Narrative: b.

The Louisiana Community and Technical College System (LCTCS), WorkReady U (WRU), is responsible for administering Title II Adult Education and Family Literacy Act (AEFLA) funds to eligible providers and providing program/performance oversight to grantees. As the administrative/fiscal agency, LCTCS/WRU will solicit service through a competitive request for proposal (RFP) process to provide funding to eligible local entities for the provision of adult education services as described in the Common Elements under Distribution of Funds: Title II.

The RFP is the statewide procurement method through which WRU will identify, assess, and award three-year, multi–year grants to eligible providers throughout the state for the delivery of adult education services, that shall include academic instruction and education services to eligible individuals below the postsecondary level that increases the individual’s ability to: • read, write and speak English and perform mathematics or other activities necessary for the attainment of a secondary school diploma or its recognized equivalent; • transition to postsecondary education and training; and • obtain employment.

All activities funded under WIOA are authorized, approved and administered by the LCTCS, WorkReady U.

Eligible individual means an individual who has attained 16 years of age; who is not enrolled or required to be enrolled in secondary school under State law; and who is basic skills deficient; does not have a secondary school diploma or its recognized equivalent, and has not achieved an equivalent level of education; or is an English language learner.

Eligible providers may also receive adult education funding for the delivery of any of the following adult education and literacy activities: • adult education; • literacy; • workplace adult education and literacy activities; • family literacy activities; • English language and acquisition activities; • integrated English literacy and civics education; • workforce preparation activities; or • integrated education and training.

An eligible provider is an organization that has demonstrated effectiveness in providing adult education and literacy activities to eligible individuals and may include: • a local education agency; • a community–based or faith–based organization; • a volunteer literacy organization; • an institution of higher education; • a public or private nonprofit agency; • a library; • a public housing authority; • a nonprofit institution with the ability to provide adult education and literacy services; • a consortium or coalition of agencies, organizations, institutions, libraries, or authorities described above; and • a partnership between an employer and an entity described above.

WorkReady U will ensure that all eligible providers have direct and equitable access to apply and compete for grants. The grant competition will be publicized through a variety of print and electronic media throughout the state. Information will be shared through the LCTCS Communication’s Office via posting on the LCTCS website, social media outlets, and other means of available communication.

Federal Definitions and Allowable Services/Activities

In Louisiana, adult education means academic instruction and education services below the postsecondary level that increase an individual’s ability to read, write, and speak in English and perform mathematics or other activities necessary for the attainment of a secondary school diploma or its recognized equivalent; transition to postsecondary education and training; and obtain employment.

Literacy means an individual’s ability to read, write, and speak in English, compute, and solve problems, at levels of proficiency necessary to function on the job, in the family of the individual, and in society. Workplace adult education and literacy activities means adult education and literacy activities offered by an eligible provider in collaboration with an employer or employee organization at a workplace or an off–site location that is designed to improve the productivity of the workforce through the improvement of literacy skills.

Family literacy activities means activities that are of sufficient intensity and quality, to make sustainable improvements in the economic prospects for a family and that better enable parents or family members to support their children’s learning needs, and that integrate all of the following activities: (A) Parent or family adult education and literacy activities that lead to readiness for postsecondary education or training, career advancement, and economic self–sufficiency. (B) Interactive literacy activities between parents or family members and their children. (C) Training for parents or family members regarding how to be the primary teacher for their children and full partners in the education of their children. (D) An age–appropriate education to prepare children for success in school and life experiences.

English language acquisition program means a program of instruction designed to help eligible individuals who are English language learners achieve competence in reading, writing, speaking, and comprehension of the English language; and that leads to attainment of a secondary school diploma or its recognized equivalent; and transition to postsecondary education and training; or employment.

Integrated education and training means a service approach that provides three components: (1) adult education and literacy activities concurrently and contextually, with (2) workforce preparation activities, and (3) workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement which may be any one of the approved WIOA training services defined in section 134(c)(3)(D) of the Act.

LCTCS will compete funds for establishing integrated education and training programs that include the required three components. The same application process will be used for all eligible providers for sections 225, 231, and/or 243. This ensures that all applications are evaluated using the same rubric and scoring criteria. LCTCS ensures that all eligible providers have direct and equitable access to apply for grants or contracts. See Title I, Common Elements, (III.b.5.B.ii) Direct and Equitable Access. Louisiana Career Pathway model provides integrated education programs and support services designed to provide basic skills instruction concurrently and contextually with workforce preparation and training activities allowing students to progress to the next level of employment and/or education. Career Pathways are aligned with high wage/high demand jobs based on local and regional economic needs creating avenues of advancement for the underemployed, the unemployed, incumbent workers, new and future labor market entrants. The Louisiana Career Pathway model incorporates three components: adult education and literacy activities, workforce preparation activities, and workforce training. The model provides an evidenced based approach to providing integrated education and training activities both concurrently and contextually to low-skilled and at-risk individuals who are basic-skills deficient and/or underprepared for college-level programs in Louisiana to gain access to career pathways in high-demand occupations. Integrated education and training services will be of sufficient quality and intensity, will be based on the most rigorous research available and will consist of the following services/activities: • a minimum of two career pathway programs enrolling students, by July 1, 2017, that provide the opportunity for students to earn college credit; • basic skills services that support concurrently integrated and contextualized with the workforce training program of study and aligned with common learning objectives and specific integrated activities; • basic skills workforce preparation activities, workforce training, and other services to meet the particular needs of an individual in a manner that accelerates the educational and career advancement of that individual to the extent practicable; • include a logical progression/sequence of courses that are applicable to the target credential; • lead to the attainment of industry-based and/or academic credentials; • partnerships with business and industry as well as regional economic development partners in order to meet both current and future sector needs; and • multiple entry and exit points, flexible scheduling, alternative class times and locations, stackable and portable credentials and/or credit hours, and the innovative use of technology customized for the particular needs of adults..

