Adult Education and Family Literacy Act Program

The Vermont AOE runs competitions for its funds under WIOA Title II using the procedures established by the State of Vermont for awarding grants or contracts, and the guidance available in the final WIOA regulations. The funds are awarded to eligible providers of services for two or more years for the purpose of establishing AEL and operating programs that provide some or all of the WIOA Title II activities as warranted by demographic data within the service area of one or more particular counties. In so doing, AEL programs function as a required and valued partner in the regional One-Stop Center (also known in Vermont as local American Job Centers or Career Resource Centers), including functioning as a partner in the development of regionally-relevant career pathways that reflect employer engagement. Career pathways will have specific entrance points for lower skilled adults, but will also map out additional entrance and exit points (e.g., postsecondary education and job opportunities) for adult learners. A Memorandum of Understanding (MOU) signed between the operator of the one-stop centers and each of its required partners was executed in July of 2017 and updated in July of 2018. Adult education programs will adhere to the MOU established between the One-Stop Center operator (Vermont DOL) and the Vermont AOE.

State-required local activities will include the following:

• Adult Education;
• Literacy;
• English language acquisition (ESL) activities;
• Integrated English Literacy and Civics Education (IELCE);
• Workforce preparation activities; and
• Integrated Education and Training that provides AEL activities concurrently and contextually with both workforce preparation activities and workforce training for a specific occupation or occupational cluster, and is for the purpose of educational and career advancement.

Other local activities may include:

• Workplace AEL activities or
• Family literacy activities.

As required by WIOA Title I B, local AEL activities proposals are reviewed by the State Workforce Development Board (SWDB) for alignment to the State Plan using a procedure established by the State Workforce Development Board (SWDB) and the Vermont AOE. Because Vermont operates as a single service area in its Workforce Development Board structure, local proposals are reviewed by the SWDB for alignment. A sub-committee of the SWDB is trained by AOE staff on Title II requirements and activities to inform committee members' review of applications.

The Vermont AOE uses the 13 considerations for awarding grants or contracts as described in WIOA as pertinent to the proposed scope of work:

1. the degree to which the provider would be responsive to regional needs of the workforce and serving individuals most in need of AEL activities;
2. the ability of the provider to serve individuals with disabilities, including learning disabilities;
3. past effectiveness of the provider in improving literacy of individuals especially who have low levels of literacy, and past effectiveness in meeting established performance targets;
4. the extent of alignment between proposed services and the regional strategies and goals of the workforce development system, and alignment with the services of the other one- stop partners;
5. whether the provider’s program is of sufficient intensity and quality, and based on the most rigorous research available so that participants achieve substantial learning gains, and uses instructional practices that include the essential components of reading instruction;
6. whether the provider’s activities, including reading, writing, speaking, math and English language acquisition instruction are based on best practices based on most rigorous research available and appropriate;
7. whether the provider’s activities effectively use technology, services, and delivery systems, possibly to include distance education in a manner sufficient to increase the amount and quality of learning and how such technology, services, and systems lead to improved performance;
8. whether the provider’s activities provide learning in context, including through integrated education and training, so that an individual acquires the skills needed to transition to and complete postsecondary education and training programs, obtain and advance in employment leading to economic self-sufficiency, and to exercise the rights and responsibilities of citizenship;
9. whether the provider’s activities are delivered by well-trained instructors and program staff who access high quality professional development opportunities, including via the Literacy Information and Communication System (LINCS) and potentially other electronic means;
10. whether the provider’s activities, for the development of career pathways, coordinate with other available education, training, and social service resources in the community and other one-stop center partners;
11. whether the provider’s activities offer flexible schedules and coordination with Federal, state, and local support services that are necessary to enable individuals, including individuals with disabilities and other special needs, to attend and complete programs;
12. whether the provider maintains a high-quality information system which has the capacity to report measurable participant outcomes and to monitor program performance.
13. whether the local areas served by the provider have a demonstrated need for additional English language acquisition and civics education programs.

In addition, local activities will include career services identified in Program Memorandum OCTAE 17-2, Table C and the below:

• Systematic outreach and recruitment to target populations.
• Intake and enrollment procedures that welcome learners and establish a strong commitment, support, and clear expectations for each learner’s AEL participation, making full use of education plans and enabling learners to make fully informed decisions regarding program options.
• Basic skills Adult Basic Education (ABE), Adult Secondary Education (ASE), and English Language Acquisition/English for Speakers of other Languages (ESL) instruction that is standards-based and:
  • addresses the transferable skills as described in Vermont’s Education Quality Standards;
  • integrates the development of core literacy skills with transferable skills;
  • engages learners for continuous participation;
  • engages learners in ongoing assessment and documentation of their skill gains;
  • makes maximum use of small learning communities as appropriate; and
  • uses varied instructional approaches in response to varied learning abilities, styles, and preferences.
• Student skill assessments and credentials through:
  • State approved standardized testing in reading, writing, mathematics, and ESL for baseline and post-assessment of skill levels;
  • formal and informal assessments used by teachers and learners during instruction for ongoing guidance and documentation of learning;
  • official GED testing in compliance with GEDTS regulations and state policy for earning a GED Certificate; and,
  • High School Completion Program in compliance with state statute, policy and structures for earning a high school diploma.
• Guidance, coaching, and support services that support student persistence and progress, including such support for postsecondary transitions.