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

Notice of Availability 

SBCTC announces the availability of funds through the internet via the SBCTC website. 

Process 

Those interested in applying for SBCTC Adult Basic Education Funding must: 

• Submit a letter of intent; 

• Access the SBCTC Online Grant Management System (OGMS) and develop a formal response to each section of the application; and, 

• Submit fully completed applications electronically to the SBCTC through (OGMS) by the designated submission date. 

Evaluation of Applications 

Proposals for the 4-year application are reviewed by a team of experts from SBCTC and/or other partner organizations. The review of applications is based on the completion of the requested information in the narrative, budget, and assurances as well as completion of required forms and comprehensive implementation of all WIOA requirements, both state and federal. Criteria for scoring proposals is based on the following AEFLA requirements: 

• The degree to which the eligible provider will establish measurable goals; 

• The degree to which the eligible provider has the ability to place and navigate all students along a clearly defined, comprehensive, guided college and career pathway; 

• The past effectiveness of an eligible provider in improving the literacy skills of adults and families and, after the 1-year period beginning with the adoption of an eligible agency’s performance measures under Sec. 161 of WIOA, the success of an eligible provider receiving funding under this subtitle in meeting or exceeding such performance measures, especially with respect to those adults with lower levels of literacy; 

• The commitment of the eligible provider to serve individuals in the community most in need of literacy services, including individuals who are low-income or have minimal literacy skills and those individuals with barriers to employment, access to opportunities for employment, education, training, and support services they need to succeed in the labor market; 

• Whether or not the program is of sufficient intensity and duration for participants to achieve substantial learning gains and uses research-based instructional practices, such as phonemic awareness, systematic phonics, fluency, reading strategies and comprehension, numeracy, solving problems in technology rich environments, and employability skills; 

• Whether the activities are built on a strong foundation of research and effective educational practice; 

• Whether the activities effectively employ advances in technology, as appropriate, including the use of computers and blended learning resources; 

• Whether the activities provide learning in real life, college, and career contexts to ensure that an individual has the skills needed to compete in the workplace and exercise the rights and responsibilities of citizenship; 

• Whether the activities are staffed by well-trained instructors, counselors, and administrators; 

• Whether the activities coordinate with other available resources in the community, such as establishing strong links with elementary and secondary schools, postsecondary educational institutions, one-stop centers, job training programs, and social service agencies; 

• Whether the activities offer flexible schedules and support services (such as childcare and transportation) as needed to enable all students, including individuals with disabilities or other special needs, to attend and complete programs; 

• Whether the activities maintain a high-quality information management system that has the capacity to report participant outcomes and to monitor program performance against the eligible agency performance measures; and 

• Whether the local communities have a demonstrated need for additional English literacy programs. 

In addition, to ensure that providers meet the WIOA requirements, multi-year proposals are evaluated by evaluation teams on their ability to: 

• Implement and scale effective college and career pathways that accelerate student completion and foster economic growth; 

• Develop individual career and education plans for each individual served that includes funding available to support educational goals; 

• Guide and support transformational instructional practices that accelerate student completion to diplomas, high school equivalency, certificates, the Tipping Point, and AA/BA degrees leading to living-wage jobs. Plans must include: 

• Implementation of the CCR Standards in all programming; 

• Integration of employability skills training and instruction in all courses at all levels; 

• Implementation of integrated employment and training activities (IET) such as I‑BEST into all IELCE instruction; 

• Expansion of the teaching of numeracy, speaking, and listening into all levels of both ABE and ELA programming; and 

• Integrate problem solving in technology rich environments at all levels of instruction; 

• Support one-stop centers through in-kind services/funding; 

• Support alignment of workforce investment, education, and economic development; 

• Improve labor market relevance; 

• Improve the structure of service delivery; and 

• Increase prosperity; employment, retention, earnings, and the attainment of recognized postsecondary credentials. 

Teams comprised of two adult education and workforce leaders and one SBCTC policy associate/program administrator rate applications. The applications are reviewed and independently rated by each member of the team to determine an average score. In order to be considered for BEdA Master Grant funding, BEdA Master Grant applications must receive a minimum average score of 102 or higher. In order to be considered for IELCE funding, IELCE Grant applications must receive a minimum average score of 17 or higher. Final recommendations for approval are determined based on ratings ensuring support for Title II services is available across the state. 

