Procedures and Process of Funding Eligible Providers
6.1 The Application
A one-year competition will be conducted in the spring of 2008 by the West Virginia
Department of Education, Office of Adult Education and Workforce Development. The criteria
in the application are derived from the Adult Education and Family Literacy Act. The State
agency will use specific application questions to award grants and contracts, and it will also ask
that the applicant describe how the awarded funds will be spent. The funds may be expended for
adult education and literacy services including workplace literacy, family literacy services or
English literacy programs. Specific examples of expenditures would include salaries, fringes,
texts, supplies, equipment, indirect costs, support services, etc.
The legislation also places an emphasis on coordination. Thus, the applicant will
describe any cooperative arrangement it has with other agencies, institutions, or organizations for
the delivery of adult education and literacy activities. Currently the West Virginia Department
of Education works closely with many agencies, institutions and organizations such as the West
Virginia Department of Health and Human Resources in the provision of services to welfare
clients; the Bureau of Employment Programs; and the West Virginia Workforce Investment
Council, in providing educational services to clients seeking training and employment.
Mandatory Topics to be Addressed
The following topics are required by the Adult Education and Family Literacy Act to be
addressed/considered in the application:
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The core indicators of performance and their measures. The following table lists the core
indicators of performance and the mandated Federal measures with each core indicator.
Table of the Core Indicators of Performance
Indicator #1. Demonstrated improvements in literacy skill levels in reading, writing and
speaking the English language, numeracy, problem-solving English language acquisition
and other literacy skills.
Measure #1. Address the percentage of adults in ABE Beginning Literacy who will acquire
the level of basic skills needed to complete the Educational Functioning Level.
Measure #2. Address the percentage of adults in Beginning ABE who will acquire the level of
basic skills needed to complete the Educational Functioning Level.
Measure #3. Address the percentage of adults in Low Intermediate ABE who will acquire the
level of basic skills needed to complete the Educational Functioning Level.
Measure #4. Address the percentage of adults in High Intermediate ABE who will acquire the
level of basic skills needed to complete the Educational Functioning Level.
Measure #5. Address the percentage of adults in Low Adult Secondary who will acquire the
level of basic skills needed to complete the Educational Functioning Level.
Measure #7. Address the percentage of adults in Beginning Literacy ESL who will acquire
the level of basic skills needed to complete the Educational Functioning Level.
Measure #8. Address the percentage of adults in Low Beginning ESL who will acquire the
level of basic skills needed to complete the Educational Functioning Level.
Measure #9. Address the percentage of adults in High Beginning ESL who will acquire the
level of basic skills needed to complete the Educational Functioning Level.
Measure #10. Address the percentage of adults in Low Intermediate ESL who will acquire the
level of basic skills needed to complete the Educational Functioning Level.
Measure #11. Address the percentage of adults in High Intermediate ESL who will acquire the
level of basic skills needed to complete the Educational Functioning Level.
Measure #12. Address the percentage of adults in Advanced ESL Level who will acquire the
level of basic skills needed to complete the Educational Functioning Level.
Indicator #2. Placement in and retention in unsubsidized employment or placement in
postsecondary education/ training.
Measure #1. Address the percentage of adults who will enter further postsecondary education.
Measure #2. Address the percentage of adults who will obtain unsubsidized employment.
Measure #3. Address the percent of adults who will retain employment.
Indicator #3. Receipt of a secondary diploma or its recognized equivalent.
Measure #1. Address the percentage of adults who will earn a high school diploma or its
recognized equivalent.
Applicants are encouraged to address the three core indicators of performance and the
accompanying performance measures. However, it is recognized that providers in extremely
rural, sparsely populated areas will not serve as many students as more populated areas.
Furthermore, West Virginia has a relatively small limited English proficiency population and
consequently the program may not have students to serve in this level of performance. Program
providers offering multiple classes need to ensure that adults in a range of academic levels are
being served.State Topics to be Addressed
The Adult Education and Family Literacy Act in Section 232 authorizes the State to
include other application items as it deems necessary. Five State core indicators of performance
and their accompanying measures of performance will be applicable to the West Virginia ABE
program. The five West Virginia State core indicators are shown in the following table and
every indicator must be addressed by all applicants.
West Virginia Core Indicators of Performance and Performance Measurers
Indicator #1. Ability to recruit adult learners
in need of literacy and adult education
services.
Measure #1. Monthly enrollment guidelines
are met on a consistent basis.
Indicator #2. Ability to enable students to
remain in the program for a sufficient amount
of time to meet their identified goals.
Measure #1. Monthly student contact hour
guidelines are met on a consistent basis.
Indicator #3. Instructional personnel
participate in professional development
opportunities.
Measure #1. Percent of teachers meeting
standards for pre-service and in-service
participation.
Indicator #4. Learners will show progress
appropriate to their program of study.
