Adult Education and Family Literacy Act Program

In New Jersey, the Notice of Grant Opportunity (NGO) process will ensure equal access to all eligible providers for the local activities described below.

Adult Education and Family Literacy Act services in New Jersey are delivered through “Programs of Instruction” that receive AEFLA funds via a competitive grant process. Because of disparate demographics and economic climates within the State, the resultant variety of student needs, and the dissimilar nature of the institutions and organizations through which ABE is delivered, Programs of Instruction are encouraged to deliver services in the way that most effectively meets the needs in their communities.

Instruction is delivered through classes, small group instruction, and tutoring. In general:

• Instruction is delivered at community colleges, schools, community-based organizations, businesses, community buildings, prisons, jails and honor camps, faith-based organizations, or anywhere students can be accommodated
• Instruction is year-round, from July 1 through June 30 (fiscal year)
• Instruction is offered during daytime, evening and weekend hours to enable certain working adults to participate and effectively utilize available resources

The following types of programs are provided:

• Adult Basic Education (ABE): These are classes below the high school level where the primary objective is teaching basic literacy skills. Each course of study describes the focus population; the functioning level of the learners served; the basic literacy and life skills taught; and how these skills will be integrated into a competency-based adult education program. Adult education in elementary basic skills focus on native English speakers whose inability to effectively use these basic skills constitutes a substantial impairment to either obtain or retain employment or to function in society.
• English as a Second Language (ESL) - now referred to as ELA (English Language Acquisition): This program of instruction is designed to help individuals of limited English proficiency achieve competence in the English language. The inability to understand, speak, read, or write the English language may constitute a substantial impairment to obtain or retain employment commensurate with their abilities, and interfere with functioning successfully in society.
• Vocational Literacy (VESL or VABE): These programs are designed to increase the productivity of the workforce through improved workplace English literacy skills. The curriculum focuses on pre-employment and workplace competencies as well as general English language and communication skills. The curriculum also provides students with the necessary basic skills, cognitive skills, and personal and interpersonal qualities important to obtain and retain employment.
• Adult Secondary Education (ASE or GED): Adult secondary subjects consist of courses in mathematics, reading, history, science, government, language arts, and other courses leading to a high school diploma. The NJDOE has approved three high school equivalency exams; the TASC developed by Data Recognition Corporation (DRC), the HiSET developed by Educational Testing Service (ETS), and the GED developed by Pearson Vue. Both the TASC and HiSET are composed of five sub-tests covering the areas of mathematics, writing, reading, science, social studies and are currently offered in online and paper formats. The GED is composed of four sub-tests covering the areas of reasoning through language arts, mathematical reasoning, science, social studies and is only offered in an online format.
• Family Literacy (ABE or ESL): Family Literacy programs provide services of sufficient intensity and duration to promote sustainable changes in a family, and integrate all of the following activities: (1) interactive literacy activities between parents and their children; (2) training for parents on becoming the primary teacher for their children and participating as full partners in the education of their children; (3) parent literacy training that leads to economic self-sufficiency; and (4) an age-appropriate education to prepare children for success in school and life experiences.
• EL Civics - Citizenship Preparation Education and Civic Participation: This program’s focus is on literacy skills and uses ESL (now ELA) methodologies and citizenship preparation material in a contextualized manner to prepare learners to take and pass the USCIS tests. The program also includes outreach services, skills assessment, curriculum development and instruction, naturalization preparation and assistance.
• Integrated Education and Training: Building on the Career Pathways Pilot program conducted by New Jersey in 2015, the state will begin the process of utilizing targeted career cluster information garnered from every local area to begin the process of developing Integrated Education and Training programs. The goal is by the end of FY 2018 every local area will have at least one funded program. The funds are expected to be coordinated through local WDBs, by having funded Title II providers work in tandem with local occupational skills providers to develop joint curriculum aimed at meeting local job market demand.

Currently, New Jersey’s Consolidated Adult Basic Skills (ABS) and Integrated English Literacy and Civics Education (IELCE) Grant Program is the mechanism for funding local adult education and literacy activities under the Workforce Innovation and Opportunity Act (WIOA) of 2014 (P.L. 113-128), Title II, the Adult Education and Family Literacy Act (AEFLA).

In Fiscal Year 2016, the total amount of federal funds available for this grant program is $14,569,560 and New Jersey awarded continuation awards to eligible applicants ranging from $308,200 to $1,637,560. Historically, LWD has offered a one-year continuation, competitive grant program open to eligible providers to provide adult education and literacy services. In accordance with Federal requirements WIOA, Title II (Sec. 203, (5) (A)-(J)) eligible providers include:

• A local educational agency;
• A community or faith-based organization of demonstrated effectiveness;
• A volunteer literacy organization of demonstrated effectiveness;
• An institution of higher education;
• A public or private nonprofit agency;
• A library;
• A public housing authority;
• A nonprofit institution that is not described in any of subparagraphs (A) through (G) and has the ability to provide adult education and literacy activities to eligible individuals;
• A consortium or coalition of the agencies, organizations, institutions, libraries or authorities described in any of subparagraphs (A) through (H); or
• A partnership between an employer and an entity described in any of subparagraphs (A) through (I).

