i. How Idaho Will Fund Eligible Providers

As the Eligible Agency administering Title II programs, the Idaho Division of Career & Technical Education awards AEFLA funds through a competitive grant application process. Please refer to section III.b.5.B.i—ii in the common-elements portion of Idaho’s Combined State Plan for more detailed information about the Title II competitive grant application process.

Eligible grant recipients, as detailed in Section 203(5), are any organizations that have demonstrated effectiveness in providing adult education and literacy activities, which may include:

A. A local educational agency,

B. A community-based organization or faith-based organization,

C. A volunteer literacy organization,

D. An institution of higher education,

E. A public or private nonprofit agency,

F. A library,

G. A public housing authority,

H. Other nonprofit institutions that have the ability to provide adult education,

I. A consortium or coalition of entities listed in (A)-(H), and

J. A partnership between an employer and an entity listed in (A)-(H)

Funds are awarded as multi-year grants on a competitive basis to eligible providers via regional competitions. All regional competitions use the same process and application materials issued by the State to ensure direct and equitable access. The competition is announced across a variety of platforms to ensure statewide participation. These platforms include local newspapers, the States’ monthly newsletter, press release, social media, and contacts with other state and local agencies and workforce partners.

The regional competitions adhere to the provisions set forth in WIOA Title II Section 231 - Grants and Contracts for Eligible Providers, and Section 232 - Local Applications. Grantees receiving funds under the initial competition are required to submit annual extension plans and negotiate program budgets each year, until the State deems it necessary to issue a new competition for the state or a particular region. By federal law, eligible providers are prohibited from using federal grant funds to supplant state or local dollars.

The competitive application process requires applicants to document their qualifications per each of the thirteen considerations set forth in Section 231(e). Information is collected via a State-issued Request for Grant Applications (RFGA). The information collected from each applicant in the RFGA may include, but is not limited to:

• Documentation of eligibility per Section 203(5)
• Type of Adult Education Program(s) and/or Activities to be funded, limited to those activities allowed in Title II of WIOA and set forth in this plan
• Alignment with Idaho’s Combined State Plan including state strategies and goals, career pathways, and local one-stop alignment.
• Administrative capacity such as: organizational structure, funding streams, financial oversight, data collection and reporting, and assurances
• Operational capacity such as description of qualified staff and hiring processes, available locations and classroom space, community partnerships, and number of Title II-eligible students served per year.
• Quality of Services such as proposed class schedules, description of curriculum and alignment with state-adopted standards, and professional development/training activities.
• Demonstrated Effectiveness such as past targets and actual performance for previous Title II recipients. For applicants who have not previously received funding under Title II, the Eligible Agency will define and provide examples of other qualifying data that can be provided to demonstrate the applicant’s effectiveness in serving basic-skills deficient individuals, including success in achieving the outcomes required under Section 116 of WIOA.

The Idaho Division of Career & Technical Education distributes funds awarded under Title II, as set forth in WIOA Section 222(a). The State distributes funds at:

1. Not less than 82.5% of the grand funds to award grants and contracts under Section 231 (Eligible Providers) and to carry out section 225 (Programs for Correctional and Institutionalized individuals), of which not more than 20% of such amount shall be available to carry out section 225.

2. Not more than 12.5% of the grant funds to carry out State leadership activities under section 223; and

3. Not more than 5% of the grant funds or $85,000, whichever is the greater, for the administrative expenses of the eligible agency (the State).

ii. Adult Education Activities in Idaho

As one of six core programs under the Workforce Innovation and Opportunity Act (WIOA), the Adult Education and Family Literacy Act (AEFLA) program plays an integral role in the workforce development system by providing access to educational services for adult learners. The program seeks to increase opportunity in the educational and workforce development of adults as workers, parents, and citizens. While playing a critical role in adult attainment of a secondary school diploma, the program also aims to assist in the transition to postsecondary education and training through career pathways.

As the eligible agency to receive WIOA Title II (AEFLA) funds in Idaho, the Division of Career & Technical Education requires that each eligible providersupportprograms and services only to eligible individuals who meet the following criteria:

1. Have attained 16 years of age;
2. Are not enrolled or required to be enrolled in secondary school under State law; and
3. Are—

a) Basic skills deficient;

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

c) Are English language learners.

The purpose of Adult Education in Idaho is to enable eligible providers that receive grants under the program to create local partnerships to provide adult education and literacy activities that:

1. Assist adults to become literate and obtain the knowledge and skills necessary for employment and economic self-sufficiency;
2. Assist adults who are parents or family members to obtain the education and skills that

a) Are necessary to becoming full partners in the educational development of their children;

b) Lead to sustainable improvements in the economic opportunities for their family;

3. Assist adults in attaining a secondary school diploma and in the transition to postsecondary education and training, including through career pathways;
4. Assist immigrants and other individuals who are English language learners in

a) Improving their—

i. Reading, writing, speaking, and comprehension skills in English; and

ii. Mathematics skills; and

b) Acquiring an understanding of the American system of government, individual freedom, and the responsibilities of citizenship; and

5. Provide educational programs for criminal offenders in correctional institutions and for other institutionalized individuals who are likely to leave the correctional facility within five years of participation in the program