Each program must demonstrate a commitment to provide appropriate wrap-around support services to students enrolled in the Louisiana Career Pathway model. These services may include, but are not limited to tutoring or other academic supports, college navigation support, and career planning,

Integrated English literacy and civics education means education services provided to English language learners who are adults, including professionals with degrees and credentials in their native countries, that enables such adults to achieve competency in the English language and acquire the basic and more advanced skills needed to function effectively as parents, workers, and citizens in the United States. Such services shall include instruction in literacy and English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation, and may include workforce training.See Title II – Adult Education and Literacy Programs (d) Integrated English Literacy and Civics Education Program.

Workforce preparation activities means activities, programs, or services designed to help an individual acquire a combination of basic academic skills, critical thinking skills, digital literacy skills, and self–management skills, including 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.

Federal funds may be used to increase the level of nonfederal funds that would be available in the absence of federal funds, and, in no case, replace those nonfederal funds. Federal funds must not be used for the purpose of supplanting, only for supplementing.

Louisiana is focused on performance to ensure that funds are used effectively to serve customers and produce positive results. WRU will implement a funding formula for state/federal adult education funds. The formula will be designed to consider the scope of services provided in the local program and performance as compared to established benchmarks as a basis for an increase or decrease in funds. Performance benchmarks and performance standards will be established with the expectation that grantees will maintain or exceed performance standards through effective service delivery and innovation.

Evaluating the RFP

The assessment of each grant application will involve an intense evaluation of the ability of the eligible provider to meet the literacy needs of the area, and to comply with the expectations and statutes described within the Workforce Innovation and Opportunity Act. All applications will be evaluated using the 13 considerations in section 231(e) which consist of:

1. The ability of the eligible provider to meet the literacy and English-language needs identified for the population in the area, including individuals who have low levels of literacy skills or who are English-language learners. Particular emphasis will be given to the provider’s ability to provide targeted service to individuals with barriers to employment.

2. The eligible provider’s ability to provide service to individuals with a (physical or learning) disability.

3. The eligible provider’s demonstrated effectiveness in providing literacy instruction, including its ability to meet state-adjusted levels of performance and improve the literacy levels of eligible individuals.

4. The eligible provider’s alignment with the WIOA local plan.

5. The depth, intensity and rigor of the programs and activities offered by the eligible provider. The proposed program must incorporate instructional practices that include the essential components of reading instruction. Attention will be given to the extent to which the eligible provider incorporates rigorous research for attaining substantial learning gains in the grant proposal and the development of the literacy program itself.

6. The extent to which the eligible provider’s program is based on intense research, best practices and effective educational practice.

7. The extent to which the eligible provider demonstrates the effective use of technology for instruction to include distance education toward students’ improved performance.

8. The eligible provider’s demonstrated integration of contextualized instruction to blend literacy skills and preparation for transition to post-secondary education or entry into the workplace. Particular attention will be given to activities that promote and lead to economic self-sufficiency and the ability to exercise the full rights of citizenship.

9. The qualifications and expertise of the eligible provider’s instructors, counselors and administrative staff. All instructors must hold, at minimum, a post-secondary degree and participate in the WorkReady U instructor-certification program within one year of employment. The eligible provider must also demonstrate its ability and intent to provide high-quality professional development to instructors and staff toward the improvement of student performance.

10. The eligible provider’s collaboration with other available education, training and social service resources in the community. Particularly, the eligible provider should have, or have the means to establish, meaningful partnerships 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. The flexibility of program scheduling offered by the eligible provider, including coordination (when available) with federal, state and local support services such as child care, transportation, mental health services and career planning.

12. The eligible provider’s management information system; the expectation will be that the eligible provider will use the state-administered designated MIS for all grant related data collection and reporting.

13. The demonstrated need within the area occupied by the eligible provider for English language acquisition programs and civics education programs.

Special Rule

LCTCS will not use any funds made available under this title for adult education and literacy activities for the purpose of supporting or providing programs, services, or activities for individuals who are under the age of 16 and are enrolled or required to be enrolled in secondary school under State law, except that such agency may use such funds for such purpose if such programs, services, or activities related to family literacy activities. In providing family literacy activities under this title, an eligible provider shall attempt to coordinate with programs and services that are not assisted under this title prior to using funds for adult education and literacy activities under this title for activities other than activities for eligible individuals.