Arkansas Department of Career Education Adult Education Division

Arkansas Department of Career Education

Adult Education Division

Request for Proposal (RFP) for Competitive Projects

July 1, 2014 to June 30, 2015

Purpose: Review RFP and answer questions Format of session Adult Education website address: http://

ace.arkansas.gov/adultEducation Workforce Investment Act of 1998 website address: http://www.doleta.gov/usworkforce/wia/wialaw.txt (starting at section 201)

Welcome

http://ace.arkansas.gov/adultEducation/programs/Documents/Adult_Ed_Forms/ArkansasAdultEducationPoliciesProcedures.pdf


http://ace.arkansas.gov/adultEducation/informationForms/Pages/programPolicies.aspx

http://ace.arkansas.gov/adultEducation/informationForms/Pages/programPolicies.aspx

Acronyms, page ii(FY) Fiscal Year

(GAE) General Adult Education

(GAC) Grants and Aids to Councils

(GED) General Educational Development

(LD) Learning Disabilities

(LEA) Local Education Agency

(NRS) National Reporting System for Adult Education

(PY) Program Year

(RFP) Request for Proposals

(SP) State Plan

(SPL) Student Performance Level

(TABE) Tests of Adult Basic Education

(WIA) Workforce Investment Act of 1998

(ABE) Adult Basic Education

(ACE) Arkansas Department of Career Education

(ADA) Americans with Disabilities Act of 1990

(AED) Adult Education Division

(AEFLA) Adult Education and Family Literacy Act

(AERIS) Adult Education Reporting Information System

(ASE) Adult Secondary Education

(BEST) Basic English Skills Test

(CASAS) Comprehensive Adult Student Assessment System

(CBOs) Community Based Organization(s)

(C/I) Correctional/Institutional

(DAEL) Division of Adult Education and Literacy

(D&E) Direct and Equitable

(DQS) Data Quality Standards

(EFL) Educational Functioning Level

(EL/Civics) English Literacy/Civics Education

(ESL) English as a Second Language

Should I apply for federal funds now if I don’t need them in 2014-2015, but may need them in the future?◦ Yes. For the past several years, we have been allowed to

extend existing grants instead of holding new competitions. This possibility may occur again for 2015-2016 if the WIA is not reauthorized.

Is this RFP only for 14-15?

INTRODUCTION, page iiiThe 2014-2015 Arkansas Adult Education Request for Proposal (RFP) for Competitive Projects provides the information and standard forms needed to apply for state funds and federal funds. This RFP is specifically for Direct and Equitable (D&E) federal funds, Correctional/Institutional (C/I) federal funds, and English Literacy/Civics Education (EL/Civics) federal funds. Please note that there are several sources of rules and regulations that govern and impact the administration of programs receiving funds. Completing this application is just part of the process. You must adhere to the information set forth in this document along with all of the rules and regulations applicable to the project. Unless specifically noted as a federal requirement, all requirements in this application are state imposed. Additional state resource links are available on our website, http://ace.arkansas.gov/adultEducation/Pages/default.aspx.NOTE: Throughout this application, references to the specific sections within the Workforce Investment Act of 1998 (PL105-220), Title II, Adult Education and Family Literacy Act (AEFLA) are cited. Example: AEFLA Section 214 (a) Statutory Considerations for Awarding Grants from the Adult Education and Family Literacy Act, AEFLA, Section 231 (e):(1) the degree to which the eligible provider will establish measurable goals for participant outcomes;(2) 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 section 212, 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 the lowest levels of literacy;(3) the commitment of the eligible provider to serve individuals in the community who are most in need of literacy services, including individuals who are low-income or have minimal literacy skills;(4) whether or not the program--(A) is of sufficient intensity and duration for participants to achieve substantial learning gains: and(B) uses instructional practices, such as phonemic awareness, systematic phonics, fluency, and reading comprehension that research has proven to be effective in teaching individuals to read;(5) whether the activities are built on a strong foundation of research and effective educational practice;(6) whether the activities effectively employ advances in technology, as appropriate, including the use of computers;(7) whether the activities provide learning in real life contexts to ensure that an individual has the skills needed to compete in the workplace and exercise the rights and responsibilities of citizenship;(8) whether the activities are staffed by well-trained instructors, counselors, and administrators;(9) whether the activities coordinate with other available resources in the community, such as by establishing strong links with elementary schools and secondary schools, postsecondary educational institutions, one-stop centers, job training programs, and social service agencies;(10) whether the activities offer flexible schedules and support services (such as child care and transportation) that are necessary to enable individuals, including individuals with disabilities or other special needs, to attend and complete programs;(11) 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(12) whether the local communities have a demonstrated need for additional English literacy programs. In order to receive funding, programs must satisfactorily address all twelve considerations.

http://ace.arkansas.gov/adultEducation/Pages/default.aspx

The 2014-2015 Arkansas Adult Education Request for Proposal (RFP) for Competitive Projects provides the information and standard forms needed to apply for state funds and federal funds. This RFP is specifically for Direct and Equitable (D&E) federal funds, Correctional/Institutional (C/I) federal funds, and English Literacy/Civics Education (EL/Civics) federal funds.

Please note that there are several sources of rules and regulations that govern and impact the administration of programs receiving funds. Completing this application is just part of the process. You must adhere to the information set forth in this document along with all of the rules and regulations applicable to the project. Unless specifically noted as a federal requirement, all requirements in this application are state imposed. Additional state resource links are available on our website, http://ace.arkansas.gov/adultEducation/Pages/default.aspx.

NOTE: Throughout this application, references to the specific sections within the Workforce Investment Act of 1998 (PL105-220), Title II, Adult Education and Family Literacy Act (AEFLA) are cited. Example: AEFLA Section 214 (a)

INTRODUCTION, page iii continued

http://ace.arkansas.gov/adultEducation/informationForms/Pages/forms.aspx


In order to receive funding, programs must satisfactorily address all twelve considerations ◦ The Scoring Rubric will provide more details on

the 12 considerations and the type of details expected from applicants.

INTRODUCTION, page iii continued

Page iv

Failure to meet the requirements stated in the RFP may disqualify an application.

It is recommended that applicants read the Application Acceptance Guidelines prior to completing the application. The original and five (5) copies of the completed application, with requested attachments, must be received in the Adult Education Division, Three Capitol Mall, Room 303, Little Rock, Arkansas 72201, no later than 4:30 p.m., February 28, 2014. Electronic submissions will not be accepted.

Each application must be received in the Adult Education Division on or before the stated deadline in order to be considered for funding. Applications will be accepted Monday through Friday between 8:00 a.m. and 4:30 p.m. No competitive grant applications will be considered if received after 4:30 p.m. on the closing date unless the applicant can show proof that the application was:

(a) sent by registered or certified mail not later than five (5) calendar days before the deadline; or

(b) sent by a commercial carrier not later than two (2) calendar days before the deadline.The following are acceptable as proof of mailing:

(a) a legibly dated U.S. Postal Service postmark; or (b) a legible mail receipt with the date of mailing stamped by the U.S. Postal Service;

or(c) a dated shipping label, invoice, or receipt from a commercial carrier.

Page iv, continued

Failure to meet the requirements stated in the RFP may disqualify an application.

PURPOSE:This Request for Proposals (RFP) seeks providers of Adult Education and Family Literacy Services who will enter into a voluntary partnership with the Arkansas Department of Career Education, Adult Education Division (ACE/AED), in order to carry out the threefold purpose of WIA Title II (Sec. 202):1. assist adults to become literate and obtain the knowledge and skills necessary for employment and

self-sufficiency;2. assist adults who are parents to obtain the educational skills necessary to become full partners in the

educational development of their children; and3. assist adults in the completion of a secondary school education.

