Adult Education and Family Literacy Act Program

Indiana’s process to award funds provided under Integrated English Literacy and Civics Education Program is the same as (b) and (c) and is repeated here. 

The Indiana Department of Workforce Development (DWD) solicits applications and proposals from entities eligible to receive WIOA Title II funds. Applicants can apply for funding in several areas that include adult education and literacy activities – WIOA Title II (per 29 USC §3272); adult high school credit program/competency-based high school diploma program/adult secondary credit (ASC); corrections education and education for institutionalized individuals; integrated education and training activities (IETs); workforce education initiative (WEI); and/or Indiana online only distance education.  

An eligible individual is an individual who is 16 years of age or older; who is not enrolled or required to be enrolled in secondary school under State law; 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.  

DWD competes funds in accordance with 34 CFR section 463 Subpart C.

To be awarded WIOA Title II funds in Indiana, applicant organizations must be an eligible provider as defined by WIOA (per 29USC §3272). An applicant must be able to demonstrate past effectiveness in providing adult education and literacy activities before the applicant can be considered an eligible applicant. Data which demonstrate the applicant’s effectiveness in providing adult education and literacy services include evidence of eligible individuals’ academic gains (reading, writing, mathematics, or English language acquisition), employment outcomes, family literacy, attainment of secondary credentials, transitions to postsecondary education, and workforce training.  

Application materials include a separate data collection tool to ensure how past effectiveness is determined so that all eligible providers are treated fairly in grant competitions. Applicants that do not have performance data under WIOA section 116 may demonstrate previous effectiveness in servicing basic skills deficient eligible individuals, including evidence of success in achieving the outcomes listed above. In the case of applicants applying as a consortium, each member of a consortium must provide performance data to demonstrate effectiveness. Application materials clearly identify how many years of demonstrated effectiveness data an applicant must submit in the application.  

Indiana conducts its review of applicant eligibility to determine if an application is from an eligible provider of demonstrated effectiveness by utilizing a “yes” or “no” determination. The State screens each application to determine if it is from an eligible provider of demonstrated effectiveness and only applications that are determined to be from eligible providers of demonstrated effectiveness are forwarded for review, scoring, and consideration for funding. Similarly, all sub-recipient members must be determined to be an eligible provider of demonstrated effectiveness in order for the consortium application to be forwarded for review, scoring, and consideration for funding.  

Applicants that are determined to be ineligible for funding because they were not determined to be eligible providers of demonstrated effectiveness are notified.  

In the State’s multi-year adult education competitive grant application (request for application), all applicant organizations should complete all questions listed under each consideration (I-XIII, XIV) regardless of the type(s) of funding the applicant is seeking. All applicant organizations should address Consideration XIV [General Education Provisions Act (GEPA)]. Considerations I-XIII represent the thirteen statutory considerations DWD must consider when awarding WIOA Title II funds, while Consideration XIV, which is state-imposed, is used to meet the statutory GEPA plan required for all AEFLA funded sub-recipients. The State may also require additional State considerations to be completed. Failure to provide answers for the narrative portion of the application is grounds for non-consideration.  

To fund eligible providers, a rubric is utilized to score the narrative section for the thirteen considerations. Review teams utilize a 0–5-point Likert Scale to score the quality of each response. Reviewers provide notes or commentary to justify the score, provide brief details of what the applicant omitted or missed, and brief descriptions of anything “positive” about the application.  

5 – Excellent; Applicant’s response clearly demonstrates an understanding of the question, the consideration, and the challenges and expectations of an adult education provider.  

4 – Good; Applicant’s answer does a good job of generally providing support for its claims and demonstrates what would be expected out of a good adult education provider.  

3 – Adequate; Applicant’s response demonstrates some understanding, though this understanding may have to be inferred, of the question, consideration, and the challenges and expectations of an adult education provider.  

2 – Poor; Answer is not well supported and does not demonstrate what would be expected out of an adult education provider.  

1 – Bad; Answer lacks any context or support, and in no way demonstrates what would be expected out of an adult education provider.  

