statement of purpose8 ioode students will appear in dwds inters database system as enrolled in both...

of 30

Program Year 2019 Adult Education

Grant Continuation/Competitive Application

(Request for Application)

Statement of Purpose

The Indiana Department of Workforce Development (“DWD”) is committed to the continuous

provision of adult education (“AE”) services, which provide Hoosiers with the knowledge, skills,

and abilities necessary for employment, next level careers, and postsecondary education and

training.

DWD intends to fund qualifying current Workforce Innovation and Opportunity Act Title II

Adult Education (29 U.S.C. 3271 et. seq.) (“WIOA Title II”) grantees in Indiana by distributing

an estimated twenty million five hundred thousand dollars ($23,000,000.00) in WIOA Title II

funds for the grant year of 2019-20201.

DWD and Indiana Adult Education also continue to support distance learning in an effort to

increase participation in, and provide additional access to, adult education and literacy activities

within the state of Indiana. As such, DWD intends to fund an AE provider in the state of Indiana

to administer a statewide “online only” distance education program.

All WIOA Title II funding awarded as a result of this Request for Application (“RFA”) process

must be used to:

1. Assist adults to become literate and obtain the knowledge and skills necessary for

employment and economic self-sufficiency;

2. Assist adults who are parents or family members to obtain the education and skills that—

a. Are necessary to becoming full partners in the educational development of their

children; and

b. Lead to sustainable improvements in the economic opportunities of their families;

3. Assist adults in attaining a secondary school diploma and in the transition to

postsecondary education and training, including through career pathways; and

4. Assist immigrants and other individuals who are English Language Learners in—

a. Improving their—

i. Reading, writing, speaking, and comprehension of skills in English; and

ii. Mathematics skills; and

iii. Acquiring an understanding of the American system of government,

individual freedom, and the responsibilities of citizenship.

29 U.S.C. §3271

1 The estimated total distribution for Program Year (“PY”) 2019-2020 is $20,500,000.00 and is contingent upon

final AE funds allocations from the state and federal governments.

of 30

Applicants can apply for funding in one, or any combination of, the following areas:2

1. Adult Education and Literacy Activities

DWD will award a portion of the allocable funds to be used specifically to provide the following,

or a combination of the following, adult education and literacy activities. WIOA Title II defines

“adult education and literacy activities” as:

[P]rograms, activities, and services that include adult education, literacy activities,

workplace adult education and literacy activities, family literacy activities, English

language acquisition activities, integrated English literacy and civics education,

workforce preparation activities, or integrated education and training3

29 U.S.C. § 3272(2).

2. Corrections Education and Education for Institutionalized Individuals

As part of the 2019-20 Adult Education Grant Continuation and RFA, DWD will award between

one percent (1%) and twenty percent (20%) of the total funds made available through this grant

process to be used specifically to provide adult education and literacy activities (as defined

above) to individuals who are currently incarcerated in a state prison or correctional facility, or a

county jail, or who are current participants in Indiana’s community corrections program. DWD

requires that all programs providing adult education and literacy activities to criminal offenders

in either state or county custody prioritize individuals who are likely to lose their custodial status

within five (5) years of receiving adult education and literacy services.

3. Integrated Education and Training Activities

DWD will award fifteen percent (15%) of the total allocated funds associated with this grant

specifically for the purpose of implementing integrated education and training (“IET”) services

at the program level.

WIOA Title II defines “integrated education and training” as:

[A] service approach that provides adult education and literacy activities concurrently and

contextually with workforce preparation activities and workforce training for a

specific occupational cluster for the purpose of educational and career

advancement.4

29 U.S.C. §3272(11).

2 Funding requests for each of the areas will be considered separate requests and have separate criteria for funding.

Programs that request funding in multiple areas will have each request considered separately. 3 See 29 U.S.C. § 3272 for additional defined terms. 4 See 29 U.S.C. § 3272 for additional defined terms.

of 30

4. Workforce Education Initiative

Two million Hoosiers are in need of additional training to compete in the 21st century workforce,

and there will be more than one million job openings in the state of Indiana, due to both

retirement and new job growth, by 2025. Because of this DWD aims to take Indiana’s workforce

to the next level with a focus on high-priority industries and high-demand jobs driving the state’s

economy into the future. Employers within the state desire a better-skilled workforce; in order

for Hoosiers to maintain and grow a competitive workforce they require the basic skills needed

for additional training, which leads to better-paying jobs and promotions.