In addition, in February 2017, the State Board for Community and Technical Colleges (SBCTC) met with all WDC directors across the state to clarify the roles and responsibilities of all partners in the review of Title II AEFLA grant applications and to train WDC directors and board leads on the feedback process. Feedback forms were developed and jointly agreed on and a conflict-of-interest agreement was completed for all reviewers. As a result, all Title II applications were approved for alignment with local industry sectors. Subsequent MOUs and collaborations continued throughout 2018-2019. The same process will be followed for the multi-year 2023-2027 competitive grant process. 

PURPOSE and Methodology for Distribution of Federal ABE/IECE Funds 

Washington’s Federal ABE/IELCE funding formula aligns with the BEdA and the governor- appointed Adult Education Advisory Council’s (AEAC) visions, missions, values, and goals in support of Governor Jay Inslee’s Results Washington initiative, the Higher Education Coordinating Board’s Ten-Year Roadmap, the State Board for Community and Technical Colleges’ Strategic Plan, the Council of Basic Skills, Washington State Council for Basic Skills Work Plan 2017-2020, the Washington Workforce Association (WWA) and Washington State Basic Education for Adults’ (BEdA) Shared Vision, Principles, and Goals for Collaboration Guidance Agreement, and Washington state’s Talent and Prosperity for All (TAP): Washington’s Operational and Program- Specific Workforce Plan Components and Key Strategic Priorities. The intent is to serve more students and serve them more efficiently in order to transition them as quickly as possible to postsecondary education and living-wage careers. 

In 2014, the Washington state WIOA Title II funding methodology shifted the funding formula from a regional need based demographic methodology (based solely on census data) to a service and performance-based formula giving equal weight to service/access and to performance. The past state plan and federal funding formula did not recognize providers that expanded service to serve more students, nor did it include any metrics on performance. The multi-year FY17-FY22 and the FY23-27 formulas shift funding from regional demographics towards providers enrolling more students and increasing the numeracy, literacy and college and career readiness skills of participants. This service and performance-based formula is focused on increasing the number of students being served and the quality of that service. 

FUNDING PRINCIPLES 

The following funding principles were developed as a result of comprehensive input from all stakeholders through statewide forums, online surveys, and provider groups in FY13 and FY14. 

• Funding needs to be transparent and credible; 

• Formula should be based on objective criteria (not local negotiations or regional need); 

• Formula should incent transitions to postsecondary education; 

• Formula should be data-driven, focused on increased access (FTEs) and increased success for students (Student Achievement Points [SAI]). Both total points and points per student should be considered; and, 

• Providers must have the capacity to spend allotted performance money effectively. 

METHODOLOGY* 

Funds are distributed based on a pro rata share among providers for the following (3-yr avg. of data): 

• 50% Performance based (10% Transitions, 20% Total Student Achievement Points, 20% SAI points per student) 

• 50% FTE Enrollment 

*Providers seeking funding for the first time will be awarded base funding calculated only on the proposed number of students to be served (enrollment). In years 2-5 funding will be awarded based on both performance and enrollment. 

Special Rule 

If SBCTC implements any rule or policy relating to the administration or operation of a program that imposes a requirement not demanded by Federal law, SBCTC shall identify the rule or policy as being imposed by SBCTC. 

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— 

• 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 

• Is for the purpose of educational and career advancement. 

All services provided under Title II of this multi-year plan accelerate the progress of adults along well-defined pathways to college and career readiness that lead to postsecondary certificates/degrees and life-sustaining jobs and support vital families, communities, and economies across Washington. 

In Washington state, Basic Education for Adults (Title II) has been integrated as a foundation of the state’s guided pathways development and implementation. In the above model, when a student tests into basic skills, they are assessed for skill levels, and whether or not a high school credential is needed. Their goals, interests, and meta-major (or broad industry sector or career pathway--like healthcare or business) are identified and a Title II and/or Workforce Development Council navigator assigned. Funding and support services are then identified, and an educational plan created.  The earliest English language acquisition and basic skills learners are placed in foundational programming that are based in contextualized instruction and contextualizes college and career readiness to the different meta-majors available at the college. Then, when students are ready, they move into the college-level certificate or degree program within that meta-major. I-BEST is offered as a core of each meta-major at this level, providing the added academic and navigational support students need to be successful. 