0 – Incomplete; Applicant made no attempt to answer the question.  

DWD utilizes overall scores, quality of grant submissions, and responses to the thirteen considerations and any State considerations to fund eligible providers. Additionally, the State reviews funding requests and proposed service delivery areas to ensure that every county in the State is covered.  

DWD awards multi-year adult education grants on a competitive basis, beginning with program year 2024 (July 1, 2024, through June 30, 2025), and ending PY2029 (July 1, 2029, through June 30, 2030). After the initial year of this multi-year adult education grant award (PY2024), DWD requires sub-recipients apply for the renewal of funding through a non-competitive grant continuation for the following program years: PY2025; PY2026; PY2027; PY2028; PY2029.  

Funding is allocated and distributed at the state level as prescribed by Title II, Adult Education and Family Literacy Act (AEFLA):

1. Not less than 82.5 percent of the grant funds are dedicated for awards under section 231 and to carry out section 225, Programs for Corrections Education and Other Institutionalized Individuals, of which not more than 20 percent is available to carryout section 225;
2. Not more than 12.5 percent of the grant funds are applied to carryout state leadership activities under section 223; and
3. Not more than five percent of the grant funds are set aside for administrative expenses of the eligible agency.

In making initial award determinations during the first year of a multi-year grant, DWD will take into consideration each applicant’s:

1. Accomplishments and progress toward goals;
2. Capacity and efficiency in service delivery;
3. Gaps and barriers that limit participation; and
4. Employment and labor market demands.  

Based on state priorities, funding is prioritized and grants are awarded, in part, to: 

1. Organizations that have demonstrated effectiveness in improving the literacy of eligible individuals, especially participants who have low levels of literacy;
2. Organizations with services that are aligned with local workforce strategies, priorities, and partners; and
3. Organizations with services that are responsive to the needs of persons with barriers to employment.

Data is aggregated at the economic development regional level to determine the total amount of funds available for the region. Applicants apply for a region or a portion of the funds available in each region they intend to serve. To award funds, DWD considers the score and rank of proposals in a regional workforce area to allow for a diversity of programs geographically.

Total funding requested may vary depending upon program size, population (anticipated enrollment), demonstrated need, capacity, and number of subgrants within a service area. DWD distributes funding based on this review, attempting to fund as many applicants meeting minimum benchmarks in each area. State statute requires that at least 25 percent of the funding appropriated by the general assembly for adult education and literacy activities be used for workforce programming.

DWD reserves the right to award grant funds in amounts different from the applicant’s initial budget request. Adjustments may be based on how the proposed budget and budget narrative covers program expenses and whether the requested amount is proportionate to the number of participants projected or previously served based on previous performance.

For DWD to maintain the federally required Maintenance of Effort (MOE), Indiana requires that WIOA-funded Adult Education providers contribute a local match.  

In continuation years, the allocation of funds takes into account past performance as a basis for an increase or decrease in funds. Considerations include enrollment, measurable skills gains, high school equivalency attainment, and the number of industry-recognized credentials attained by students. Providers that achieve all or a percentage of state-defined performance goals may also qualify for additional funding for outstanding performance during a program year.

DWD reserves the right, prior to the finalization of awards, to make adjustments that support fair and equitable access to services. Applicants may be provisionally awarded funds. Providers may also receive technical assistance and professional development to improve program performance and may be required to submit a Corrective Action Plan (CAP).

Final budgets may be negotiated and all subgrants are contingent and may change based on federal and state appropriations.

In Indiana, WIOA Title II [§203(12)] authorizes the funding of programs providing adult education and literacy activities to English Learners (ELs), including professionals with degrees and credentials in their native countries, that enable adults to achieve competency in the English language and acquire both the basic and more advanced skills necessary to function effectively as parents, workers, and citizens of the United States. These services include: 1) academic instruction in literacy and English language acquisition – reading, writing, speaking, and comprehending; 2) instruction on the rights and responsibilities of U.S. citizenship and civic participation; and 3) workforce training. 