To assist this effort, DWD challenges Indiana Adult Education providers to continue to frame a

coordinated workforce basic skills system that is worker-centered, customized, and is provided in

partnership with Indiana employers on or off the worksite. Specifically, DWD Workforce

Education Initiative (“WEI”) targets employers with workers who lack basic skills proficiencies

and who desire to maintain their employment and/or improve their work performance. The WEI

also aims to aid employers in hiring and retaining workers who will be able to meet the

employer’s demands for productivity, safety, and advancement within the workplace.

Ten percent (10%) of the total funding awarded as part of this RFA will be provided to programs

that offer remediation services that support the objectives of the WEI. To ensure the success of

the WEI, DWD is soliciting applications from current Indiana Adult Education grantees for

funds to provide adult education and literacy services aligned with the goals of the WEI and the

workforce priorities of DWD.

While current Indiana Adult Education grantees must compete for the specified WEI funds, such

funds are awarded as part of this grant, and the usage of such funds restricted to approved adult

education and literacy activities provided to eligible individuals under WIOA Title II.

5. Professional Development Facilitator Network

Professional Development Facilitators (“PDFs”) are a network of lead adult education instructors

who are trained to model and deliver the highest quality professional development both locally

and regionally, all of which is directly tied to state or federal AE performance measures. PDFs

develop local and regional professional development plans and share their knowledge and

expertise to assist AE programs and the state with continuous improvement.

Grantees that apply for the PDF portion of this grant must have a currently approved Facilitator

in order to receive reimbursement for PDF services.

Grantees that apply for and receive the PDF grant will have additional funds added to their

Federal Administrative budget for the payment of the PDF stipend and professional development

for the PDF.

of 30

The scope of work for PDFs includes, but is not limited to, the following:

a. Develop local professional development plans in conjunction with directors and

state office representatives;

b. Provide input into the development of new teacher training/orientation;

c. Provide input into the development and updating of the Indiana Adult Education

Teacher Handbook;

d. Deliver local and regional accommodations training;

e. Assist in the delivery of National Reporting System (“NRS”) for Adult

Education/Tests of Adult Basic Education (“TABE”) training;

f. Provide one-on-one assistance with instructors as required by state office or

requested by local program directors; and

g. Model effective teaching strategies.

6. Indiana Online Only Distance Education (“IOODE”)

Distance Education

The United States Department of Education Office of Career, Technical, and Adult Education

(“OCTAE”) defines “distance education” for AE as a:

Formal learning activity where students and instructors are separated by

geography, time, or both for the majority of the instructional period. Distance

learning materials are delivered through a variety of media, including but not

limited to, print, audio recordings, videotape, broadcast, computer software, web-

based programs, and other online technology. Teachers support distance learners

through communication by mail, telephone, or online technologies and software.5

IOODE Distance Education Program Description

DWD will award part of the funds allocable as a result of this RFA process to a single provider

to be used specifically to provide any of the following, or combination of the following, adult

education and literacy activities through online only distance education. WIOA defines “adult

education and literacy activities” as:

Programs, activities, and services that include adult education, literacy activities, family

literacy activities, English language acquisition activities, integrated English literacy and

civics education, workforce preparation activities, or integrated education and training.