ADULT EDUCATION SERVICES DEFINITION:In accordance with WIA Title II (Sec. 203), the term ‘adult education’ means services or instruction below the postsecondary level for individuals who:1. have attained 16 years of age;2. are not enrolled or required to be enrolled in secondary school under State law; and3. lack sufficient mastery of basic educational skills to enable the individuals to function effectively in 4. society; do not have a secondary school diploma or its recognized equivalent, and have not achieved

an equivalent level of education; or are unable to speak, read, or write the English language.

ADULT EDUCATION ACTIVITIES:In accordance with WIA Title II (Sec. 231), required local activities include one or more of the following categories:1. adult education and literacy services, including workplace literacy services;2. family literacy services; and3. English literacy programs. ELIGIBLE APPLICANTS:In accordance with WIA Title II (Sec. 203), the following local providers are eligible to participate in the application process for federal funds (D & E, C/I, and EL/Civics): a local educational agency; a non-profit community-based organization of demonstrated effectiveness; a volunteer non-profit literacy organization of demonstrated effectiveness; an institution of higher education; a public or private non-profit agency; a library; a public housing authority; a non-profit institution that is not described above and has the ability to provide literacy services to adults

and families; or a consortium of the agencies, organizations, institutions, libraries, or authorities described above.

AEFLA, Section 203 (5). correctional institutions including any prison, jail, reformatory, work farm, detention center, or halfway

house, community based rehabilitation center or any other similar institution designed for the confinement or rehabilitation of criminal offenders. AEFLA, Section 225 (d) (2)

Page v

For-profit organizations are not eligible for funding, even as part of a consortium.Each eligible provider receiving a grant or contract shall use the grant to establish or operate one or more programs that provide services or instruction in adult education and literacy services, including workplace literacy services, family literacy services, and/or English literacy programs. AEFLA, Section 231 (b). Programs applying for general federal funds (D&E) submit pages 1 through 20. Programs applying for C/I submit pages 1 through 21. Programs applying for EL/Civics submit pages 1 through 20 and 22.

Page v, continued

Page viFEDERAL FUNDS

Fund Name Services/Activities

Correctional/Institutional (C/I)

Instructional services in local correctional facilities and other institutions (including any prison, jail, reformatory, work farm, detention center, halfway house, community-based rehabilitation center, or other similar institution for the confinement or rehabilitation of criminal offenders) for students at any of the ABE, ASE, and ESL NRS levels.

Direct & Equitable (D&E)

Adult Basic Education instructional services for students at the Beginning Literacy through High Intermediate NRS levels, and/or English as a Second Language instructional services for students at the ESL Beginning Literacy through ESL Advanced NRS levels.

English Literacy/Civics (EL/Civics)

English Literacy and Civics instruction for immigrants and other limited English proficient populations.

STATE FUNDS

Fund Name Services/ActivitiesAdult Basic Education (ABE)

Adult Basic Education instructional services for students at the Beginning Literacy through High Intermediate NRS levels.

General Adult Education (GAE)

Adult Secondary Education instructional services for students at the Adult Secondary Education Low and Adult Secondary Education High NRS levels.

FUND USE AND LIMITATIONS:

Page vi, continuedLOCAL APPLICATIONSIn accordance with WIA Title II (Sec. 232), each eligible provider desiring a grant shall submit an application to the Department of Career Education, Adult Education Division (as the eligible agency) containing such information and assurances as the eligible agency may require, including a description of how funds awarded will be spent and a description of any cooperative arrangements the eligible provider has with other agencies, institutions, or organizations for the delivery of adult education and literacy activities.

LOCAL ADMINISTRATIVE COST LIMITS:In accordance with WIA Title II (Sec. 233), of the amount made available to local providers under this RFP, not less than 95% shall be expended for carrying out adult education and literacy activities, and the remaining amount, not to exceed 5%, shall be used for planning, administration, professional development, and interagency coordination. (Special Rule: In cases where the cost limits described are too restrictive to allow for adequate planning, administration, professional development, and interagency coordination, the eligible provider shall negotiate with the eligible agency in order to determine an adequate level of funds to be used for non-instructional purposes.)

SUPPLEMENT NOT SUPPLANT:In accordance with WIA Title II (Sec. 241), funds made available for adult education and literacy activities under this RFP shall supplement and not supplant other State or local public funds expended for adult education and literacy activities.

Scoring Rubric, page 1Needs Assessment: ______/30

Consideration 1: The degree to which the eligible provider will establish measurable goals for participant outcomes.

Inadequate(information

not provided)

Minimal(requires additional

clarification)

Adequate(clear and

fairly complete)

Excellent(concise and thoroughly developed)

Application should demonstrate:•Measurable goals for student outcomes;•Strong justification through supportive quantitative and qualitative data;•The methods that will be used to meet Benchmark measures.

1) Identify the goals, methods, and strategies that will be used to measure student outcomes.

0 4 7 10

2) Describe how students will be involved in the development of an individualized learning plan.

0 4 7 10

3) Describe how the program will retain students.

0 4 7 10

Scoring Rubric, page 2Past Effectiveness: ____/40

Consideration 2: 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, 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 the lowest levels of literacy.

Inadequate(information not provided)


clarification)

Adequate(clear and fairly

complete)


Describe the program’s effectiveness over the most recent available past three years in the following four areas. Note: “Comment on” means: describe how improvement plans were implemented for levels/areas in which performance was below target. First‐time applicants should describe their ability to provide services leading to successful outcomes in the four areas.Application should demonstrate:•Information and supportive quantitative data on learning gains;• Information and supportive quantitative data on successful transitions; and• Evidence that program has experience in working with learners at the lowest levels of literacy.1) Students’ improved literacy skills.‐Past Adult Education Family Literacy Act (AEFLA) grantees should include and comment on program data reported in NRS Tables 4 and 4B.‐Other applicants should comment on and provide up to 3 years of performance data related to educational gains.‐First‐time applicants should describe their ability to meet educational performance goals.

0 4 7 10

2) Students’ attainment of high school or GED diploma and/or transitioning ELLs to academic instruction.‐Past AEFLA grantees should include and comment on program data for attainment of high school or GED diploma (reported on NRS Table 5) and/or performance data for transitioning ESL students to academic instruction.‐Other applicants should comment on and provide up to 3 years of performance data related to attainment of high school or GED diploma and/or transitioning ESL students to ABE academic instruction.‐First‐time applicants should describe their ability to meet GED/HS diploma and/or ESL transition goals.

0 4 7 10

Scoring Rubric, page 3Past Effectiveness (continued): ____/40


not provided)


clarification)

Adequate(clear

and fairly complete

)

Excellent(concise

and thoroughly developed)

3) Students’ attainment of employment and/or improved employment.‐Past AEFLA grantees should include and comment on program data for students’ attainment of employment and/or improved employment.‐Other applicants should comment on and provide up to 3 years of performance data related to students’ attainment of employment and/or improved employment (reported on NRS Table 5).‐First‐time applicants should describe their ability to meet employment‐related goals.

0 4 7 10

4) Students’ entry into post‐secondary education or training.‐Past AEFLA grantees should include and comment on students’ entry into post‐secondary education or training (reported on NRS Table 5).‐Other applicants should comment on and provide up to 3 years of data related to students’ entry into post‐secondary education or training.‐First‐time applicants should describe their ability to meet post‐ secondary education or training goals.

0 4 7 10

Scoring Rubric, page 4Needs Assessment: ____/40

Consideration 3: The commitment of the eligible provider to serve individuals in the community who are most in need of literacy services, including individuals who are low-income or have minimal literacy skills.

Inadequate(information not

provided)


clarification)

Adequate(clear

and fairly complete

)


Application should demonstrate:• Information and supportive quantitative data on learning gains;• Information and supportive quantitative data on successful transitions; and• Evidence that program has experience in working with learners at the lowest levels of literacy.1) Identify and describe the area to be served (e.g., county/ies, school district/s) and if applicable the specific geographic or institutional area(s) within the area to be served (e.g., municipalities, communities, housing projects, corrections facilities). Map/s may be included to illustrate the proposed service area(s), but the written description must be complete and comprehensive.