Measure #1. Percent of adult learners
attending a minimum of 12 hours will show
progress based on one or more factors
appropriate to the individual program of
study.
Indicator #5. The number of adults enrolled
for a short-term, specific learning project who
complete the prescribed learning outcomes
for their stated goal.
Measure #1. Percent of adult learners
enrolled for a short-term specific goal
completed their projects as validated by a
competency checklist with developed
performance standards.
Each eligible provider desiring a grant under this subtitle shall:
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Demonstrate collaboration between ABE classes, local volunteer literacy
programs and community based organizations. Preference will be given to those
programs which seek to collaborate services within the same application;
Agree to meet the student enrollment/student contact hour guidelines
established by the West Virginia Department of Education;
Show evidence that the request for funding is reasonable in relationship to the
services provided;
Show evidence that funding of a project would not be a duplication of services
within the county;
Ensure that adequate facilities are available and are handicapped accessible;
Submit a job description for each job position being funded;
Maintain records which adequately identifies the source of funds provided for
financially assisted activities. These records must contain information pertaining to
grant authorizations, obligations, unobligated balances, assets, liabilities, outlays or
expenditures, and income;
Be willing to retain records for five years from the starting date of the retention
period. The retention period starts on the day the grantee submits its final
expenditure report;
Verify that all individuals participating in the program submit ABE 400 Form
Student Registration information to their agency;
Verify that individuals have the proper licensure to teach in the program or be a
certified tutor;
Agree that all new teachers attend a minimum of 9 hours of pre-service before
classes begin;
Agree that each teacher meets the annual teacher in-service standards;
Provide a description of staff development activities;
Include a description of recruitment and retention activities;
Include a description of the needs assessment used to establish classes;
Include a description of the age groups to be served. Preference will be given to
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those entities serving all ages of eligible adults; and,
Provide any other item which may deemed necessary and appropriate to the
application.
The application may include the above items as an assurance item to be checked by the
applicant or as a topic to be addressed in a narrative form. Other required items to be included in
the application will be the Program Assurance, Certification Regarding Debarment and
Certification Regarding Lobbying.
6.2 Eligible Providers
The Adult Education and Family Literacy Act states that the West Virginia Department
of Education shall consider the following entities as eligible providers.
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a local educational agency;
community-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;
nonprofit institution that is not described in any of items above and has the ability
to provide literacy services to adults and families; and,
a consortium of the agencies, organizations, libraries or authorities described in
any of the items above.
6.3 Notice of Availability
In February of 2008 the West Virginia Department of Education will issue a press release
through the West Virginia Department of Education=s Communications Office. The press
release is sent to more than 600 entities composed of radio and television stations, newspapers,
educational organizations, State and Federal legislators, and other groups and individuals
interested in adult education. Examples of the other organizations notified will include the
volunteer literacy organizations, Regional Education Service Agencies, public libraries,
community and technical colleges, and community-based organizations. These entities will be
provided notice of the availability of funds and the need to submit an application. In addition,
the application will be announced and posted on the West Virginia Department of Education
website.
6.4 Process and Application
Process
An application for an ABE program under Section 231 of AEFLA will be completed by the
chief executive officer of the eligible agencies. After the applications have been completed and
signed, they will be forwarded to the Assistant Director of Adult Education.
The State agency shall give preference to those providers who can document their past
effectiveness in improving the literacy skills of adults and families or to the extent to which
Federal and State performance measures were met or exceeded. All ABE programs, which
include family literacy programs, need to demonstrate that they can offer programs of sufficient
intensity and duration to make changes in the lives of students. Pending the passage of new Title
II legislation, grants are only available for a period of one year
Flowchart for Processing Adult Basic
Education Program Applications
Feb 2008
April 2008
May 2008
June 2008
Public notification of the availability of funds
Applications are received by the Assistant Director of Adult Education
Applications are reviewed, scored and ranked by selected panel
Successful applicants are notified of funding levels
Fiscal review by WVDE fiscal control
Budget review by Assistant Superintendent of Schools
Grant Awards sent to successful ABE program applicants
July 2008 Programs begin operation
6.5 Evaluation of Applications
The criteria listed in section 231 (e) of the Act and any state criteria will be the items
used to evaluate the application. Each criterion will either be addressed in an assurance section
or by a narrative answer. The mandated federal criteria are listed below:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
(11)
(12)
The degree to which the eligible provider has established measurable objective
goals for participant outcomes;
The past effectiveness of an eligible provider in improving the literacy skills of
adults and families, and, after the 1-year period beginning with the adoption of an
eligible agency’s performance measures under section 212, the success of an
eligible provider receiving funding under this subtitle in meeting or exceeding
such performance measures, especially with respect to those adults with the
lowest levels of literacy;
The commitment of the eligible provider to serve individuals in the community
who are most in need of literacy services, including individuals who are lowincome or have minimal literacy skills;
whether or not the program;
a) is of sufficient intensity and duration for participants to achieve substantial
learning gains; and,
b) uses instructional practices, such as phonemic awareness, systematic phonics,
fluency, and reading comprehension that research has proved to be effective in
teaching individuals to read;
whether the activities are built on a strong foundation of research and effective
educational practice;
whether the activities effectively employ advances in technology, as appropriate,
including the use of computers;
whether the activities provide learning in real life contexts to ensure that an
individual has the skills needed to compete in the workplace and exercise the
rights and responsibilities of citizenship;
whether the activities are staffed by well-trained instructors, counselors, and
administrators;
whether the activities coordinate with other available resources in the community,
such as establishing strong links with elementary schools and secondary schools,
postsecondary educational institutions, one-stop centers, job training programs,
and social service agencies;
whether the activities offer flexible schedules and support services (such as child
care and transportation) that are necessary to enable individuals, including
individuals with disabilities or other special needs, to attend and complete
programs;
whether the activities maintain a high-quality information management system
that has the capacity to report participant outcomes and to monitor program
performance against the eligible agency performance measures; and,
whether the local communities have a demonstrated need for additional English
literacy programs.
