Adult Education and Family Literacy Act Program

The ACCS Adult Education Office is Alabama’s eligible agency for adult education and is responsible for the administrative and programmatic oversight of the Title II AEFLA funds distributed to eligible, competitively selected providers. Under WIOA, ACCS Adult Education eligible providers’ services may include all of the following:

• adult education and literacy;

• workplace adult education and literacy;

• family literacy;

• English language acquisition;

• Integrated English literacy and civics education;

• workforce preparation;

• integrated education and training.

ACCS Adult Education will focus on expanding low-skilled individuals’ access to career pathways in high-demand occupations. With this focus, the integrated education and training (IET) activities and the contextualized curriculum and materials used for IET will be aligned to Alabama’s College and Career Readiness standards for ELA/Literacy, science, and math. In addition, workforce preparation activities will align to OCTAE’s Employability Skills Framework, and any occupational training components provided will be based on business and industry standards.

ACCS Adult Education will solicit requests for funding proposals from eligible providers as defined in the Workforce Innovation and Opportunity Act (WIOA) law to serve the eligible adult education population who:

• have attained 16 years of age; AND

• are not enrolled or required to be enrolled in secondary school under State law; and meet one of the following

• are basic skills deficient; OR

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

• are English Language Acquisition learners. The eligible entities selected will provide academic instruction and education services below the postsecondary level that increase an individual’s ability to:

• read, write and speak the English language 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 sustainable employment.

Eligible entities may include the following organizations, provided they have demonstrated effectiveness in providing adult education and literacy services:

1) Local education agencies

2) Community-based or Faith-based organizations

3) Volunteer literacy organizations

4) Institution of Higher Education/Learning

5) Public or private nonprofit agencies

6) Libraries

7) Public housing authorities

8) Nonprofit institutions that are not described in (1) through (7) and have the ability to provide literacy services to adults

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

Ineligible applicants would be characterized as the following:

• Applicants that are not compliant with the Civil Rights Act of 1964, or those applicants that discriminate on the basis of nationality, origin, race, gender, religion, or handicap;

• Applicants that lack evidence of the capability of stable fiscal control;

• Applicants that lack assurance that religious restrictions will not be violated;

• Applicants that lack qualified staff, facilities, and equipment.

In accordance with federal law, supplanting federal dollars for state and local dollars is prohibited.

ACCS Adult Education state office will distribute funds in accordance to the following process:

1) Not less than 82.5 percent of the grant funds to award grants and contracts under section 231 and to carryout section 225, Programs for Corrections Education and Other Institutionalized individuals, of which not more than 20 percent of such amount shall be available to carryout section 225;

2) Shall not use more than 12.5 percent of the grant funds to carryout state leadership activities under section 223; and

3) Shall not use more than 5 percent of the grant funds for administrative expenses of the eligible agency.

Funding will be allocated and distributed according to the process described in the Title II distribution of funds Common Elements section. Funding will be awarded and distributed to eligible local entities for the provision of adult education services through a competitive Request for Funding Proposal (RFP) process. The criteria will include meeting the eligibility requirements, a proven record of demonstrated effectiveness, and a plan that will align with all of the requirements under the Workforce Innovation and Opportunity Act (WIOA). Grants will be awarded on a multi-year (three year) basis contingent upon annual performance and demonstrated effectiveness.

The ACCS, Adult Education office will ensure that all eligible providers have direct and equitable access to apply and compete for grants. The information will also be posted on the ACCS website and other means of available communication such as social media.

Federal Definitions

In Alabama, 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.

In Alabama, 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.

In Alabama, 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.

In Alabama, 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.

In Alabama, family literacy activities are those 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. See Special Rule for Family Literacy.

Special Rule: The Alabama Community College System, Adult Education Office 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 the agency may use such funds for such purpose if such programs, services, or activities are related to family literacy activities. In providing family literacy activities under this title, Adult Education will 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.

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

In Alabama, Integrated English Literacy and Civics Education is an educational service 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.

In Alabama, Workforce Preparation Activities are those 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.

In Alabama, Integrated Education and Training is a primary service of adult education programs. IET classes create contextualized opportunities for adults to gain academic and technical skills for employment. Adult Education programs integrate basic academic instruction to support the achievement of a high school equivalency and the skills needed to be successful in postsecondary education & training. This approach accelerates the understanding and applicability of knowledge. The integration of skills will ensure that our adult learners will be able to apply and use their knowledge to be successful in training and/or employment.

Request for Funding Proposal (RFP):

The Alabama Community College System (ACCS) Adult Education state office allocates adult education funds through a needs- based funding formula by county. The formula will take into consideration the population in need in each county based on the U.S. Census Bureau’s American Community Survey 5 year estimate. Each area of the state will be provided adequate coverage by ensuring direct services in each county. Providers will be required to collaborate with partners from the Career Centers and other social services, education, and employment-related supports in the area. The formula will be designed to consider the levels of performance in the local programs as compared to established goals as a basis for an increase or decrease in funds.

The proposal application will collect basic information regarding the eligible provider including, but not limited to, location, service area, scope of work for the program, demographics served, fiscal management procedures and audit history. Additionally, each applicant will be required to submit a proposed budget, as well as programmatic information regarding statutory requirements. Questions are based on the thirteen (13) considerations for Adult Education and Family Literacy Act of section 231(e).

Assessing 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. At a minimum, the review process and scoring rubric will consider the following 13 considerations of section 231(e):

• The ability of the eligible provider to meet the literacy needs and English language needs identified for the population in the area. Particular emphasis will be given to the provider’s ability to provide targeted service to individuals with barriers to employment—including low literacy skills and an English language barrier;

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

• 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;

• The eligible provider’s alignment with the WIOA Local Plan;

• The depth, intensity, and rigor of the programs and activities offered by the eligible provider. The proposed program must incorporate the basic tenets of reading instruction. Attention will be given to the extent to which the eligible provider incorporates stringent research in the grant proposal submission and the development of the literacy program itself;

• The extent to which the eligible provider’s program is based on intense research and best practices;

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

• 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;

• The qualifications and expertise of the eligible provider’s instructors, counselors, and administrative staff. All instructors must hold (at minimum) a Bachelor’s degree. 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;

• The eligible provider’s collaboration with other available education, training, and social service resources in the community. Particularly, the eligible provider should have or establish significant partnerships with public schools, post-secondary institutions, industry/business partners, and workforce boards;

• 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, and mental health services;

• The eligible provider’s information management system; the expectation will be that the eligible provider will use the state-administered designated Adult Education System for Accountability and Performance for all grant related data collection and reporting.

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

Selected providers will deliver adult education and literacy activities, concurrently and contextually with both workforce preparation activities and workforce training, for a specific occupation or occupational cluster, for the purpose of educational and career advancement.

All integrated education and training (IET), workforce preparation, adult education and literacy, and English Language Acquisition (ELA) activities must align contextualized curriculum and materials to Alabama’s College and Career Readiness Standards (CCRS). In addition, IET and workforce preparation activities must also align to OCTAE’s Employability Skills Framework, and the occupational training component must be based on industry standards.