0 4 7 10

Scoring Rubric, page 4 continued

2) Relate current demographic information to the educational needs of the target population(s). Address populations in the service area who are most in need of literacy services, including individuals who are low‐income and/or have minimal literacy skills.

0 4 7 10

3) Describe how the specified target populations will be recruited.

0 4 7 104) Briefly describe the steps your program will take to ensure equitable access to, and participation in, your program. How will your program overcome barriers related to gender, race, national origin, color, disability, or age? Based on local circumstances, determine whether these or other barriers may prevent your students, teachers, etc. from access or participation. The description need not be lengthy; you may provide a clear and succinct description of how you plan to address those barriers that are applicable to your circumstances.

0 4 7 10

Needs Assessment: ____/40

Inadequate(information not

provided)


clarification)

Adequate(clear

and fairly complete

)


Scoring Rubric, page 5 Intensity and Duration _____/20

Consideration 4: The program-- (A) is of sufficient intensity and duration for participants to achieve substantial learning gains.


not provided)


clarification)

Adequate(clear and

fairly complete)

Excellent(concise


Application should demonstrate:• Instructional schedule provides opportunities for learners to demonstrate progress within a program year; and• Learners' needs are primary consideration in program's scheduling. 1) Describe all of the factors considered in developing the instructional schedule for open learning labs and scheduled classes that maximize the opportunity for learners to attend and make progress. Explain the reasons for not offering instruction during any periods of time during the year that exceeds four weeks. If applicable, explain the reason(s) for offering fewer than three (3) instructional hours per learner at specific sites.

0 4 7 10

2) Explain how the instructional schedule is aligned with the program's standardized assessment post-testing procedure to allow sufficient intensity (hours per week) and duration (length of time of each class session) for individual learners to demonstrate adequate progress on the standardized assessment(s) used by the program.

0 4 7 10

Scoring Rubric, page 6 Curriculum and Instructional

Practices ______/30

Consideration 4: The program-- (B) uses instructional practices, such as phonemic awareness, systematic phonics, fluency, and reading comprehension that research has proven to be effective in teaching individuals to read.


not provided)


clarification)

Adequate(clear and

fairly complete)


Application should demonstrate:• Clear and detailed description of curriculum;• Curriculum consistent with the purpose and core outcome measures of AEFLA; and• Evidence‐based practice.1) Describe how the program will use instructional practices such as phonemic awareness, systematic phonics, fluency, and reading comprehension that research has proven to be effective in teaching individuals to read.

0 4 7 10

2) Identify the adult education courses/levels (ABE levels 0‐ 8.9, ASE levels 9.0 – 12.9, and ESL levels 0‐6, including ESL Bridge to ABE) and family literacy* services that will be offered by the program. For each course, identify the standardized assessment(s) to be used.*If the program is offering family literacy services, describe the early childhood, parenting, and parent and child components in addition to the adult education component.

0 4 7 10

3) Identify the core textbooks(s) including title and publisher, and any key supplementary instructional materials including web‐based or software programs used at each level identified in item 1. Describe how the materials effectively address adult learners’ development of English language, literacy, and/or numeracy skills.

0 4 7 10

Scoring Rubric, page 7

Curriculum and Instructional Practices _____/20

Consideration 5: Whether the activities are built on a strong foundation of research and effective educational practice.

Inadequate(informatio

n not provided)


clarification)

Adequate(clear and

fairly complete)


Application should demonstrate:• Clear and detailed description of curriculum;• Curriculum consistent with the purpose and core outcome measures of AEFLA; and• Evidence‐based practice.1) Describe the research and evidence‐based instructional approaches for ABE, ASE and ESL (e.g. competency‐based instruction, learner motivation, numeracy, writing, second language acquisition, etc.).

0 4 7 10

2) Describe the instructional strategies that will be utilized to meet the needs of students with various learning styles.

0 4 7 10

Scoring Rubric, page 8 Integrating Technology _____/40

Consideration 6: Whether the activities effectively employ advances in technology, as appropriate, including the use of computers.


not provided)


clarification)

Adequate(clear and

fairly complete)


Application should demonstrate:• How a variety of technologies are integrated into the curriculum;• Continuous professional development and technological training of teachers. 1) Describe the number and quality of computers, software and other equipment to facilitate student learning.

0 4 7 10

2) Explain how technology will be incorporated into all areas of the program (e.g. ABE, ASE, ESL, EL/Civics, etc.) to improve learning outcomes and to prepare students for college and career readiness.

0 4 7 10

3) Explain how the program will ensure that teachers will be trained for optimal technological use as it relates to instructional and administrative functions.

0 4 7 10

4) Explain how all instructional staff will effectively integrate technology into classroom instruction.

0 4 7 10

Scoring Rubric, page 9Contextualized Learning _____/40

Consideration 7: Whether the activities provide learning in real life contexts to ensure that an individual has the skills needed to compete in the workplace and exercise the rights and responsibilities of citizenship.


not provided)


clarification)

Adequate(clear

and fairly complete

)


Describe how the program’s curriculum incorporates the following four components in real life context:

1) A balance of academic and life skills.

0 4 7 10

2) A variety of special learning needs, including minimal literacy skills (ABE 0‐4.9 and ESL 0‐3) and learning disabilities.

0 4 7 10

3) The development of techno‐literacy skills.

0 4 7 10

4) Skills and knowledge learners need to transition successfully to career and post‐secondary education.

0 4 7 10

Scoring Rubric, page 10Instructional Staff

Qualifications _____/20

Consideration 8: Whether the activities are staffed by well-trained instructors, career counselors/CDFs, and administrators.



clarification)

Adequate(clear and

fairly complete)


Application should demonstrate:• Qualifications that align with needs of target population(s) and purpose of AEFLA;• Commitment to hire, develop and support highly qualified instructors; • Commitment in transitioning students to post secondary education/training or to the workforce;• Commitment to adult educator certification for full time staff and administrators paid with adult education funds. (State)1) Provide position descriptions for instructional staff position(s), including job title, job duties, and qualifications (skills, educational attainment, experience). Please submit resumes for all staff paid with adult education funds.

0 1 3 5

2) Describe how the program will support full-time teachers in attaining the adult educator certificate and ensure program compliance with Adult Education policies. (State)

0 1 3 5

3) Identify the anticipated number and percentage of paid instructional staff members at the following levels: minimal part‐time (2‐12 instructional hours weekly), part‐time (13‐ 31 instructional hours weekly) and full time (32+ instructional hours weekly). Use 2013-14 personnel data as a guide. Describe the anticipated total number of annual volunteers and the percentage of those volunteers serving as the following: aides to paid instructional staff, instructional staff, and administrative staff.

0 1 3 5

4) Describe how your program will ensure a Career Coach/Career Development Facilitator/Transition Specialist is available to assist students with transitioning to postsecondary education/occupational training or to the workplace. Include whether this will be a full or part-time employee and the number of hours per week dedicated for the transition program. (State)

0 1 3 5

Scoring Rubric, page 11Community Partnerships

_____/30

Consideration 9: Whether the activities coordinate with other available resources in the community, such as by establishing strong links with elementary schools and secondary schools, postsecondary educational institutions, one-stop centers, job training programs, and social service agencies.


not provided)


clarification)

Adequate(clear

and fairly complete

)


Application should demonstrate:• Stakeholder involvement in local program;• Support services provided by stakeholder partners; and• Relationship with local workforce center or other employer groups resulting in benefit to students.1) Describe how the program coordinates with other service providers in the community. Describe partnerships, including partner responsibilities, with service providers such as schools, libraries, post‐secondary institutions, and social service agencies that provide program support, community visibility, outreach and referrals of learners.

0 4 7 10

2) Describe the program’s partnership with the local Workforce Center and/or local employers.

