- Program-specific Requirements for Adult Education and Family Literacy Act Programs
The Unified or Combined State Plan must include a description of the following as it pertains to adult education and literacy programs and activities under title II of WIOA, the Adult Education and Family Literacy Act (AEFLA).
e. 1. Describe how the State will use the funds to carry out the required State Leadership activities under section 223 of WIOA
The Alabama Adult Education Division reserves the right to use funds made available under section 222(a)(2) for the required State leadership activities outlined in section 223 (such as the support of State or regional networks of literacy resource centers; the development and implementation of technology applications; the development and dissemination of curricula, including curricula incorporating the essential components of reading instruction, developing content and models for integrated education and training and career pathways). Not more than 12.5% of the grant funds made available will be used to carry out these adult education and literacy activities to develop or enhance the adult education system of the State. The following activities will be supported through State Leadership funds:
1) Support in alignment of adult education and literacy services with one–stop partners and the core programs. Local programs will align with local one stop partners to ensure that contextualized basic academic support is embedded in training designed to prepare the job seeker/student with the employability skills needed to be successful in achieving or sustaining gainful employment. There will be a seamless support of services between the partners. These funds will be used to cover the instructional costs for supporting these efforts. In an effort to braid funds to quickly satisfy educational obtainment for students and support career pathways, the Alabama Community College System will pre-qualify the eligibility requirements of adult education students for Title I individual training funds. This will be done through the completion of an application developed by the Workforce Development Boards with final confirmation of eligibility determined by the Career Centers.
2) Establishment and continued operation of high quality professional development programs to improve the instruction provided pursuant to the local activities required under Section 231 (b) including instruction incorporating the essential components of reading instruction, instruction related to the specific needs of adult learners, and dissemination of information about best practices and research– based models for improving teacher effectiveness and quality of instruction.
a. Professional development targeted to models of integrated education and training (IET), career pathways, and bridge programs that can prepare students for success in postsecondary education, training activities, and sustainable employment.
b. Professional development on how to design instructional activities that incorporate support services that will increase student persistence.
c. Professional development for implementing team teaching and planning methods which includes exit points with industry recognized certificates and credentials along the way.
3) Technical assistance to the local programs for compliance under the WIOA Title II requirements and the other parts of the law that describe the common performance measures and roles of the partners as related to state and local areas.
a. Assistance in the use of technology in both administrative and instructional formats to increase effectiveness and efficiencies.
b. Leadership training for program directors will be used to enhance their abilities as administrative and instructional leaders.
c. Assistance in using data to inform programmatic, instructional decision making. Leadership funds will allow for any upgrades that will be needed for reporting common measures and assessing the performance of the program. Training on the Alabama Adult Education System of Accountability and Performance (AAESAP) will be provided on an annual basis at the summer conference and as needed periodically throughout the year on rollouts.
4) The state will provide grantee oversight to include data monitoring, site visits, and a program improvement process for low performing grantees.
Alabama Community College System: Adult Education will ensure that the requirements of section 223 are followed. Alabama Community College instructional staff and Adult Education are working together with the fiscal agent providers of adult education and career centers to expand Integrated Education & Training Career Pathway models. State level and local level staff have reviewed other states’ models regarding the development of Integrated Education and Training (IET) and career pathways at all educational levels. Currently there are several adult education career pathway models underway in the state with close partnership with the community college and the local workforce investment board. In addition, multiple college providers are working internally with college faculty and adult education staff to create and establish pathway programs which provide multiple program options. Research, best practices, and strategies for creating and sustaining career pathway models are being disseminated through various professional development methods. Several Community College Presidents, in conjunction with local college and workforce investment board leadership, have been developing and refining their processes for implementation. The regional workforce councils are also very supportive of the career pathway programs, essential skills training, apprenticeships, and the contextualized academic instruction. Creatively incorporating Integrated Education and Training in a career pathway will be central to successful transition to sustainable employment. Adult Education is part of the Alabama Community College System creating those linkages to sustainable employment by integrating the basic academic and technology skills instruction to assist participants in the successful completion of training, attainment of a high school equivalency (if without) and the attainment of livable wage occupation upon program completion.