5 NRS Technical Assistance Guide for Performance and Accountability under the Workforce Innovation and

Opportunity Act (January 2018), p. 48.

https://nrsweb.org/sites/default/files/NRS-TA-January-2018-508.pdf

of 30

Instructional Delivery Model and Assessment: Online Only

DWD seeks to award funds to a current Indiana Adult Education provider to design, implement,

and manage a statewide AE distance education program where program participants can access

the required adult education and literacy activities through internet technology. The AE online

only distance education program must be made available to participants in all ninety-two (92)

counties within Indiana.

Pre and post-testing must be conducted in concert with local Indiana Adult Education providers,

and must be administered to students enrolled in the AE online only distance education program

following the same guidelines set for all Indiana AE participants. All assessment testing must

align with DWD policies on data collection and reporting6 and educational functioning level

assessment.7

Assessments will be conducted in partnership with local AE providers and must be conducted

on-site at local AE provider locations. The IOODE grantee and the local AE provider will share

IOODE participants/students for purposes of recording and reporting both state and federal

performance metrics.8

As such, a successful applicant for IOODE distance education funding must provide a plan to

partner with local AE providers within the state. In addition, applicants must demonstrate the

ability to implement planned local coordination.

Direct Contact Hours

To align with DWD’s distance education policy,9 participants in the IOODE distance education

program must receive at least twelve (12) direct contact hours where:

1. Participants and program representatives interact; and

2. The participants’ identities are verifiable.

Activities that count toward direct contact hours include, but are not limited to:

1. In-person contact;

2. Telephone calls;

3. Video conferencing; or

4. Other types of online communication where participant identity is verifiable.

6 DWD Policy 2017-15 Adult Education Data Collection and Reporting dated April 17, 2018

https://www.in.gov/dwd/files/Adult%20Education%20Data%20Policy.pdf last accessed January 29, 2019. 7 DWD Policy 2017-14 Distance Education dated April 17, 2018

https://www.in.gov/dwd/files/AE%20Distance%20Education%20Policy.pdf last accessed July 30, 2018.

8 IOODE students will appear in DWDs InTERS database system as enrolled in both the IOODE program and the

local AE provider performing the assessment testing for IOODE students. 9 Referenced above at footnote 7.

https://www.in.gov/dwd/files/Adult%20Education%20Data%20Policy.pdf

https://www.in.gov/dwd/files/AE%20Distance%20Education%20Policy.pdf

of 30

In addition, any hours participants spent at local AE provider locations for the following will be

counted as direct contact hours:

5. Program orientation; or

6. Testing as specified in DWD educational functioning level assessment policy.10

Proxy Contact Hours

Proxy contact hours are the hours program participants spend on adult education and literacy

activities that will be delivered as part of the IOODE distance education program. These hours

can be recorded in one of the following three OCTAE-approved distance education proxy

contact hour models:

1. Clock-Time Model: this model assigns contact hours based on the elapsed time that a

learner is connected to, or engaged in, an online software program that tracks time;

2. Teacher-Verification Model: this model attaches a fixed number of credit hours for

each assignment based on the determination of a teacher as to the extent a participant is

engaged in, or has completed, an assignment;

3. Learner-Mastery Model: this model assigns a fixed number of credit hours based on the

participant passing a test on the content of a lesson. Participants must work with the

materials and curriculum until they feel they have mastered the material before they take

a test. Passing the test assigns to the student a set of credit hours, which are attached to a

particular lesson.

Grant History

This grant continuation and competitive RFA process is open to all programs awarded funds as a

result of Indiana’s 2018-2019 AE grant continuation and competition process. The exercise of

grant renewals will be made on a program-by-program basis. Renewals will be contingent upon

the grant recipient’s ability to successfully implement the terms of the grant, to meet

performance expectations, and to provide value to the community. DWD reserves the right to

conduct a competitive grant process before, during, or after the completion of the original three-

year grant cycle.