Students in need of a high school credential are co-enrolled for dual credit in HS+ or receive their HS diploma upon completion of their two-year degree. Job search support is then provided by the local WorkSource center. 

Description of Allowable Activities Overview 

Washington’s adult basic education programs address the needs of adult learners as they strengthen local communities and businesses. Adults who lack the skills and knowledge to fully participate in, contribute to, and benefit from Washington’s postsecondary education system and economy are eligible to access adult education services in a variety of settings across the state. Core services are offered at all locations to adult learners who meet the federal eligibility requirements for enrollment. These learners: 

• Have attained 16 years of age; 

• Are not enrolled or required to be enrolled in secondary school under state law; 

• Lack sufficient mastery of basic educational skills to function effectively in society; 

• Do not have a secondary school diploma or its recognized equivalent, or have not achieved an equivalent level of education; and/or, 

• Are unable to speak, read, or write the English language. 

Beginning in July 2015 under the Workforce Innovation and Opportunity Act (WIOA), adult education and literacy activities were expanded to include 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, and integrated education and training. 

Comprehensive interventions are designed to address skill and knowledge deficits across the levels defined in Title II of the Workforce Innovation and Opportunity Act of 2014. 

Vision and leadership for this system of services comes from the Washington State Board for Community and Technical Colleges (SBCTC). SBCTC is advised about issues related to students’ career pathway goals by the Workforce Training and Education Coordinating Board (WTECB). 

SBCTC is also advised and supported by the Washington State Adult Education Advisory Council (AEAC), which meets four times each year. This body was created by the legislature in 1991, and its members are appointed by the state governor to represent agencies, partners, and sectors. 

Represented entities include: a current or past Title II student, an Adult Basic Education provider, community-based organizations, employers, libraries, unions, the Department of Commerce, the Department of Corrections, community and technical Colleges, the Department of Health and Human Services, the Employment Security Department, the Governor, the Office of the Superintendent of Public Instruction, the State Board for Community and Technical Colleges, the Washington Workforce Association (WIBs), and the Workforce Training and Education Coordinating Board (state WIB). The AEAC was the first officially certified state advisory council when it was recognized by the U.S. Department of Education in March of 1997. Building on policies and initiatives created through this comprehensive system of advisement, coordination, and support, providers leverage success using innovative processes recognized in formal research among colleagues and funders across the nation as well as from former President Barack Obama. These processes unify and inform the delivery of Adult Basic Education (ABE) courses, English Language Acquisition (ELA) instruction, and high school credential programs. Following are examples of research-based innovative practices that support the implementation and scaling of college and career pathways that accelerate student completion and foster economic growth. 

Demonstrated Effectiveness: Applicants for Title II funds must demonstrate past effectiveness of the eligible provider in improving the literacy of eligible individuals, especially those individuals who have low levels of literacy, in the content domains of reading, writing, mathematics, English language acquisition, and other subject areas relevant to the services contained in the application for funds. Applicants must also provide data on outcomes for participants related to employment, attainment of secondary school diploma or its recognized equivalent, and transition to postsecondary education and training. Applicants may demonstrate effectiveness in serving target populations using either federal data (performance data required under section 116 of WIOA generated by current providers) or comparable data submitted by new applicants demonstrating past effectiveness in serving basic skills deficient eligible individuals, including evidence of its success in achieving outcomes noted above. Applicants are required to complete a Data Chart that identifies data sources, demonstrates stability in meeting program outcomes over the past 3 years, and shows that proposed targets meet the state's minimum level of performance. Applicants cannot move forward in the application process without completing the data chart. Application reviewers examine the data chart, and it must meet a minimum passing score to move on for consideration. 

Eligible Providers 

An eligible provider to apply for the multi-year grant is defined as an organization that has demonstrated effectiveness in providing adult education and literacy activities. Eligible providers for grant funding may include but are not limited to the following: 

1. Local education agency; 

2. Community-based organization or faith-based organization; 

3. Volunteer literacy organization; 

4. Institution of higher education; 

5. Public or private nonprofit agency; 

6. Library; 

7. Public housing authority; 

8. Nonprofit institution that is not described in 1) through 7) and has the ability to provide literacy services to eligible individuals; 

9. Consortium or coalition of the agencies, organizations, institutions, libraries, or authorities described in 1) through 8); 

10. Partnership between employers and an entity described in 1) through 8)