Narrative: b.

West Virginia Adult Education expects to award grants on a multi-year cycle with an annual continuation grant submitted. Each year’s renewal will be based on evidence of success in provision of the contracted services and subject to the availability of funds. West Virginia Adult Education will use the following process to distribute funds to approved applicants: 1. shall use not less than 82.5 percent of the grant funds to award grants and contracts under Section 231 and to carry out Section 225, Programs for Corrections Education and Other Institutionalized Individuals, of which up to 20 percent of such amount shall be available to carry out Section 225; 2. shall use not more than 12.5 percent of the grant funds to carry out State leadership activities under Section 223; and 3. shall use not more than 5 percent of the grant funds, for administrative expenses of the eligible agency.

As part of the application process West Virginia Adult Education will collect basic information from the eligible provider (e.g., location, service area, scope of the program, demographics served, demonstrated need, data collection, and fiscal management procedures). Additionally, each applicant will be required to submit a proposed budget and program design information. Applicants will be expected to respond to West Virginia Adult Education priorities and the Title II considerations for funding Adult Education and Family Literacy Act (AEFLA) programs. The requirements to be considered include:

1. NeedsAssessment: The degree to which the provider is responsive to (A) regional needs as identified in the local plan under 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 have low levels of literacy skills and who are English language learners.

2. Individuals with Disabilities: The degree to which the provider is able to serve eligible individuals with disabilities, including eligible individuals with learning disabilities.

3. Past Effectiveness: The degree to which the provider demonstrates past effectiveness 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. Alignment with One-Stop Partners: The degree to which the eligible provider is responsive to, and 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. Intensity, Quality, and Instructional Practices: The degree to which 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. Research-Based Educational Practices: The degree to which the eligible provider’s activities, including reading, writing, speaking, mathematics, and English language acquisition instruction, are based on the best practices derived from the most rigorous research available and appropriate, including scientifically valid research and effective educational practice.

7. Effective Use of Technology: The degree to which 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. Integrated Education and Training: The degree to which the eligible provider’s activities offer 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. Qualified Staff: The degree to which the eligible provider’s activities are delivered by well- trained instructors, counselors, and administrators who meet minimum qualifications established by the state, where applicable, and who have access to high quality professional development, including through electronic means.

10. Partnerships and Development of Career Pathways: The degree to which the eligible provider’s activities coordinate with other available education, training, and social service resources in the community, postsecondary educational institutions, institutions of higher education, Local 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. Flexible Schedules and Coordination with Support Services: The degree to which 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. Data Collection: The degree to which 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.

13. English Language Acquisition and Civics Education: The degree to which the eligible provider has a demonstrated need for additional English language acquisition programs and civics education programs.

West Virginia’s adult education and literacy programs assist adults in becoming literate and obtaining the knowledge and skills necessary for employment and self-sufficiency, assists adults who are parents in obtaining the educational skills necessary to become full partners in the educational development of their children, and assists adults in completing a secondary school education. Adult education and literacy programs provide direct and comprehensive services to enrolled adult students.

According to the Workforce Innovation and Opportunity Act (WIOA), Title II, the Adult Education and Family Literacy Act, adult education services are to be targeted for:

• adults who are 16 years of age or older;
• adults who are not enrolled or required to be enrolled in secondary school under State law; and who...
• are basic skills deficient
• do not have a secondary school diploma or its recognized equivalent and have not achieved an equivalent level of education or
• are English language learners.

West Virginia law mandates that students must attend school until age 17, unless they have a specific waiver. Certain counties have additional rules. All young adult students under age 18 must present official documentation of withdrawal from school or documentation of an exemption.

Students who are enrolled in post-secondary education or job training programs (e.g., colleges, apprenticeship programs, vocational/technical schools, etc.) may be co-enrolled in West Virginia Adult Education programs. In addition, the instruction provided by West Virginia Adult Education in reading, writing, math, or English language acquisition must be designed to help students meet the requirements for enrollment in nonremedial, for-credit courses in postsecondary educational institutions.

Federal adult education legislation does not specify the need to prove legal status of ELLs as a condition for enrollment in adult education classes. Thus, it is not necessary for foreigners to present passports, visas, work permits, or Social Security cards to prove legal status in order to enroll. However, foreign students (with F-1 Visas) enrolled in universities or private English language institutes may not simultaneously enroll in publicly funded adult education programs.  ELLs in this country as nannies or au pairs on a J-1 Exchange Visitor Visa are required to participate in college level academic classes, not in adult education or literacy classes; therefore, per West Virginia Adult Education policy these persons should not be admitted to adult basic education classes.

English language learners (ELLs) who have completed post-secondary education in another couELLs in this country as nannies or au pairs on a J-1 Exchange Visitor Visa are required to participate in college level academic classes, not in adult education or literacy classes; therefore, per West Virginia Adult Education policy these persons should not be admitted to adult basic education classes. ntry but lack English language skills MAY enroll in West Virginia Adult Education programs as long as they do not have an F-1 (or J-1 Visa in certain categories).

West Virginia Adult Education programs require that all persons shall have equal access to its programs, facilities, and services without regard to:

• race
• color
• religion
• national origin
• sex
• age
• marital status
• disability
• or sexual orientation

It does not discriminate in admission to its programs, services, or activities, in access to them; in treatment of individuals with disabilities; or in any aspect of their operations. Individuals with documented disabilities may request reasonable accommodations for assessment and instruction.