To receive funding for Integrated English Literacy and Civics Education (IELCE) under WIOA [§243] in Indiana, a program must: 1) prepare adults who are ELs for unsubsidized employment in high-demand occupations or career pathways, which lead to economic self-sufficiency; 2) assist ELs in achieving competency in English reading, writing, speaking, and comprehension; 3) lead to a secondary school diploma (high school diploma or HSD) or its equivalent (HSE or high school equivalency); 4) lead to ELs entering postsecondary education or training; and 5) offer adult education instruction in combination with IET. 

IETs for IELCE students are intentionally short-term, a minimum of 40 hours, and a maximum of 14 weeks. The certification must be industry-recognized and high-demand occupations prior to approval. These basic requirements provide adults opportunities that lead to economic self- sufficiency. Immigrants often experience issues with verification of foreign credentials and licenses. IELCE activities may include foreign credential verification along with additional resources within a larger network. 

The RFA requires potential providers to 1) explain how the applicant organization plans to provide contextualized instruction to eligible individuals; 2) how CCR standards will be used to enhance instruction and align with WIOA; 3) how career readiness and workforce skills will be taught to eligible individuals; 4) how the organization intends to offer contextualized instruction; and 5) how the organization will implement career awareness curriculum. 

Applicants are required to address in the RFA 1) the specific occupation or occupational sector that the proposed IET will cover; 2) the funding that will be used for the training portion of the proposed integrated education and training; 3) the intensity and quality of the adult education and literacy activities component of the organization’s proposed integrated education and training class(es); 3) the occupationally relevant materials that will be used; and 4) the specific workforce preparation activities that will be included in the proposed IET and how these activities will be provided. 

Additionally, the RFA requires applicants to describe how the three required components of IETs will occur simultaneously with academic instruction in literacy and English language acquisition and instruction on the rights and responsibilities of US citizenship and civic participation. 

How is Indiana including instruction in literacy and English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation into IELCE? 

Indiana includes instruction in literacy and English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation through a variety of resources within IELCE programs. 

Unlike national trends in adult education, the largest number of English language learners (ELL) in Indiana enrolled at literacy or pre-literacy levels. To gain more insight, DWD and local providers collaborated with a non-profit community organization, Immigrant Welcome Center of Indianapolis. A report entitled, Adult English Language Learner Pathway to Literacy Program, January to May 2023, and released by the Immigrant Welcome Center summarized that “organizations and educators have collaborated on curriculum development, assessment, classroom teaching, teacher support, and student referral systems to create a cohesive program aimed at getting adult ELL emergent readers to the starting line of the mainstream Level 1 Adult Basic Education English to Speakers of Other Languages (ESOL) classes.”  

To measure skill gains, the Pathway to Literacy Program administered an alternative assessment piloted for the project that showed promising results. The Immigrant Welcome Center hosted study circles with ELL teachers and training included topics of phonological awareness, phonics, and vocabulary for learners with little or formal education in their native countries.  

Teachers used a variety of resources and technology to provide instruction on the rights and responsibilities of citizenship and civic participation for the IELCE program. Because no one program or curriculum was recommended over another, teachers had flexibility to select resources that best met students’ needs. Many providers with larger populations of non-native English speakers employed ELL professional development facilitators (PDF), lead teachers, to coordinate professional development at the local level. Because of low literacy levels, some providers offered IECLE as a bridge to better prepare students as they increased language skills.  

An immigrant and refugee legal services map was created to help providers access assistance for students in cities across the state. An analysis was completed, and information presented on countries and languages spoken and the growing influx of Internationally Trained Professionals was highlighted. Local providers utilized vendors like BurlingtonEnglish that “blended curriculum to promote academic preparation, civics knowledge, career readiness, and technology integration at all levels and areas of instruction.” Further, BurlingtonEnglish integrated “EL Civics content into the curriculum to help students improve language proficiency and gain important life skills,” including U.S. citizenship, housing, and healthcare. 