Organizations that received grant awards as part of Indiana’s PY18 AE grant process are not

guaranteed funding as a result of this grant process. This applies to:

1. AE funds;

2. Integrated Education and Training funds;

3. Corrections Education and Education for Institutionalized Individuals funds;

4. Workforce Education Initiative funds; and

5. Professional Development Facilitator funds.

10 DWD Policy 2017-13 Educational Functioning Level Assessment Policy dated April 17, 2018

https://www.in.gov/dwd/files/Assessment%20Policy_2018-2019.pdf last accessed January 29, 2019.

https://www.in.gov/dwd/files/Assessment%20Policy_2018-2019.pdf

of 30

Programs that did not receive WEI or IOODE specified funds during the 2018-2019 AE grant

process because:

a. The program failed to apply for WEI, IOODE, or PDF network specific funds; or

b. The program applied for WEI, IOODE, or PDF facilitator network specific funds, but

were not chosen for funding

will not be barred from applying for WEI, IOODE, or PDF network funds in this grant process.

If a program is not awarded WEI, IOODE, or PDF network specific funds as part of the 2019-

2020 AE grant continuation and competition process, it will not be barred from applying for WEI

funds in future grant competitions.

Eligible Applicants

Only organizations that received AE funding for 2018-2019 are eligible for funding as a result of

this grant process.

An organization must be (1) an “eligible provider” as defined by WIOA Title II and must have

“demonstrated effectiveness” providing adult education and literacy activities. Pursuant to 29

U.S.C. § 3272(5), the term “eligible provider” means an organization that has demonstrated

effectiveness in providing adult education and literacy activities that must include:

a. A local education agency;

b. A community-based organization or faith-based organization;

c. A volunteer literacy organization;

d. An institution of higher education;

e. A public or private nonprofit agency;

f. A library;

g. A public housing authority;

h. A nonprofit institution not described in any of the subparagraphs (a) through (g) and has

the ability to provide adult education and literacy activities to eligible individuals11;

i. A consortium or coalition of agencies, organizations, institutions, libraries, or authorities

described in any of the subparagraphs (a) through (h);

j. A partnership between an employer and an entity described in any of the subparagraphs

(a) through (i).

If the nature of the applicant organization has changed since the first awarding of AE funds

through a WIOA Title II grant such that it no longer fits the above definition of “eligible

provider,” it is the responsibility of that organization to immediately inform DWD.

11 An Eligible Individual is an individual who is (a) at least sixteen (16) years of age; (b) is not enrolled or required

to be enrolled in secondary school under state law; and (i) is basic skills deficient; (ii) does not have a secondary

school diploma (HSD) or its equivalent (HSE); or (iii) is an English language learner. 29 U.S.C. § 3272(4).

of 30

Demonstrated Effectiveness

WIOA (29 U.S.C. § 3272(5) mandates that eligible providers must be able to demonstrate past

effectiveness in providing adult education and literacy activities to eligible individuals. As part

of the grant application narrative (Consideration III) applicant organizations must complete and

submit the attached demonstrated effectiveness documentation.

WIOA Performance Metrics

WIOA (29 U.S.C. § 3292, 29 U.S.C. § 3141(b)(2) states that programs receiving WIOA Title II

funding will be measured for effectiveness in the following areas:

1. Measurable skill gains;

a. Educational functioning level gain; and

i. Measured by pre-posttest;

ii. Completion of Carnegie units;

iii. Entry into postsecondary;

b. Secondary diploma or equivalent;

2. Credential attainment;

3. Employment rate;

4. Median earnings; and

5. Effectiveness in serving employers.

Performance accountability measures are used by OCTAE to assess the state’s effectiveness at

achieving positive outcomes for learners, and by DWD to assess the effectiveness of individual

WIOA Title II-funded programs in Indiana. OCTAE uses past performance and continuous

improvement requirements to annually negotiate performance accountability targets with DWD.

of 30

Federal Performance Targets

Indiana’s negotiated WIOA Title II performance indicators for 2019-2020 are as follows:

Indiana Performance Targets

Educational Functioning Level

(EFL)

Federal

Individual

Targets 2019-

2020

ABE Level 1 51%

ABE Level 2 51%

ABE Level 3 51%

ABE Level 4 51%

ABE Level 5 51%

ABE Level 6 51%

ESL Level 1 51%

ESL Level 2 51%

ESL Level 3 51%

ESL Level 4 51%

ESL Level 5 51%

ESL Level 6 51%

Overall Targets 51%

Indiana Performance Targets

Indiana exceeded performance indicators in the prior program year, and new state performance

indicators in the future will likely be much higher. The state’s performance expectation for

grantees for 2019-2020 will be set at a uniform sixty-four percent (64%).