0 4 7 10

3) Describe the benefits of each partnership in 1 and 2 above. Use a chart or grid format if necessary.

0 4 7 10

Scoring Rubric, page 12 Student Support ____/10

Consideration 10: Whether the activities offer flexible schedules and support services (such as child care and transportation) that are necessary to enable individuals, including individuals with disabilities other special needs to attend and complete programs.


not provided)


clarification)

Adequate(clear and

fairly complete)


Application should demonstrate:• Instructional schedule provides opportunities for learners to demonstrate progress within a program year; and• Learners’ needs are primary consideration in program’s scheduling.

1) Describe how the program will offer flexible schedules and coordinate support services to enable learners, including individuals with disabilities or other special needs, to achieve learning goals.

0 1 3 5

2) Describe how the program will gain direct input from students to help identify their need for services. 0 1 3 5

Scoring Rubric, page 13Data Collection _____/10

Consideration 11: 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.


not provided)


clarification)

Adequate(clear and

fairly complete)


Application should demonstrate:• Program has sufficient technology support to troubleshoot connection and firewall issues;• Program has sufficient staff to assign data entry duties to appropriate individuals; and• Program director takes responsibility for accurate data collection and reporting.

1) Describe the program’s technology support system, including access to Information Technology and data entry support.

0 1 3 5

2) Describe the program director’s role in ensuring accurate data collection, data entry, and how data‐related tasks are assigned to appropriate staff persons.

0 1 3 5

Scoring Rubric, page 14 Needs Assessment _____/10

Consideration 12: Whether the local communities have a demonstrated need for additional English literacy programs.


not provided)


clarification)

Adequate(clear and

fairly complete)


Application should demonstrate:• Information and supportive quantitative data on learning gains;• Evidence that program has experience in working with learners at the lowest levels of literacy.

1) How was it determined that there is a need for additional English literacy (ESL), Adult Basic Education, and/or Adult Secondary Education program(s) in the service area? Include such factors as limited English proficiency (LEP) population; unemployment; population on public assistance and at or below poverty level; graduation/dropout rate in area(s) and among populations to be served; ethnic and language background of population in service area. Identify the sources of data used.

0 4 7 10

Scoring Rubric, page 15 Leadership Qualifications

**See Attachment A _____/15

Include with RFP Application

Please provide a summary of the administrator's knowledge, skills and ability to lead and provide program improvement.

Inadequate(informatio

n not provided)


clarification)

Adequate(clear and

fairly complete)

Excellent(concise


Application should demonstrate:• Highly qualified program leader(s);• Leadership responsibilities clearly outlined and focused on needs of program; • Ability to devote adequate time and effort to administration of AEFLA grant; and commitment to program improvement. 1) Provide position descriptions for key leadership position(s), including job title, job duties, and qualifications (skills, educational attainment, experience). Also, include resume and an official college transcript(s).

0 1 3 5

2) Describe how leadership staff qualifications contribute toward the program's capacity to manage the grant and implement program improvement.

0 1 3 5

3) Explain the full-time/part-time status of key leader (s). If adult education duties constitute just one of several major responsibilities for leader(s), include explanation of leader(s) other required duties and the proportion of time devoted to each major responsibility.

0 1 3 5

Scoring Rubric, page 16 Professional Development

**See Attachment B _____/30

Include with RFP ApplicationState Requirements: Each faculty/staff member must have a professional development plan on file for the current year; Hold regular faculty/staff meetings; maintain records of professional development received by each faculty/staff member.


not provided)


clarification)

Adequate(clear and

fairly complete)


Application should demonstrate:• Professional development plan and activities that support teachers’ needs;• Professional development needs that are assessed and incorporated into PD plan; and• Program support for professional development activities for teachers and program leaders.1) Describe the program’s plan for instructional staff and director professional development (PD).

0 1 3 52) Describe how the program will identify instructional staff PD needs and address those needs through locally‐managed collaborative activities among instructional staff, teacher self‐study, and workshops/trainings.

0 1 3 5

3) Describe the support the program will provide to instructional staff while engaged in professional development activities.

0 1 3 5

4) Describe the program’s plan for supporting instructional staff in incorporating technology into the delivery of instruction.

0 1 3 5

5) Describe the program’s plan for supporting instructors in implementing research and evidence‐based strategies learned through participation in professional development activities.

0 1 3 5

6) Describe the method and frequency of disseminating information to all staff members including satellite locations.

0 1 3 5

Scoring Rubric, page 18EL/Civics (If Applicable) _____/25

Provide a detailed narrative explaining how EL/Civics funds will be used to provide an integrated program of services that incorporates English literacy and civics education.



clarification)

Adequate(clear

and fairly complete

)


Application should demonstrate:• EL/Civics curriculum that incorporates civic participation, U.S. History, U.S. Government, and preparation for naturalization;• Evidence of experience in providing ESL instruction in civics content.If the applicant is applying for both an English Literacy and Civics Education (EL/Civics) grant and an AEFLA grant, complete this section in addition to all other sections of the AEFLA application. If applying for EL/Civics only, complete this section in addition to the Budget Page and Narrative.

1) Describe the role that EL/Civics services will play in the program’s larger array of services. Will EL/Civics instruction be integrated into regular adult ESL classes or provided through separate classes? At what levels of learner proficiency (or multi‐level instruction) will EL/Civics instruction be offered?

0 1 3 5

2) Describe the intensity (hours of instruction per week) and duration (weeks of instruction per year) of EL/Civics instruction.

0 1 3 5

Scoring Rubric, pages 18, 19EL/Civics (If applicable)…

continued_____/25



clarification)

Adequate(clear

and fairly complete

)


3) Describe how the curriculum at each level will incorporate the four foundations of EL/Civics: Civic Participation, U.S. History, U.S. Government, and Preparation for Naturalization. What instructional resources (textbooks, websites, prepared curricula, video/DVD series) will be used to support English literacy learning and civics education at each level of instruction?

0 1 3 5

4) Describe activities and/or projects that will be done to provide English language learners with information on accessing and using American institutions such as legal, health, financial, and educational systems.

0 1 3 5

5) Describe the program’s past success with learners enrolled in classes focusing on civics content and activities. First‐ time applicants describe how your program will measure success in providing EL/Civics services and activities.

0 1 3 5

Scoring Rubric, page 20 C/I Funding (If Applicable) ____/15

Provide a detailed narrative explaining how C/I funds will be used to raise the reading, math, and/or language arts education level of adults in correctional or institutional settings who function below the 9.0 grade level.



clarification)

Adequate(clear

and fairly complete

)


Application should demonstrate:• Evidence of experience in providing C/I instruction correctional or institutional settings. If the applicant is applying for both Correctional/Institution (C/I) grant and an AEFLA grant, complete this section in addition to all other sections of the AEFLA application. If applying for C/I only, complete this section in addition to the Budget Page and Narrative.

1) Describe the role that C/I services will play in the program’s larger array of services.

0 1 3 5

2) Describe the intensity (hours of instruction per week) and duration (weeks of instruction per year) of C/I instruction.

0 1 3 5

3) Describe the program’s past success with learners enrolled in correctional or institutional settings. First‐ time applicants describe how your program will measure success in providing C/I services and activities.

0 1 3 5

Scoring Rubric, Attachment A Attachment A - Leadership Qualifications

Please provide a summary of the administrator's knowledge, skills and ability to lead and provide program improvement. 1) Provide position descriptions for key leadership position(s), including job title, job duties, and qualifications (skills, educational attainment, experience). Also, include resume and college transcripts. 2) Describe how leadership staff qualifications contribute toward the program's capacity to manage the grant and implement program improvement. 3) Explain the full-time/part-time status of key leader (s). If adult education duties constitute just one of several major responsibilities for leader(s), include explanation of leader(s) other required duties and the proportion of time devoted to each major responsibility.