Meanwhile, DWD connected with the U.S. Citizenship and Immigration Services to provide information on additional grants that would prepare immigrants for naturalization and promote civic integration through increased knowledge of English, U.S. history, and civics. Educational products for adult educators were available on the U.S. Citizenship and Immigration Services’ website for inclusion in class lessons. Providers used local resources, such as attorneys, to provide additional information to guide new immigrants through the process of applying for citizenship. IELCE activities included but was not limited to helping ELL students increase their economic well-being by offering numeracy and financial literacy skills required for online banking, bill paying, tax filing, and other activities required for civic and workforce participation.  

How is Indiana designing IELCE to prepare adults who are English language learners for, and place such adults in, unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency? 

To meet workforce needs, Indiana designed IELCE programming to prepare adults who are English language learners for, and placement of adults in, unsubsidized employment for in-demand industries and occupations that lead to economic self-sufficiency. Workforce training was offered; however, any IELCE eligible individual could opt out of the training component of an IELCE program if he or she was not ready.  

Required for students in ELL levels 3-6, Indiana Career Explorer was a tool to align interests and skills with high-demand career pathways by connecting individuals with resources and a plan how to get there. Indiana Career Explorer included identifying jobs that were expected to be in high demand, potentially leading to greater job prospects. Each potential job description provided insight into the profession including education, training, or certifications needed and where to go for that knowledge. 

Meanwhile, individual classes and vendors like BurlingtonEnglish provided digital skills courses for success in today’s workforce with contextualized language, communication, and employability skills needed to help ELL students attain, succeed in, or transition to a new career. Beginning in PY 2024, all IELCE-funded providers will be required to employ at least one ELL career navigator within the program. ELL career navigators will play an important role in serving English learners and immigrants who benefit from additional aid navigating complex U.S. systems, particularly in the workforce.  

Career navigators will identify ELL students who are actively looking for employment or additional training/education opportunities as they enroll in programs. They will serve as program liaison for Internationally Trained Professionals and be responsible for collecting previous work experience, certifications or education by sector, and career goals. Additionally, career navigators will develop a network of partner organizations that can refer students to adult education and extend services beyond.

Potential partners include refugee resettlement organizations; local faith-based and community organizations; post-secondary institutions; WorkOne and Title I & II offices; local schools with significant ELL populations; legal aid organizations; and employers that currently hire or are interested in hiring ELL. Moreover, they will identify program and individual barriers to ELL persistence and completion and collaborate with other adult education workforce personnel to develop and promote short-term career certifications aligned to student experience, interest, and community career opportunities.  

Career navigators, as well as instructional staff, will provide guidance on unsubsidized employment for in-demand industries and occupations that lead to economic self-sufficiency and include topics such as: getting and retaining a job; transferrable skills, certification, and licensing requirements; online application forms; job interviews and career fairs; workforce readiness and soft skills; onboarding, teamwork, conflict resolution, and problem-solving; and workplace safety skills.

Other Requirements: Increased collaboration between Indiana Adult Education grant recipients and the local workforce development boards (LWDBs) is encouraged. The grant requires that LWDBs have an opportunity to review all applications submitted to DWD that propose to offer services within the local workforce development area. In Indiana’s RFA, entities must describe how the applicant plans to continually align its services with the workforce development regional plans (local plans) must also be included. The applicant organization’s relationship with the one-stop partners in the communities where it is applying for funding and how the applicant organization intends to work with one-stop partners to ensure the efficient delivery of adult education and literacy services to eligible individuals must be addressed. This includes plans for co-enrollment, referral services, and infrastructure costs. 

Any recipient of funds awarded must provide reasonable accommodations to all qualified individuals (both employees and students) with disabilities unless that accommodation would represent an undue burden in the exercising of the responsibilities of the sub-recipient to deliver adult education and literacy activities. Accepting an award is an acknowledgement that the grant recipient is following the Americans with Disabilities Act. Applicants are also required to acknowledge compliance with the General Education Provisions Act (GEPA).