Funding

Grant Period

DWD will award adult education grants for a period of one (1) year (July 1, 2019 through June

30, 2020).

Right to Re-Compete

DWD reserves the right to a hold new, competitive, AE RFA.

of 30

Granting of Funds to Other Entities

DWD will allow organizations awarded funds as a result of this grant process to pass funds to

non-grantee service providers (“sub-grantees”), subject to the approval of DWD. Applicants with

sub-grantees should familiarize themselves with WIOA Title II (U.S.C. § 3292, U.S.C. § 3141)

and the Uniform Guidance documentation.12 The grantee will assume all responsibility for the

performance of their sub-grantee(s). This includes, but is not limited to, ensuring that sub-

grantees follow DWD policies and that the sub-grantees are in compliance with all applicable

state and federal laws. Grantees also will be responsible for the monitoring of their sub-

grantee’s(s’) data and performance.

Maintenance of Effort

Grantees are required to contribute a local match so that DWD can maintain the federally

required maintenance of effort (“MOE”). This MOE can include, but is not limited to, the

following:

1. Any non-federal or non-state dollars used to provide adult education and literacy

activities;

2. In-kind contributions to adult education and literacy activities such as:

a. Infrastructure and facilities costs;

b. Utilities costs;

c. Custodial services;

d. Copying and printing costs; and

e. Phone, internet, or other technology costs;

3. The cost of staff time spent in providing adult education and literacy activities either;

a. Volunteered; or

b. Paid from non-federal and non-state funds.

Americans with Disabilities Act

In accordance with the Americans with Disabilities Act (“ADA”), state law, and DWD equal

opportunity policy,13 it is required that any recipient of WIOA Title II funds through this grant

provide reasonable accommodations to all qualified individuals (employees, students, and

clients) with disabilities, unless that accommodation would represent an undue burden to the

grantee in the exercising of their responsibilities to deliver adult education and literacy activities.

Accepting an award as a result of this RFA is an acknowledgment that the grant recipient is in

compliance with the above ADA statement.

12 See the Electronic Code of Federal Regulations, CFR Part 200, WIOA Title II, recoverable here:

https://www.ecfr.gov/cgi-bin/text-idx?tpl=/ecfrbrowse/Title02/2cfr200_main_02.tpl 13 DWD Policy 2016-09 Equal Opportunity and Nondiscrimination Guidance Letter, dated March 20, 2017

https://www.in.gov/dwd/files/2016-09.pdf last accessed January 29, 2019.

https://www.ecfr.gov/cgi-bin/text-idx?tpl=/ecfrbrowse/Title02/2cfr200_main_02.tpl

https://www.in.gov/dwd/files/2016-09.pdf%20last%20accessed%20January%2029

of 30

General Education Provisions Act

Applicants requesting WIOA Title II funding as part of the 2019-2020 AE grant process are

required to acknowledge their compliance with the General Education Provisions Act (“GEPA”).

Failure to address the GEPA consideration by submitting a plan to ensure equitable access to,

and participation in, their WIOA Title II program will result in the non-consideration of the

submitted application and a loss of WIOA Title II funding14.