Scoring Rubric, Attachment BAttachment B - Professional

Development

State Requirements: Each faculty/staff member must have a professional development plan on file for the current year; Hold regular faculty/staff meetings; maintain records of professional development received by each faculty/staff member. 1) Describe the program’s plan for teacher and director professional development (PD). 2) Describe how the program will identify teachers’ PD needs and address those needs through locally‐managed collaborative activities among instructional staff, teacher self‐study, and workshops/trainings. 3) Describe the support the program will provide to teachers while engaged in professional development activities. 4) Describe the program’s plan for supporting instructors in incorporating technology into the delivery of instruction. 5) Describe the program’s plan for supporting instructors in implementing research and evidence‐based strategies learned through participation in professional development activities.

Scoring Rubric, page 20 Budget Narrative ______/20

Please describe in detail how funds will be used to implement the project.



clarification)

Adequate(clear and

fairly complete)


Application should demonstrate:· Costs that are reasonable and necessary; and· Every budget line item accounted for in the budget narrative.

Provide a budget (available at: http://ace.arkansas.gov/adultEducation/informationForms/Pages/2014-2015AdultEducationForms.aspx) and budget narrative to demonstrate items 1 and 2.

1) Explain how the costs of the proposed project (as presented in the attached budget and budget narrative) are reasonable and the budget sufficient to implement the proposed activities.

0 4 7 10

2) The budget and the budget narrative adequately detail the proposed use of funds in relation to the objectives, design and scope of project activities.

0 4 7 10

NOTE: Your narrative should be detailed. It should follow the budget

categories. It should list individuals and

details. It should specify locations and

times. It should list quantities All contracts should be attached. Floor plans and square footage

for shared space should be provided noting the areas that the program will occupy.

Budget Narrative Details

Adult Education/Literacy Council administrators must complete all required forms for each funding source from which they receive a grant: Adult Basic Education Funds (ABE); General Adult Education Funds (GAE); Direct & Equitable Funds (D&E); Correctional/Institutional Funds (C/I); English Literacy/Civics Funds (EL/Civics), Special Projects Funds, and Carry-over Funds.

The ABE, GAE, D&E, EL/Civics, and C/I awards are one-year grants funded from July 1, 2014 through June 30, 2015 and are based on the availability of state and federal funds. These grants may not be available in future years.

1. Individual packets of completed forms must be submitted to the Adult Education Division for each grant awarded. Each program will receive the Adult Education Grant Award page by e-mail or U.S. mail, which will serve as the cover page of the funding packet. Funding packets for each funding source are located at the following web address: http://ace.arkansas.gov/adultEducation/informationForms/Pages/forms.aspx

Requirements for each funding source are different. Be sure to use all required forms in each specific funding packet when submitting that packet. Only the original of each packet of forms should be submitted. Any required funding packets that are not received by the deadline, may be denied. Please note: All required signatures must be original and in BLUE ink.


http://www.nrsweb.org/docs/ImplementationGuidelines.pdf

2. Each program is required to have a grant budget review meeting with their Program Advisor. In addition, to submitting the funding packet, program administrators will need to able to discuss goals and plans for grant money and be able to provide substantive justification for each projected spending allocation. Please see budget narrative for more details.

Grant funding packets will be submitted, in person, on the scheduled grant review date. Funding may be denied if grant packets are not reviewed by the deadline. Be sure that every applicable blank on each form is completed.

ABE, GAE, D&E, EL/Civics, C/I, and Special Projects funds will not be released until funding packets have been approved and signed by the Adult Education Division.


3. A signed and dated original copy of the 2014-2015 Arkansas Adult Education Assurances must be completed and returned with the funding packet(s). If a program has multiple grants, only one copy of Assurances should be submitted. These forms are located at: Adult Education Assurances and Forms


4. Each page of the Arkansas Adult Education Assurances must be initialed by the Local Education Agency (LEA) Administrator. Additionally, the last page must be signed by the LEA Administrator and the bottom right hand corner of each page.

5. In the event someone other than the Local Education Agency (LEA) Administrator or Community Based Organization (CBO) board president is authorized to sign on behalf of the grantee for subsequent documents, an annual letter on official letterhead must accompany


http://ace.arkansas.gov/adultEducation/informationForms/Documents/Arkansas%20Assessment%20Policy%20and%20Distance%20Guidelines%207.14.11.pdf

6. Each application should include a detailed budget line-item narrative, in 12-point or larger font, explaining each item and how the projected expenditures in each subcategory (01-Administration; 02-Instruction; 03-Maintenance and Operation; and 04-Other Support Services) are reasonable and directly related to the adult education program with each Adult Education Initial Budget or Amendment page.

Simply restating the budget categories in the narrative WILL NOT BE ACCEPTABLE. This includes names with salaries and benefits with amounts and items for purchase in 04(f).


In the Administration category, each position to be funded should be listed by title and employee name and whether the position is part-time or full-time. Also include a brief description of the job duties and responsibilities performed by each position. Show the annual salary rate and the percentage of time to be devoted to the project for each position. The compensation paid for employees engaged in grant activities must be consistent with that paid for similar work within your organization.

The fringe benefits requested should be consistent with what the LEA offers for comparable positions and based on the proposed fringe benefits on actual known costs. Fringe benefits should be for the listed personnel and only for the percentage of time devoted to the project. Applicants must provide adequate documentation of costs and the percentage computation. Fringe benefits with regards to overtime hours are subject to the payroll deductions of FICA, workers’ compensation, and unemployment compensation. If these amounts exceed 10% for State Grants or 5% for Federal Grants then an Arkansas Adult Education Administration Cost Waiver Application must be submitted.

Each program is required to verify ALL employees paid on all grants received from Arkansas Adult Education. All new employees must have a Personnel Data form and copy of their GED, high school diploma, degree or teacher license (if applicable), submitted to the state office. Likewise, all inactive employees MUST be removed from Personnel Records, AERIS database, and any documents that support salaries. An updated Personnel Data Form reflecting the exit date must be submitted to the state office.

All budgeted TBA positions MUST be filled within 90 DAYS of grant approval. Failure to fill TBA position may result in a Budget Amendment to reallocate funds. Note: Programs are only allowed 2 budget amendments each fiscal year.


02-Instruction Category

02 a-g: List each position by title and name of employee, for unfilled positions list name of employee as “TBA Position”. Describe the duties and supervision of each position.

Instructional Supplies and Materials: List any education supplies, materials, or curriculum to be purchased for use by the instructional personnel. Provide the quantity and amount. Also include shipping and freight charges.

Testing (Psychological/Diagnostic/Skills): List any testing supplies and materials to be purchased. Provide the quantity and amount.


03- Maintenance and Operation Category

Office/Classroom Space/Rent: Provide a description of services to be rendered that will be supported by this funding. Provide a copy of the lease or rental agreement, which outlines items such as to whom rent is paid, for what location, amount of space, length of contract, price/square footage, if the rent is split with other entities, etc. Include satellite locations if applicable.

Rental costs are allowable to the extent that the rates are reasonable in light of such factors as rental costs of comparable property. (Fair Market Value) Rental arrangements should be reviewed periodically to determine if circumstances have changed. List, in detail, what is included in the rental agreement – insurance, utilities, custodial service, maintenance costs, etc.


Rental costs are allowable only up to the amount that would be allowed had the agency continued to own the property. This amount would include expenses such as depreciation or use allowance, maintenance, taxes, and insurance. Be sure to include the method used to determine the amount of rent.

Utilities: Provide agency name and description of services to be rendered. This includes utilities (phone, electric, heat)

and other contracted or purchased services. Indicate if the amount budgeted for utilities (such as electricity, water, sewer, and gas) is based upon direct meter readings expenditures to be paid by the award. Include the methodology or basis used to determine the amount budgeted for utilities overall and for this grant award. Be sure that the amount budgeted for utilities are not actually included in the rental agreement (if so, it should be moved to rent).