The narrative response will have a numerical score assigned to it. The checked items that
must be assured by the applicant do not have numerical scores but rather must be assured to in
the positive. For an applicant to be considered for funding, the application must be complete and
signed by the chief executive officer in the organization. The applicant must agree to abide by
all State and Federal laws and regulations.
Each application is read and scored by two readers who have knowledge, experience and
a background in adult education. The scores are averaged and then the applicants are ranked by
their score. If the two readers vary by more than 25 points then they must confer and agree to a
score that is less than 25 points difference. Funding permitting, applicants with a score of 70 or
greater will be considered for funding. Those entities with scores less than 70 will be considered
on a case-by-case basis and the funding available.
Family literacy applications will be evaluated by the same process as other ABE
applications. Family literacy applications will be required to address the topics in section 6.5
above and four special requirements of the program. All family literacy programs must indicate
in their application that they are providing a program of sufficient intensity in terms of hours and
sufficient duration to make sustainable changes in a family, and that integrate all of the following
activities:
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Interactive literacy activities between the parents and their children;
Training for parents regarding how to be the primary teacher for their children and
full partners in the education of their children;
Parent literacy training that leads to economic self-sufficiency; and
An age-appropriate education to prepare children for success in school and life
experiences.
The Adult Education and Family Literacy Act has a special provision in Section 231 (d)
relating to family literacy programs. Each entity receiving funds shall not use funds for the
purpose of supporting or providing programs, services, or activities who are not eligible
individuals within the meaning of the Act. An exception is made in that funds can be expended
if such programs, services or activities are related to family literacy services as described within
the Act. In providing family literacy services an entity shall attempt to coordinate with programs
and services that are not assisted under this subtitle prior to using funds for adult education and
literacy activities under this subtitle for activities other than adult education. The West Virginia
Department of Education will require that any entity requesting funds for programs, services or
activities for non-eligible individuals in family literacy programs provide written documentation
in this matter. The documentation must specifically state what organizations and individuals
were contacted, when they were contacted, what services were requested, the estimated cost of
the services and why the organization requesting the services did not or could not fund it. There
is no requirement that funds be made available for this special rule within the family literacy
program.
There will be at least one entity funded in each year of the grant which can show
coordination with existing support services such as transportation, child care and other assistance
designed to increase rates of enrollment and adult education and literacy activities.
6.6 Special Rule - State Imposed Requirement
The State is required to report any rule or policy relating to the administration of, or operation of,
a program not imposed by Federal law. There are no State imposed rules or requirements that
impact the activities of the administration or the operation of the ABE program
6.7 Special Rule Relating to Local Administration
Section 233 of the Act states that not less than 95% of the local funds will be expended
for carrying out adult education and literacy activities. The remaining amount, not to exceed 5
percent, shall be used for planning, administration, personnel development and interagency
coordination. West Virginia will allow up to 5 percent of the applicants Federal allocation to be
used for administrative tasks related to inputting of student registration forms, and follow-up on
students who complete the program or leave the program for unknown reasons, staff
development expenses, and other related administrative functions approved by the State.
Changes in prior approved administrative tasks to be completed with ABE Federal funds must be
agreed upon mutually in writing by the local program and the West Virginia Department of
Education.
A special rule in Section 233 (b) permits that in cases where the costs of planning,
administration, personnel development and interagency coordination are too restrictive, the local
provider and State agency can negotiate an adequate level of funds to be used for noninstructional purposes. The West Virginia Department of Education will consider such written
requests for greater than 5 percent Federal funds only for the administrative tasks cited in the
previous paragraph.