Proposal Review and Timeline

Workforce Development Board Review

WIOA mandates that local workforce development boards (“WDBs”) coordinate activities with

education and training providers within the local workforce development area (“WDA”). In

accordance with WIOA Title II, this Indiana Adult Education and Family Literacy Act

(“AEFLA”) grant solicitation requires WDBs to review all AEFLA applications submitted to

DWD from eligible providers that wish to provide services with the WDB’s local WDA. WDBs

will review these applications to determine if the applications align to, and are consistent with,

local plans. Upon completing the review, the WDB will submit a recommendation to DWD,

which may involve requests for changes to an applicant’s proposal of services so that said

services will better align with local plans.

In the event that an applicant submits an application seeking funds in areas covered by multiple

WDBs, each WDB will review the applicant’s proposal separately.

Timeline

The chart below shows the timeline established by DWD for this RFA.

Event Date

RFA Issued Friday, February 22, 2019

RFA Questions Due Monday, March 4, 2019

RFA FAQ Released Friday, March 8, 2019

RFA/Grant Application Submission Deadline Monday, April 1, 2019 5:00 PM EST (GMT -

5)

Award Decisions Issued Early May 2019

14 There are no exceptions to this requirement.

of 30

DWD Contact Information

Position Name Email

DWD Adult

Education Grants

Manager

Scott Mills [email protected]

Grants Coordinator Donna Lovelady [email protected]

Application and RFA Question Submission

[email protected]

Application

Basic Instructions

All applications for the 2019-2020 AE grant submitted to DWD must:

1. Use 12-point font;

2. Be double spaced;

3. Be submitted electronically; and

4. Include all of the following:

a. Part I: Program information and cover sheet (embedded in the narrative

submission);

b. Part II: Narrative:

i. Demonstrated effectiveness data attachment (submitted separately);

ii. GEPA consideration/plan (submitted separately as a .pdf or .doc

document);

iii. Narrative response to IOODE distance education section (submitted

separately);15 16

iv. Narrative responses to considerations I – XIII, XV, and XVI – XVIII;17

c. ABE partnership attachment (submitted separately);

d. Itemized budget (submitted separately);

e. Signed Administrative Cap Waiver, if requesting more than five percent (5%) of

the grant allocation be designated for administrative costs; and

f. Assurance document.

15 There are no exceptions to this requirement. 16 IOODE plans can use single spacing. 17 If applicable.

mailto:[email protected]



of 30

Completed applications (including all attachments) must be:

1. Placed in a single zip folder using the following naming convention:

a. “Program Name PY19 AE RFA”

2. Submitted electronically to DWD AE inbox ([email protected]); and

3. Submitted to DWD no later than Monday, April 1, 2019, 5 PM EST (GMT – 5).

Application Notes:

1. Failure to submit all completed attachments will be grounds for non-consideration of an

application for grant funding; and

2. All narrative questions and sections of the grant application that apply to an applicant

must be completed. Failure to answer relevant narrative questions or to complete a

relevant section of the grant application will be grounds for non-consideration of an

application for grant funding;

a. Failure to address the GEPA consideration and submit a GEPA plan will result in

the non-consideration of a grant application;18

3. Exceeding the maximum allowable length in the narrative section of the application will

not count against an applicant; however,

a. Any information provided on pages in excess of the allowable length will not be

considered;

4. Applications submitted after the submission deadline will not be considered.19 The DWD

AE office will send an email message by the following business day to confirm that the

application has been received. It is the applicant’s responsibility to communicate with

the DWD AE office if the applicant needs technical assistance in submitting the

application. The applicant must contact the DWD AE office prior to the submission

deadline in order for an application for an extension to be considered.

18 In compliance with federal law (WIOA Title II and GEPA), failure to submit a GEPA plan must result in a denial

of WIOA Title II funds to the applicant. 19 No exception to this requirement will be made unless the applicant contacts DWD prior to the submission

deadline and DWD provides the applicant with written approval for a late grant application submission. DWD

reserves the right to deny all exception requests.


of 30

Part I: Program Information and Cover Sheet

This application/proposal is for the delivery of AE and literacy activities to WIOA Title II

eligible individuals. The grant award is a single-year award and is contingent on the reallocation

of state and federal funds.

