Adult Education and Family Literacy Act Program

(b) Local Activities

Utah will fund eligible providers to establish or operate programs that provide adult education and literacy activities. Adult Education AEFLA funds will be completed by Spring 2017. Grants will be awarded July 1, 2017, based on a competitive application process following the 13 guidance points outlined in section 231(e). By design, as a Utah State Office of Education (USOE) state requirement, it is intended that funds will be competed regionally to meet the educational needs of those most at risk within each economic area. Sub-state economic and employment data will be considered in determining the percentage of funding available to compete within each area. Program awards will be made on the basis of the program’s application merit as measured on a scoring rubric. The final decision for funding rests with the USOE Adult Education leadership.

Adult Education and Literacy Activities (Section 203 of WIOA)

The Utah State Board of Education - Student Advocacy Services Adult Education Services awards funds to qualified adult education programs based on the focus of grant applications defining the program’s ability to meet the needs of the adult learner, who is 16 years of age or older and out of school, through literacy activities, including adult education, basic literacy, workplace adult education literacy activities, family literacy activities, English language activities, integration of English literacy and civics education, workforce preparation and/or integrated education and training. Program awards will be made on the basis of application merit as measured on a scoring rubric. Programs will compete for WIOA AEFLA awards to provide instruction to English Language Learners (ELL) for non-native speakers (note: the scope of ELL services will be increased to include basic English literacy as well as instruction and guidance that leads the ELL student to attain a high-school diploma or its equivalent and transition to post-secondary and training programs or employment), Adult Basic Education (ABE) literacy services, and Adult Secondary Education/Adult High School Completion (ASE/AHSC) services to qualified individuals as defined in Title II of the Workforce Innovation Opportunity Act. All programs are expected to infuse civics education within the context of offered coursework. Instruction provided should be contextualized and designed to focus on career opportunities defined within the regions.

Programs will be expected to:

• Define how workforce preparation is incorporated within their curriculum

• Define the strategies/processes utilized to actively collaborate and transition adult education “completer students” to post-secondary and career training programs or to employment that will lead to a meaningful and self-sustaining career

• Ensure that students are afforded career pathways and appropriate services through collaboration and coordination of referrals between DWS and rehabilitation service providers

New Language: Utah will fund eligible providers to establish or operate programs that provide adult education and literacy activities. Adult Education AEFLA funds will be competed by Spring 2017. Grants will be awarded July 1, 2017, based on a competitive application process following the 13 guidance points outlined in section 231(e). By design, as a Utah State Office Board of Education (USBE) state requirement, it is intended that funds will be competed regionally to meet the educational needs of those most at risk within each economic area. Sub-state economic and employment data will be considered in determining the percentage of funding available to compete within each area. Program awards will be made on the basis of the application merit as measured on a scoring rubric. The USBE Adult Education leadership will review the applications and determine awards. Programs not funded will have the opportunity to appeal the USBE’s decision through the appeal hearing. Following the hearing an applicant may appeal to the Secretary of Education (defined in 34 CFR 76-401) for a final decision. Adult Education and Literacy Activities (Section 203 of WIOA) The Utah State Board of Education - Student Advocacy Services Adult Education Services awards funds to qualified adult education programs based on the focus of grant applications defining the program’s ability to meet the needs of the adult learner, who is 16 years of age or older and out of school, through literacy activities, including adult education, basic literacy, workplace adult education literacy activities, family literacy activities, English language activities, integration of English literacy and civics education, workforce preparation and/or integrated education and training. Applicants awards will be made on the basis of application merit as measured on a scoring rubric. Programs will compete for WIOA AEFLA awards to provide instruction to English Language Learners (ELL) for non-native speakers (note: the scope of ELL services will be increased to include basic English literacy as well as instruction and guidance that leads the ELL student to attain a high-school diploma or its equivalent and transition to post-secondary and training programs or employment), Adult Basic Education (ABE) literacy services, and Adult Secondary Education/Adult High School Completion (ASE/AHSC) services to qualified individuals as defined in Title II of the Workforce Innovation Opportunity Act. All programs are expected to infuse civics education within the context of offered coursework. Instruction provided should be contextualized and designed to focus on career opportunities defined within the regions. Funded Programs will be expected to: • Define how workforce preparation is incorporated within their curriculum • Define the strategies/processes utilized to actively collaborate and transition adult education “completer students” to post-secondary and career training programs or to employment that will lead to a meaningful and self-sustaining career • Ensure that students are afforded career pathways and appropriate services through collaboration and coordination of referrals between DWS and rehabilitation service providers.

New Language: Special Rule Each eligible agency awarded a grant or contract under this section shall not use any funds for the purpose of supporting or providing programs, services, or activities for individuals who are under the age of 16 and are enrolled or required to be enrolled in secondary school under State law, except that such agency may use such funds for such purpose if such programs, services, or activities are related to family literacy activities. In providing family literacy activities under this title, an eligible provider shall attempt to coordinate with programs and services that are not assisted under this title prior to using funds for adult education and literacy activities under this title for activities other than activities for eligible individuals. In addition to the above Utah will make available funds to concurrently blend adult education and literacy activities into strong partnerships with the other partners through increasing the integration of instruction into regional high demand occupations that are identified by DWS. As appropriate, programs will partner directly with their local training or post-secondary institution to encourage student transition through the use of transition coaches or counselors. Applicants that are funded are expected to infuse Utah’s College and Career Readiness Standards into instruction. Utah has spent the past two years in establishing transition plans and bridges for students to access post-secondary and training programs. This activity will be strengthened by providing direct funding to applicants to integrate workforce preparation activities into all adult education, literacy and English language instructional activities. For the ELL population, a strong emphasis on English literacy and civics instruction will include concurrent and contextualized workforce preparation activities in combination with support from DWS to ensure successful integrated education and training offerings that may be available through Title I funding. Additionally, the application process will give greater emphasis and awarding of funds (funding rubric) to programs who define how they will infuse English language acquisition, basic education or high school completion into career pathway implementation by direct partnerships with DWS and Vocational Rehabilitation to deliver instruction concurrently in partnership with local employers) or in a pilot location that involves one or more partner programs focused on providing family literacy or workplace learning to improve parent English or basic literacy skills through educational partnerships. If an applicant applies for funding to provide Family Literacy they would be expected to not work in isolation but to work in partnership with a local Head Start or early education partnership in addition to DWS ensuring that the adults are able to meet their educational and employment needs. Funded applicants can no longer offer services that are splintered and in silos but rather services must be infused in a career pathway defined for each student. Applicants may also receive priority funding for identifying at least one high demand employment opportunity within their region and defining how they will provide adult education services (basic skills, ELL and civics education and high school completion services, workforce preparation activities) meeting the needs of the employer and the local community to increase the skill levels of the employee.