Activities considered for funding in Idaho under WIOA are described below (in alphabetical order). Such activities must be provided in compliance with the definitions provided in statute:

• Adult education (Sec 203.1) and literacy (Sec 203.13)—Adult Education is defined as academic instruction below the postsecondary level that increases an individual’s ability to (a) 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, (b) transition to postsecondary education and training and (c) obtain employment. Such activities must be designed to build and improve literacy, where literacy is defined as 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, or in society.
• English language acquisition programs (Sec 203.6)—instruction designed to help eligible individuals who are English language learners achieve competence in reading, writing, speaking, and comprehension of the English language, and that leads to either (1) attainment of a secondary school diploma or recognized equivalent and transition to postsecondary education and training, or (2) employment.
• Integrated Education and Training (Sec 203.11)—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 order for a program receiving funds under Title II to offer such activities, they must allow students to access all three components concurrently. Title II funds cannot be used to provide workforce training in the absence of adult education and literacy activities. Workforce preparation and workforce training may be provided through concurrent enrollment in qualifying training activities provided under Title I-B of WIOA.
• Integrated English Literacy and Civics Education (sec 203.12 and Sec 243)—education services provided to English language learners who are adults, including professionals with degrees and credentials in their native countries, that enable such learners 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. Providers may offer such activities as stand-alone services or concurrently with Adult Education and Literacy Activities as an allowable activity funded under Section 203(2). Providers offering programs funded under Section 243 must offer the activities defined in the previous paragraph concurrently with an integrated education and training component. Please refer to part (d) below for additional information and examples of a qualifying Integrated English Literacy and Civics Education programs.Programs funded under Section 243 must offer the activities defined in the previous paragraph and offer access to a qualifying IET program for appropriate students.
• Workplace Adult Education and Literacy (Sec 203.16)- any of the activities described in this list which are 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.
• Workplace Preparation (Sec 203.17)—activities 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.

Historically, Idaho has not supported Family Literacy Activities, as defined in Section 203(9), with federal Title II or matching state funds, due to the limited amount of funding available. However, providers are encouraged to support such activities through partnerships, shared expertise and professional development, and collaborative planning. Additionally, local programs are allowed to use non-matching local funds to support such Family Literacy activities where necessary and appropriate.

Providers offering multiple activities may offer those activities as stand-alone services, enroll students in such activities concurrently as part of a broader education plan, or offer a combination of such allowable activities within the scope and sequence of a single program or service (for example, using contextualized workplace preparation content as part of reading and math curricula, or including math and reading skills as part of an English language acquisition class). Both the Integrated English Literacy and Civics program funded under Section 243, and Integrated Education and Training activities defined in Section 203(11), must offer certain activities concurrently, per the definitions below, in order to qualify for funding under Title II.

The type of activities offered in each region depends on the needs of the populations being served. Programs are expected to provide those activities that are appropriate to meet the needs of the populations in their region, without duplicating services. When submitting applications for funds to support these activities, applicants are required to provide rationale for each activity for which funds are being requested, including data that demonstrates a need for the activity in their service region.

iii. Scope, Sequence, and Organization of Local Activities

Funded activities may be carried out through a variety of program models, provided that such models offer quality instruction for adult learners that is of sufficient intensity and duration to achieve student learning goals, and is aligned with the State’s Adult Education standards (see part (a)). Example models include single and mixed-level classroom instruction, study labs, tutoring, and guided distance/digital learning.

The State will ensure appropriate scope, sequence and organization of activities by soliciting specific information in the application process. Applicants are asked to describe the overall scope of their program, including which activities they provide and how those funded activities function together as part of a larger framework to provide clear pathways for students into further education and employment. Applicants for funding under Title II are also required to describe:

• The process used for designing or adopting curriculum, and/or the curriculum to be used, including a general description of materials and how such curriculum aligns with the State Standards described in part (a). Alignment with these standards is required for Adult Education and Literacy activities defined in Section 203(1) and 203(13). Additionally, programs applying for funds under Section 243 are required to describe how their curriculum addresses the rights and responsibilities of citizenship.

Programs are also asked to indicate what and how other standards or frameworks are used to develop their curriculum for workplace readiness and integrated education and training activities. Such additional standards may include the Employability Skills Framework developed by the US Department of Education, industry-defined standards, or secondary and postsecondary CTE standards developed by the State. While not required, alignment with these types of high-quality standards for workplace readiness, occupational skills, and integrated education and training are be considered advantageously in awarding grants.

• The frequency, intensity and duration of instruction. This includes a description of the type of instruction (e.g. literacy, secondary, college transition, English language, civics), how often classes meet, how long classes meet (one hour, three hours, etc), and the format of the class (e.g. in person, online, lab, tutoring). Programs also indicate whether classes are managed or have open enrollment. For managed enrollment classes, a complete description also includes the class enrollment period (number of weeks or months). Applicants are required to explain how the structure and organization of their activities provides sufficient opportunities for sustained educational skill development.
• The quality of instruction, including the quality of instructors. This includes a description of how teachers are hired and trained, as well as any professional development that is provided to instructors. It also includes a description of how applicants measure, assess, and evaluate instructor and instructional quality.