Fill in the applicant organization’s information in the tables provided. The tables should be

embedded at the beginning of the applicant’s narrative response document.

1. Indicate the category of eligible provider the applicant organization falls under (place an

X in the left hand column).

Local education agency

Community-based organization of demonstrated effectiveness

Volunteer literacy organization of demonstrated effectiveness

Institution of higher education

Public or private non-profit

Library

Housing authority

Employer/entity partnership

Nonprofit institution not described above

Consortium of the agencies, organizations, institutions, libraries, or authorities described

above.

Name of Organization Address Phone Number Contact Email

Fiscal Agent (If

Different) Address Phone Number Contact Email

Fiscal Agent Contact Address Phone Number Contact Email

Agent of Record (If

Different) Address Phone Number Contact Email

Grant Contact Address Phone Number Contact Email

of 30

2. Fill out the following table. The top Total ABE value should be the total number of non-

duplicated eligible individuals the applicant organization proposes to serve. Applicants

should fill in the total number of eligible individuals it intends to serve in each funding

category on the bottom portion of the table (eligible individuals can be counted more than

once if they will fall under multiple categories).

Number of Individuals the

Applicant Intends to Serve

Instructions: in the below section--adult education and

literacy activities--indicate the total number of non-

duplicated students the applicant intends to serve during

PY19.

Adult Education and Literacy Activities

Type of

Service Number of Students

Total ABE

Instructions: in the below section indicate the number of

individuals the applicant intends to serve in each program

type. Students can be counted under more than one program

type.

Type of

Service Number of Students

Corrections

IET

WEI

IOODE

of 30

Total*: 0

*The value in this row should be greater than or equal to the value in

the "Total ABE" row.

3. If the applicant is seeking WEI funds, enter the total amount of funds the applicant

organization is requesting for that purpose.

Total Workforce Education Initiative Funds

Requested

4. If the applicant is seeking IOODE Distance Education Funds, enter the total amount of

funds the applicant organization is requesting for that purpose:

IOODE Funds Requested

Itemized Budget Attachment

5. Complete and submit the itemized budget attachment for the period of the AE grant. Be

sure you complete all parts of this document. For those applicants applying for either

WEI or IOODE funding, complete and submit the relevant itemized budget sections on

the attachment. When you have completed this attachment replace “PROVIDER NAME”

with the name of the applicant organization in the file. E.g. completed itemized budget

attachments should be saved and submitted in the following format: PROVIDER

NAME_ABE ITEMIZED BUDGET_PY19_RFA.

Annotated Partnership Attachment

6. Complete and submit itemized budget for the period of the adult education grant using

the attached file (ABE RFA Partnership Attachment PY1920.xls). When you have

completed this attachment put the name of the applicant organization before ABE. E.g.

completed partnership attachments should be saved and submitted in the following

format: PROVIDER NAME_ABE Partnership_PY19_RFA.

Waivers and Assurances

7. All programs must submit a signed assurances document. When you have completed this

attachment put the name of the applicant organization at the beginning of the document

name. E.g. completed assurances attachments should be saved and submitted in the

of 30

following format: PROVIDER NAME_ABE Assurances_PY19_RFA. If the applicant

organization is seeking an administrative costs waiver, submit a completed and signed

waiver document (ABE Grant Administrative Cap Waiver PY19). When you have

completed this attachment put the name of the applicant organization at the beginning of

the document name. E.g. completed waiver attachments should be saved and submitted

in the following format: PROVIDER NAME_ABE Grant Administrative

Waiver_PY19_RFA.

GEPA Attachment/Plan

§427 of the GEPA requires:

Each applicant for assistance under an applicable program … to develop and

describe in such applicant’s application the steps such applicant proposes to take to

ensure equitable access to, and equitable participation in, the project or activity to

be conducted with such assistance, by addressing the special needs of students,

teachers, and other program beneficiaries in order to overcome barriers to equitable

participation, including barriers based on gender, race, color, national origin,

disability, and age.