Custodial Services/Supplies: If the LEA has a contract with an outside service provider for custodial services, indicate whether or not there is a contract for services with the LEA or an employee of the LEA performing custodial services. Note: An employee of the LEA will need to complete a Personal Activity Report (PAR). A LEA charging a separate “fee” (not included in the rent) will need to have a contract for service. Include the method used to determine the over-all dollar amount and the amount budgeted for this grant award designated for custodial services/supplies. Be sure that the amount budgeted for custodial services/supplies are not actually included in the rental agreement (if so, it should be moved to rent).

Building/Property Insurance: Include the provider name and type of insurance supplied. Also indicate whether the amount budgeted for building and/or property insurance is based upon a direct bill the LEA receives for the facility. Include the method used to determine the over-all dollar amount and the amount budgeted for this grant award. Be sure that the amount budgeted is not actually included in the rental agreement (if so, it should be moved to rent).

Equipment Lease/Rental/Maintenance Contracts: Include the name of the contractor and a description of the equipment or service provided. Indicate whether the amount budgeted for the lease, rental or maintenance of equipment is based upon a direct bill the LEA receives. Include the method used to determine the over-all dollar amount and the amount budgeted for the individual grant award. Be sure the amount budgeted is not actually included in the rental agreement (if so, it should be moved to rent).


04- Other Support Services Category Other Support Services may include items such as supplies, telephone, copying costs, etc. Supplies are expendable

items and equipment costing less than $500 should be listed by type. Usually, supplies include any materials that are expendable or consumed during the course of the project. Be sure to show how you calculated the costs.

Advertisement/Promotion: Include a marketing plan and documentation of recruitment process and sample advertisements. Copy of advertisements used during the 2013-14 PY that will be reproduced or duplicated for use in the 2014-15 PY are acceptable.

Graduation Expenses (STATE FUNDS ONLY): Include the number of anticipated graduates, breakdown of total anticipated costs for items such as caps and gowns, diplomas, refreshments, etc.

NOTE: Flower arrangements and plants are considered decorative not an allowable expense.

Telephone: Landline – Provide the agency name and description of services for landline service. Indicate the number of lines and whether

or not there is a contract for services with directly with the LEA or is provided by the college or in the rental agreement. Be sure that the amount budgeted for telephone is not actually included in the rental agreement. (If so, it should be moved to rent.)

Wireless - Include a list of all personnel supplied with a mobile phone, phone number, date issued and type of phone. Provide a copy of the most recent wireless billing statement for all wireless accounts paid for with Adult Ed funds. Wireless Account Statement should include the name of the carrier, name of responsible party (account holder), number of active lines, type of service, wireless package details (e.g. # of min/month, included data, text & picture messaging, etc.), and any add-ons or upgrades to the service package, insurance and enhanced voice mail, etc. that are billed to the account.

Note: Services above basic service are not an allowable expense.


Equipment: Generally, equipment is defined as non-expendable equipment, which is tangible property having a useful life of more than two years and an acquisition cost of $500 or more per unit. Expendable items should be included in the “supplies” or “other” categories.

Equipment requests must be listed separately along with estimated costs (see example.) Whenever possible, include a written estimate from the vendor or other documentation of the actual equipment cost (e.g. printed website pages, copies of catalog pages, etc.)

Example: Equipment Request

Item Use Computation CostComputer A (Type, brand, etc.) Student Instructional Use $__ X number of units $x,xxx Computer B (Type, brand, etc.) Server for computers $__ X number of units $x,xxx Graphing calculator (be specific) Use by students during instruction $__ X number of units $x,xxx

Total Equipment Costs: $ xx,xxx Narrative: Computer A will be used to [explain how it will help to achieve program objectives]. Computer B

will be used to [explain how it will help to achieve program objectives].Graphing calculators will be used to [explain how it will help to achieve program objectives].

For all equipment over $500: Remember to add an Adult Education tag on all new equipment. Update and submit an inventory list to the Adult Education office.


TRAVEL: Categories 01-d, 02-k, 04-g All travel expenses should be itemized for project personnel by purpose (e.g. staff to training, advisory group meeting, etc.) Show the basis of computation for each purpose. In particular provide justification of amount allocated.

Example:

Purpose of Travel: AERIS Training and Technical Assistance Location Item Computation CostTBD Lodging $85 x #days x #people $X,XXXTBD Mileage $.XX x #miles $XXX

All travel must follow State and Federal guidelines including costs for per diem. Be specific using federal or state travel regulations. Local programs may transfer travel funds by amendment only among 01-d Administration travel, 02-k Instructional travel, and 04-g Conference/workshop travel. Funds may be transferred by an additional amendment out of travel into other categories, but not out of other categories into travel without prior written approval by the Deputy Director of Adult Education. Travel and Equipment may not be increased after the budget is approved without authorization of the Adult Education Division Deputy Director.


TRANSFER OF FUNDS

Transfer of funding within the categories of 01-Administration, 02-Instruction, 03-Maintenance and Operation, and 04-Other Support Services are allowed without amendment or state office approval. However, transfer of funds for travel and equipment are subject to the approval process. In either case, please notify your assigned Program Advisor PRIOR to transferring funds.

Failure to comply with specific deadlines/requirements of the Adult Education Division, including submission of reports and inputting of data in AERIS may result in suspension of funding until full compliance is achieved.


Federal & State Funds: Adult Education funds must be used effectively and efficiently. Programs funded with adult education grants must coordinate to avoid duplication of services, programs,

and/or activities made available to adults under other local, state or federal adult education programs. No more than ten percent (10%) of state ABE/GAE grants and no more than five percent (5%) of federal

D&E or EL/Civics grants may be spent in 01-Administration. If 01 Administration is projected to exceed 10% of a STATE grant or 5% of a FEDERAL grant, you may

request to waiver the current maximum % level. The Adult Education Division Administration Waiver Form FY2014-2015 must be submitted with a detailed justification.

No more than ten percent (10%) of each grant may be spent in 03-Maintenance and Operation and none is allowed in federal EL/Civics or C/I funds.

All personnel must be listed on the Personnel Page which must be updated whenever there is a change.◦ CBO Exception: volunteers may be included on a listing of names and attached to the Personnel

Page. All personnel paid with adult education funds and any volunteer tutors whose students and hours

are reported to the ACE-AED must meet current requirements as found in the ACE-AED Program Policies.

All programs receiving funds will be responsible for adhering to ACE-AED Program Policies, Assurances, and Arkansas NRS Guidelines.

Funding Guidelines:

http://www.doleta.gov/usworkforce/wia/wialaw.txt

http://www.doleta.gov/usworkforce/wia/wialaw.txt


http://ace.arkansas.gov/adultEducation/informationForms/Documents/Standards%20of%20a%20Quality%20Adult%20Education%20Program%202%2014%2012.pdf

The Adult Education Division requires all programs funded with State and/or Federal Adult Education Funds to use the Adult Education Reporting Information System (AERIS). AERIS is a high-quality web-based information management system that has the capacity to report participant outcomes and to monitor program performance. The Adult Education Division provides all funded programs access to AERIS, training, and a help desk at no charge.

Programs serving multiple counties must submit to the Adult Education Division budget pages and detailed narratives for each county served with GAE funds and one composite budget page.

Adult Basic Education (ABE) funds will continue to be used primarily in the main county of the program; and

Direct and Equitable, Correctional/Institutional, EL/Civics, Special Projects, and Carryover funds may be spent in the county of choice by the local Adult Education Administrator.

Adult literacy services for adults in family literacy programs may be supported from state ABE/GAE and/or federal D & E and/or C/I grant funds.

Federal D & E and EL/Civics funds may not be used to provide services to adults in C/I settings. Those services may only be supported with C/I grant funds, state ABE/GAE funds, Workplace, Special Projects, or Carryover, and/or other public or private funds.

