technical certificate program. Students will learn about career ladders and how to earn stackable credentials. This will provide options for accelerated learning for those adults that are motivated to move ahead as quickly as possible. The goal is to increase the number of students that earn their high school diploma or equivalent and earn entry level industry recognized certification/credential. State wide implementation of career pathways will occur in phases as additional programs begin the planning and design activities. Support will be provided in planning and implementation grants as funds are available.

Due to WIOA standards, The Division of Workforce Services, Adult Education Division has encouraged Adult Education programs in Arkansas to develop career pathways with business and industry in each local program area. These partnerships will address the needs of both business/industry and ABE, ASE and ESL students. Local Adult Education programs and Literacy Councils have established local boards that consist of representatives from business and industry. Each adult education and literacy provider is required to have someone trained as a Career Development Facilitator. At each local program, a Career Development Facilitator is either on staff or available to visit with students to reinforce the career focused skills and activities being taught at the centers. These facilitators use career assessment results and career plans with short-term and long-term goals to assist students in transitioning to the workforce. Career Development Facilitators are trained to study each local job market and review data from the Workforce Development office to communicate high demand openings and career options to students.

Programs also invite representatives from business and industry to present to students and assist with their transition into the workforce. Students who have a desire to study specific trades that offer apprenticeships receive relevant training in these occupational clusters that are vital to each local community. Each of these activities and goals are incorporated into adult education and literacy activities, family literacy classes, English language acquisition classes, workplace adult education and literacy classes, integrated English language and literacy classes as well as Workforce preparation activities. This makes the relationship between Adult Education and the workforce that much more valuable because career pathway initiatives are woven into all aspects of our educational services.

Funding is awarded to local adult education/literacy providers through a competitive grant process based on the literacy rate and core indicators of performance as outlined in Title II of the WIOA law. State funds are allocated annually using a predetermined formula approved by the Arkansas State Board of Workforce Services and included in the department’s appropriation law. Federal funds are allocated using a competitive process. Applications will be 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.

The Arkansas Division of Workforce Services, Adult Education Section will coordinate services with state and local agencies to leverage funds and services to maximize the effectiveness of such resources and expand the participation of business and industry along with individuals in the statewide workforce development system.

The Arkansas Division of Workforce Services, Adult Education Section shall use funds made available under section 222(a)(2) to eligible providers (Section 231 of WIOA) for the following adult education and literacy activities (Section 203 of WIOA);

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 that__

1. Provides adult education and literacy activities, concurrently and contextually with both, workforce preparation activities, and workforce training for a specific occupation or occupational cluster, and

2. Is for the purpose of educational and career advancement

I. 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 a Request for Proposal (RFP) application to the Arkansas Division of Workforce Services, Adult Education Section 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.

II. Grant Process: Direct ad Equitable Access

The Arkansas Division of Workforce Services, Adult Education Section will use the same grant announcement and application process for all eligible providers in the state. In addition, all eligible providers will have direct and equitable access to apply and compete for grants or contracts and will be treated the same in evaluation. The Adult Education Section 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 Arkansas Division of Workforce Services, Adult Education Sectionwebsite (http://www.arcareereducation.org/). 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.

III. 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 ADWS-AES 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 Arkansas Division of Workforce Services, Adult Education Section reserves the right to implement a rule or policy that is not a federal requirement; however, in doing so, will clearly identify it as a State or outlying area requirement. For example, other criteria such as alignment with local plans (WIOA, § 463.21) may also be used in the evaluation of providers.