Narrative: b.

The Arkansas Division of Workforce Services, Adult Education Section 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 provider’s 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 use 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 Division of Workforce Services, Adult Education Section will be required to provide the following services in year one:  adult education and literacy activities and workforce preparation (state requirement). The following service must be implemented or in progress in year one: integrated education and training programs (state requirement). As applicable, providers will be required to provide the following services in year one which include, English language acquisition, Integrated English Language Literacy and Civics Education, and Correctional/Institutional instruction. Optional services that may be provided throughout the grant period include workplace classes and family literacy activities. In addition, financial and digital literacy, a state requirement, shall be integrated into the curriculum. 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 county (ies) that speak English “less than very well,” based on the most current census data, are not required to offer             English language acquisition programs. (State requirement)

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 shall follow the state’s Adult Education Policies and 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.  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.

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. Family literacy is an optional activity.

4. Integrated English Literacy and Civics Education will provide Immigrants and English learners access to English language acquisition services and civics education in combination with an integrated education and training program. 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. Refer to WIOA, Section 243.

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 (OCTAE), the State will fund between 4-6 providers in areas of greatest need using Integrated English Literacy and Civics Education funds. Integrated English Literacy and Civics Education is a requirement for only those providers who apply and receive IEL/CE funding.

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 is a service approach that provides adult education and literacy activities concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement.

7a. Scope: Local providers must align the IET with the local workforce development plan and have in place or be in progress of establishing an integrated education and training program by July 1, 2020. Providers will offer Integrated Education and Training Activities in a career pathways model. Failure to meet this requirement may result in a loss or reduction of funding for a provider. [State Requirement]

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. Programs shall provide expanded transition services including career development facilitators and college success classes. 

8.  Financial Literacy Activities (State Required) include instruction that entails the knowledge of properly making decisions pertaining to certain personal finance areas like real estate, insurance, investing, saving, tax planning, and retirement. Financial literacy will be integrated into the curriculum to assist learners in financial matters to confidently take effective action that best fulfills personal, family, and global community goals. (State Required)

8a. Scope:  All providers will offer financial literacy activities.

8b.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.     

Due to WIOA standards, the Arkansas Division of Workforce Services, Adult Education Section 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 include 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.