Students ages16 and 17 may be served with Adult Education funds if they are waivered into an adult education program. CBOs receiving adult education funding may not use adult education funds to serve students under the age of 18 in accordance with Arkansas Act 1659 of 2001, Arkansas Act 604 of 2003, and/or any subsequent acts amending them.

Funding Guidelines CONTINUED

Federal Funds: D&E, C/I, EL/Civics Federal funds must be used to supplement (add to, extend) and not

supplant (take the place of) other funding. Federal D & E funds may not be used to provide services to adults that

function above the 8.9 functioning level in reading, math, and language arts skills as determined by a standardized testing instrument approved by the Adult Education Division.

Only 02 - Instruction expenditures will be allowed with federal C/I funds. No equipment may be purchased with federal D&E, EL/Civics or C/I

funds. CBO Bonding - CBOs must provide a copy of the policy. In the budget

narrative, identify those bonded, their financial, purchasing, and/or check signing responsibilities for state and/or federal adult education funds.

Any federal funds not used by local program should be returned to the Adult Education Division at the earliest possible date following the end of the fiscal year.

Funding Guidelines CONTINUED

Scoring Rubric Special Notes

• It is important for programs to complete the application as thoroughly as possible using the rubric as a guide.

• Programs should err on the side of providing too much data as opposed to minimal data.

• Below each scoring rubric, grant reviewers are able to write comments. The comment box was not presented so that we could save space on the slides.

The National Reporting System for Adult Education (NRS) is a mandatory, outcome-based reporting system for the State-administered, federally funded adult education program, developed by the U. S. Department of Education’s Division of Adult Education and Literacy (DAEL). States are responsible for meeting Federal guidelines for implementing NRS measures, methods, and requirements, and for ensuring that outcomes are reported for the Core Indicators of Performance listed in WIA Title II (Sec. 212). The Arkansas Education Reporting Information System (AERIS) is Arkansas’ web-based online reporting tool for NRS. Local providers are responsible for allocating sufficient resources to collect NRS measures and report them to AERIS, meeting all requirements for data collection, data entry, data verification, and accountability. The AERIS system is free of charge to providers.

National Reporting System (NRS), page vii

Data should be entered into AERIS on a weekly basis. Additionally, the Quarterly Report will be completed every quarter and submitted to the state office. All enrollment, assessment, or follow up activity data must be entered in AERIS by end of the month following the quarter in which these activities occurred. Funds will be withheld and/or recaptured if quarterly data entry is not met and maintained.

Additionally, to allow the U.S. Department of Education to assess the quality of NRS data, States must comply with the Data Quality Standards (DQS) of the NRS. These standards clarify procedures for learner entry and assessment, data collection and verification, data analysis and reporting, and professional development related to data. States are required to complete and submit the NRS Data Quality Checklist with their annual NRS data report, along with a signed certification as to the validity and quality level of the State’s data.

In addition, grantees will be required to submit annually the NRS Data Quality Checklist along with a signed certification as to the validity and quality of the local program’s data to the state office. All grantees are to meet or exceed the Superior Quality standard or complete an improvement plan. Arkansas is currently certified at the Exemplary Level, the highest level of data quality.

According to NRS Guidelines, data collectors are local program staff, and States can improve quality in three ways: training local staff, improving local data collection, and local monitoring and data audits. Arkansas will utilize all three of these methods of ensuring Exemplary quality data.

AERIS Data, page vii continued

http://ace.arkansas.gov/newsEvents/Documents/Assessment%20Policy%20Distance%20Education%20Guidelines%202013-14.pdf

According to NRS Guidelines, the State has discretion to establish the standardized student assessment method used within the State, as well as procedures for progress assessment, and must develop a written statewide assessment policy. Only NRS approved assessments may be utilized for measuring the Educational Functioning Levels of students, and procedures must conform to standard psychometric criteria for validity and reliability as defined by DAEL.

The Code of Federal Regulations 34CFR462.40 (b) requires each state to submit its assessment policy for review and approval at the time the NRS statistical report is submitted. DAEL has approved The Eighth Edition: Arkansas Assessment Policy and Distance Education Guidelines for implementation during FY 2013-14. All funded providers must comply with Arkansas’ assessment policy which is available for reference on the ACE/AED website.

Assessment Policy


http://ace.arkansas.gov/adultEducation/informationForms/Documents/Guidelines%20on%20Intake%20and%20Goal%20Setting.pdf

In accordance with WIA Title II (Sec. 212), AED must ensure continuous improvement in performance. AED has agreed with DAEL, during annual performance measure negotiations, to meet the following performance levels for the Core Indicators of Performance for the fiscal year July 1, 2013, through June 30, 2014. Each local program must meet or exceed projected performance levels on the Core Indicators that will contribute to Arkansas’ success in meeting or exceeding the agreed upon performance levels, and must also project continuous improvement in performance.

Core Indicators Of Performance,page viii

Core Indicator 1: Demonstrated improvements in Educational Functioning Levels (EFL) in reading, writing, and speaking the English language, numeracy, problem solving, English language acquisition, and other literacy skills.

Measurement: Percentage of Students who increase their Educational Functioning Level (EFL) based on NRS Approved Assessment

Adult Basic Education (ABE) Beginning Literacy 47%Adult Basic Education (ABE) Beginning 42%Adult Basic Education (ABE) Low Intermediate 42%Adult Basic Education (ABE) High Intermediate 42%Adult Secondary Education (ASE) Low 41%English as a Second Language (ESL) Beginning Literacy 32%English as a Second Language (ESL) Low Beginning 34%English as a Second Language (ESL) High Beginning 44%English as a Second Language (ESL) Low Intermediate 45%English as a Second Language (ESL) High Intermediate 44%English as a Second Language (ESL) Advanced 36%Core Indicator 2: Placement in postsecondary education or training, or unsubsidized employment or retention of employment.

Measurement: Percentage of Students with the goal who achieve the outcome, based on data match with the Department of Workforce Services or Arkansas Department of Higher Education data.

Enter Employment 36%Retain Employment 62%Enter Postsecondary Education or Training 32%Core Indicator 3: Receipt of a secondary school diploma or its recognized equivalent.

Measurement: Data match with the State GED Testing Office Database.

Receive an Arkansas High School Diploma 69%

Core Indicators, page viii

Arkansas indicators of program quality as outlined in the Standards of a Quality Adult Education Program are:

1. Program Planning: The program has a planning process that is on-going and participatory, guided by evaluation, and based on a written plan that considers community demographics, needs, resources, and economic and technological trends, and is implemented to its fullest extent.

2. Administration: The program has management practices that make the program as effective and efficient as possible. Personnel possess required certification and/or training according to job duties assigned.

3. Curriculum, Instruction, & Facilities: The program has curriculum and instruction geared to a wide variety of student learning styles and levels of student needs. The adult education facilities meet the intent of the Americans with Disabilities Act (ADA).

4. Educational Gains: Learners advance in the instructional program or complete program educational requirements that allow them to pursue their educational, community, workplace, and personal goals.

5. Staffing and Staff Development: The program has on-going staff development that is responsive to the specific needs of its staff, offers training in the skills necessary to provide quality instruction, and emphasizes practice and systematic follow-up.

6. Student Support Services: The program identifies students’ need for support service and makes services available to students directly or through referral to other educational and service agencies with which the program coordinates.

7. Recruitment Plan: The program successfully recruits and coordinates services for the population in the community identified in the Adult Education and Family Literacy Act as underserved regarding literacy and basic skills.

8. Retention Plan: The program has a process of retaining students long enough to meet their educational needs/goals and efforts are made to utilize other agencies’ support services to meet student needs other than instruction.