The awarding of continuation grants to eligible applicants has been based, and will continue to be based, upon educational attainment level for each local area and the following 13 elements:

• The degree to which the eligible provider is responsive to:

o Regional needs as identified in the local plan under section 108; and

o Serving individuals in the community who were identified in such plan as most in need of adult education and literacy activities.

• The ability of the eligible provider to serve eligible individuals with disabilities; including eligible individuals with learning disabilities;
• The past effectiveness of the eligible provider in improving the literacy of eligible individuals, to meet State-adjusted levels of performance for the primary indicators of performance described in section 116, especially with respect to eligible individuals who have low levels of literacy;
• The extent to which the eligible provider demonstrates alignment between proposed activities and services and the strategy and goals of the local plan under section 108, as well as the activities and services of the one-stop partners;
• Whether the eligible provider’s program -

o is of sufficient intensity and quality, and based on the most rigorous research available so that participants achieve substantial learning gains; and

o uses instructional practices that include the essential components of reading instruction;

• Whether activities, including whether reading, writing, speaking, mathematics, and English language acquisition instruction delivered by the eligible provider, are based on the best practices derived from the most rigorous research available and appropriate, including scientifically valid research and effective educational practice;
• Whether activities effectively use technology, services, and delivery systems to increase the amount and quality of learning and how such technology, services, and systems lead to improved performance;
• Whether 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;
• Whether activities are delivered by well-trained instructors, counselors, and administrators who have access to high quality professional development;
• Whether activities are coordinate with other available education, training, and social service resources in the community for the development of career pathways;
• Whether activities offer flexible schedules and coordination with Federal, State, and local support services (such as child care, transportation, mental health services, and career planning) that are necessary to enable individuals, including individuals with disabilities or other special needs, to attend and complete programs;
• Whether the eligible provider maintains a high-quality information management system that has the capacity to report measurable participant outcomes (consistent with section 116) and to monitor program performance; and
• Whether the local areas in which the eligible provider is located have a demonstrated need for additional English language acquisition programs and civics education programs.

In developing their proposals, local adult education and literacy providers are required to consult with the local Workforce Development Board to determine priorities and gaps in service and identify opportunities for collaboration as well as the overall fit of the proposed program with the Workforce Development Board’s local area plan.

While many of the Consolidated Adult Basic Skills (ABS) and Integrated English Literacy and Civics Education (IELCE) Grant Program requirements will remain the same for eligible providers in the future, New Jersey is interested in exploring approaches that encourage regionalism and further system alignment among adult education and literacy and other workforce programs available in the One-Stop Career Centers. In the next grant cycle (FY 2017), LWD will consider releasing funding at the regional level rather than to sub-regional consortia as well as requiring eligible applicants to demonstrate how they will:

• Work toward co-location at the One-Stop Career Centers at least on a part-time basis;
• Integrate occupational skills into program activities and/or contextualize learning; and
• Leverage adult education and literacy as a tool to make career pathways available for individuals from all educational backgrounds.

In doing so, LWD will ensure regions and local providers are provided with the training and support to make these changes. For example, LWD would offer planning grants for local areas to work in tandem with their One-Stop Career System and regional partners, if necessary.

In addition, New Jersey is streamlining the Adult Education and Literacy programs delivery system and leveraging other funding streams to support those populations that are most in need, including TANF, GA, and SNAP participants. New Jersey will work with its partners and Title II providers to facilitate provision of services to a greater number of these customers, as funding allows.

Adult Literacy and Community Library Pilot Program:

Beginning in early 2016, LWD will launch the Adult Literacy and Community Library Partnership (ALCLP) pilot program to create direct partnerships between local libraries and New Jersey’s Federal WIOA Title II adult literacy instructional service providers. New Jersey libraries are an essential partner in providing adult literacy services within their communities. LWD views the services provided by New Jersey libraries as complimentary to the WIOA Title II system and as such wants to create new and/or expand existing partnerships between the two groups. The expected outcome is that New Jersey residents will see expanded service opportunities that includes additional locations and time availabilities that meet their needs. This pilot program funding is designed to improve access and instructional opportunities for New Jersey residents to increase their Adult Basic Education and/or English Language proficiency skills through the state’s library system. WIOA Title II providers are envisioned to best provide traditional classroom instruction and the libraries to provide the delivery setting and wrap around support services to achieve success.

The Department sets a priority on awarding grants that demonstrate clear and meaningful outcomes. The key outcomes established by LWD for this pilot training grant program are one or more of the following:

1. Functional grade level advancement based on WIOA Title II metrics;

2. Increase in the student’s Workplace, Financial, or Health Literacy Skills; or

3. Connection and enrollment to a credential bearing career pathway opportunity.

All funded training efforts must contribute towards greater employability opportunities and/or career advancement for New Jersey residents in need of jobs as well as those in low-wage, lower-skilled occupations.