Narrative: b.

The 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. In accordance with 34 CFR Sec. 463 Subpart C, eligible programs will be funded as stated in “Distribution of Funds for Core Programs” using the previously stated competitive processes. Respondents must describe: 

(1). The degree to which the eligible provider would be responsive to—  

(i) Regional needs as identified in the local workforce development plan; and  

(ii) Serving individuals in the community who were identified in such plan as most in need of adult education and literacy activities, including individuals who—  

(A) Have low levels of literacy skills; or  

(B) Are English language learners;  

(2) The ability of the eligible provider to serve eligible individuals with disabilities, including eligible individuals with learning disabilities;  

(3) The past effectiveness of the eligible provider in improving the literacy of eligible individuals, especially those individuals who have low levels of literacy, and the degree to which those improvements contribute to the eligible agency meeting its State-adjusted levels of performance for the primary indicators of performance described in § 677.155;  

(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 of the Act, as well as the activities and services of the one-stop partners;  

(5) Whether the eligible provider's program—  

(i) Is of sufficient intensity and quality, and based on the most rigorous research available so that participants achieve substantial learning gains; and  

(ii) 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, 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 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 coordinates 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 WDBs, one-stop centers, job training programs, and social service agencies, business, industry, labor organizations, community-based organizations, nonprofit organizations, and intermediaries, in the development of career pathways;  

(11) Whether the eligible provider's activities offer the 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  and to monitor program performance; and  

(13) Whether the local area in which the eligible provider is located has a demonstrated need for additional English language acquisition programs and civics education programs. 

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 uses federal funding to provide services to individuals with disabilities. The Adult Education Section 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 Adult Education Section are required to provide the following services: adult education and literacy activities, workforce preparation, and integrated education and training (IET). As applicable, providers are also required to provide the following services: 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, the Workforce Alliance for Growth in the Economy (WAGE™), a job readiness program for unemployed and underemployed adults, which incorporates financial literacy, digital literacy, and workforce preparation shall be integrated into the curriculum. (State Requirement).

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 Service Provider 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 (IET) 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: Current local providers must align their IET program(s) with the local workforce development board plan or based on the needs of a local employers. New adult education providers must have in place or be in the process of establishing an integrated education and training program by July 1, 2025. 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. Adult Education Section has used its experience with Accelerating Opportunities as the focus has moved to IETs, continuing to utilize the various methods of team teaching of basic and technical skills to ensure student success.  Programs shall provide expanded transition services including Career Service Providers to assist with this process.

8. Financial Literacy Activities 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 Requirement)

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 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 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 Service Provider (CSP). At each local program, a CSP 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 adult learners in transitioning to the workforce. Career Service Providers are trained to study each local job market and review data from the One-Stop to communicate high demand openings and career options to students as they choose a career pathway. CSPs play a key role in several programs and services offered through adult education including the workforce-focused WAGE™ program, and services provided in partnership with SNAP E&T and TANF.

Programs also invite representatives from business and industry to present to students, conduct mock and actual interviews onsite and assist with students’ transitions 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 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 and target fields that align with local industry needs.

In addition to the RFP application, eligible providers will have a rubric that shows how applications will be evaluated. The proposal process is below. 

1. Proposals were due to the Adult Education Section by 5:00 p.m. on March 1, 2024. Written proposals were pre-screened to verify the inclusion of all required components in the order specified in the RFP. Proposals not meeting all pre-screen requirements were not read. Applications that did not illustrate demonstrated effectiveness were not considered. Applicants not meeting the pre-screening requirement were notified, along with all declined applicants.  

2. Only applications from eligible providers of demonstrated effectiveness were forwarded for review, scoring, and consideration for funding.  

3. Written proposals were submitted to the Local Board for review by March 4, 2024. The Local Board reviewed each application in its respective area and provided feedback to the state on its alignment with the local plan by March 11, 2024.   

4. A review panel established by the Adult Education Section evaluated the written proposals. The panel was composed of individuals with expertise in adult education and literacy, WIOA partner agency representatives, and Adult Education Section personnel. Reviewers were trained and rated proposals. 

5. The Adult Education Section considered the results of the local board’s review for alignment with the strategies and goals of the local plan and the extent to which the application addresses the required considerations in its scoring. 

6. Declined applicants were notified by March 14, 2024, at 12:00 p.m., and had an opportunity to submit an appeal by March 21, 2024, at 12:00 p.m. 

7. If an applicant’s proposal is not approved, the applicant may send a Letter of Appeal to the Director for Adult Education Section by March 21, 2024, by 12:00 p.m. The letter must provide a thorough justification for the appeal. The Director of the Adult Education Section and the state leadership team will make the final determination regarding the appeal. A response will be e-mailed to the applicant within five calendar days of receiving the appeal letter. All appeal decisions will be final. No Letter of Appeal was sent to the state office.

8. Awarded applicants may be provisionally awarded funds for a maximum of four (4) years. Provisional grantees will be reviewed six months and 12 months post-award. Based on the findings, the grantee may continue with a provisional award and receive guidance from the state office to improve program performance. Future funding may be affected if the program has not achieved satisfactory performance. 

9. The review panel recommended proposals to receive awards and funding levels. Thirty-five providers were awarded.