Standards of a Quality Adult Education Program

http://aeris.aalrc.org/

ARKANSAS ADULT EDUCATION AND FAMILY LITERACY STANDARDS AND REQUIREMENTS, Page x

ARKANSAS ADULT EDUCATION AND FAMILY LITERACY STANDARDS AND REQUIREMENTS:All applicants are subject to the following standards and requirements established by the Adult Education Division (AED):

1. Consolidated Delivery of Services: For programs where enrollment is characteristically low, please explain why enrolling at least 100 learners may not be possible. Applicants are strongly encouraged to propose programs with a cost per enrolled student total that does not exceed $900. While this is not a requirement, failure to meet the suggested cost per student may affect future funding of an applicant's grant. The cost per student is calculated as follows: total grant award divided by total number of enrolled students equals the cost per student. Applicants who enroll fewer than 100 students per year are encouraged to increase their enrollment within a year.

2. Opportunity to Learn Standards: The following standards must be followed for programs providing classroom instruction.

a. Learner Fees: Books shall be available at no cost for all learners at every level.

Personnel Requirements, Page xi4. Personnel Requirements: **Any staff paid with adult education funds must submit a resume and a job description to ACE. In addition, a resume, copy of the job description, college transcript (if applicable) and teacher license (if applicable) must be submitted with the Personnel Data Form when new personnel are hired.a. Adult Education/ Literacy Council Program Administrator: The Adult Education /Literacy Council Administrator must have knowledge of and experience in Adult Education, program development, supervision, grants management, and fiscal program management.b. Program Specialists: Each grantee shall employ four Program Specialists. Any or all of the Program Specialist positions may be classified as part-time. Roles may be combined with written approval from the state office.

i. The Intake/Assessment Specialist shall provide leadership for appropriate intake, assessment, and goal setting of learners.

ii. The Instructional Specialist/Director shall provide leadership for instructional improvement and serve as a resource for all instructional staff.

iii. The Adult Education Reporting Information Systems Specialist shall provide leadership for the program’s AERIS data entry, data analysis, and data reporting.

iv. The Career Coach/Career Development Facilitator (certified) shall provide early outreach to adult education students and assist students with enrolling in postsecondary education institutions or training programs. In addition, the Career Coach help students with job search skills in preparation for the workforce, connect with support services, and help learners establish career and educational goals. A Career Development Facilitator certificate must be obtained within 12 months of funding.

In accordance with WIA Title II (Sec. 231), ACE/AED shall award multi-year grants under this competition. Initial funding awards to selected providers will cover the fiscal year period of July 1, 2014 to June 30, 2015. Therefore, performance level projections and budgets submitted in response to this RFP should cover the period from July 1, 2014 to June 30, 2015. Costs incurred prior to grant approval may not be funded through the award.

NOTE: Continued funding is contingent on the availability of

funds. Selected providers will be continued for subsequent years if WIA is continued by Congress, and will be required to complete non-competitive application documents in order to receive subsequent year funding.

GRANT DURATION

NOTICE OF INTENT-TO-APPLY:All organizations that plan to apply for grant funds are requested to complete and return to the Arkansas Department of Career Education, Adult Education Division (ACE/AED) the Notice of Intent to Apply Form included on page 23. The due date to notify ACE/AED is Tuesday, January 28, 2014. This notification can be sent by fax, e-mail to [email protected] or postal mail.

Completing the Notice of Intent to Apply Form is not required for an application to be considered, but assists the applicant by assuring receipt of answers to frequently asked questions, competition updates, and the date and location of the Bidders’ Conference. Conversely, eligible organizations which file Intent-to-Apply are not required to apply for federal funds.

SUBMISSION REQUIREMENTS:Applications must be formatted and completed in form and content as specified on pages iii-v.The original application and five (5) copies must be stapled or clamped in the top left corner. Do not use binders, covers, or section dividers. Signatures on the original application must be in BLUE ink. The original application with signatures and five (5) copies must be postmarked or hand delivered by February 28, 2014, by 4:30 p.m. to:Arkansas Department of Career Education, Adult Education Division

Three Capitol Mall, Room 303Attention: Jennifer DeSilvaLittle Rock, Arkansas 72201 REQUIRED COMPONENTS:Applications must be completed in form and content as specified. The Application and Budget Pages are provided as separate files to facilitate completion.

Requirements, page xiii


mailto:[email protected]

Page xvi, #12. Additional pages may not be submitted except where noted within this application. ◦ The only page you are allowed to copy and insert is

Consideration 9, page 18.

Length of responses ?

Grantees must submit the following:

Quarterly Report…………………………... (October 31, January 31, April 30, July 31)

Annual Program Narrative/Evaluation Report …………….…by November 15, 2014

NRS Data Quality Checklist .................................................by November 15, 2014

Annual Final Financial Report …………………………..………….……..by July 10, 2015 (must include revenue and local match)

Mid-Year Progress Report…………………………………….……...by January 14, 2015

Ad-hoc Reports as requested by Adult Education Division throughout the entire grant period.

Reporting Requirements, page xiii

All programs will be monitored by the assigned ACE/AED Program Advisor in order to determine compliance with the standards and the extent to which progress is being made toward achieving the stated goals and objectives. Programs will be evaluated both by desk and on-site monitoring.

Monitoring and Evaluation

Funding under this RFP will be granted for the program year July 1, 2014 to June 30, 2015. Federal funds must be used to supplement (add to, extend) and not supplant (take the place of) other funding. AEFLA 241 (a) Each item must be submitted in the order of the application format. All items must be answered completely. Applications must be submitted in 12 point or larger type where possible and returned on the pages provided. The original application must be signed in BLUE ink. Each application must demonstrate that Adult Education funds will be used effectively and efficiently. Each application must assure coordination among providers to avoid duplication of services, programs, and/or activities made available to adults

under other local, federal or state adult education programs. Adult literacy services for adults in family literacy programs may be supported from state ABE/GAE, federal D & E, and/or federal C/I grant funds. Students aged 16 and 17 may be served with Adult Education funds if they are waivered into an adult education center. Organizations other than

adult education programs may not use adult education funds to serve students under the age of 18 in accordance with Arkansas Act 1659 of 2001, Arkansas Act 604 of 2003, and/or any subsequent acts amending it.

Faxed or emailed copies of this application will not be considered for funding. Additional pages may not be submitted except where noted within this application. A cover letter or transmittal letter may not be submitted as part of the application. Direct and Equitable (D&) and EL/Civics funds may only be used to provide services to adults in the ESL levels and those that function below the 8.9

functioning level in reading, math, and language arts as determined by a standardized testing instrument approved by the Adult Education Division. Correctional/Institutional (C/I) funds may be used to serve students at all educational functioning levels.

D & E and EL/Civics funds may not be used to provide services to adults in C/I settings. Those services may only be supported with C/I grant funds, state funds and/or other public or private funds.

D & E, C/I, and EL/Civics proposal requests for equipment will not be considered. C/I requests will only be considered for Instruction category-02 (on Arkansas Adult Education Budget Forms). All personnel paid with adult education funds and any volunteer tutors whose students and hours are reported to the ACE-AED must meet current

requirements as found in the ACE-AED Program Policies. All programs receiving funds will be responsible for adhering to ACE-AED Program Policies, Assurances, and

Arkansas NRS Assessment Policy and Distance Education Guidelines. The Adult Education Division requires all programs funded with State and/or Federal Adult Education Funds to use the Adult Education Reporting

Information System (AERIS). The Adult Education Division provides all funded programs access to AERIS, training, and a help desk at no charge.

Application Acceptance Guidelines,page xvi


http://www.nrsweb.org/docs/ImplementationGuidelines.pdf


http://ace.arkansas.gov/adultEducation/informationForms/Documents/2013-14%20Adult%20Education%20Forms/State%20Assurances%20rev.6.36.13.doc

If you have questions, please contact our office.

Arkansas Department of Career

Education/Adult Education Division Three Capitol Mall, Room 303 Little Rock, AR 72201 Phone: (501) 682-1970 FAX: (501) 682-1706 E-mail: [email protected]

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