20 U.S.C. § 1228a(b)

8. All programs must attach a description of the steps the applicant organization proposes to

take to ensure equitable access to, and participation in, its federally assisted program20

(.pdf or .doc format). Once completed the GEPA attachment should be saved and

submitted using the following naming conventions: Program Name GEPA PY1921.

IOODE Plan

If an applicant intends to apply for IOODE funding as part of this RFA process, that applicant

must submit a proposal to deliver and administer a program that provides online only distance

education to Hoosiers in all ninety-two (92) counties within the state of Indiana. Plans should not

exceed ten (10) pages (single spaced) and must be submitted in .pdf or .doc format. Applicants

should use the following naming convention when submitting IOODE plans: Program Name

IOODE PY19.

The submitted plan must contain the following sections:

1. Program Overview

20 Application for any type of funds which will be awarded as a result of this RFA qualifies the applicant as a

deliverer of a federally assisted program. 21 In accordance with federal law, failure to attach a GEPA plan to an applicant’s RFA submission will result in the

non-consideration of the submitted application. This will result in a denial of a funding award as part of this RFA.

of 30

The program overview should be an overall description of the planned AE online only distance

education program, and should contain language that clearly describes how the applicant intends

to meet the requirements set forth by federal law, state law, and DWD policy for the

administration of AE distance education under WIOA Title II within the state of Indiana.

This section must also clearly state which of the three approved distance education delivery

models the applicant intends to employ as part of the AE online only distance education

program22.

2. Enrollment Procedures (Including Managed Enrollment)

Applicants for IOODE funding must provide a plan to enroll participants across the state of

Indiana in Indiana’s IOODE program. This section also must contain a description of how the

applicant intends to manage participants after they have enrolled in the program, and must

explain:

a. Software;

b. Technology; and

c. Other tools

the applicant intends to use for this purpose.

3. Projected Assignments and Curriculum

This section must detail the applicant’s projected assignments and curriculum to be used as part

of the IOODE program. This includes a brief description of how assignments and curriculum

will be delivered to program participants, and must include:

a. Software;

b. Technology; and

c. Other tools


4. Contact Hours and Attendance

The applicant must describe in detail how it will calculate contact hours (direct contact hours and

proxy contact hours) and attendance in accordance with DWD AE policy23. This description

must include the description of any:

a. Software;

b. Technology; and

c. Other tools


22 See the Instructional Delivery Model and Assessment: Online Only section on pages 4-6 of this RFA. 23 https://www.in.gov/dwd/files/AE%20Distance%20Education%20Policy.pdf

https://www.in.gov/dwd/files/AE%20Distance%20Education%20Policy.pdf

of 30

5. Local Partnerships

The applicant must include a plan to partner with local Indiana AE providers to deliver services

to participants in the IOODE program. This plan must include:

a. Planned partnerships for the delivery of assessments as required by DWD

policy24; and;

may include:

b. Planned partnerships to deliver other services to IOODE participants, including,

but not limited to:

i. Career services;

ii. Counseling; or

iii. Other supportive services.

6. Syllabus/Class Schedule

The applicant must submit a syllabus or class schedule for the IOODE program that briefly

describes the week-by-week activities planned for IOODE participants.25

Part II: Narrative

In the narrative section all applicants must:

a. provide the above-described cover page and tables (for application portions 1-5)

embedded at the top of the application narrative;

b. use double spacing;

c. use 1-inch margins; and

d. Clearly indicate the consideration and question being answered;26

e. not exceed the following maximum lengths:

i. thirty-five (35) combined pages in length while answering narrative

questions related to considerations I-XV;

ii. five (5) additional pages for applicants answering questions for any

consideration beyond XV;

iii. ten (10) additional pages for applicants applying for IOODE for purposes

of providing a distance education plan. This plan should be attached

separately.

24 https://www.in.gov/dwd/files/Assessment%20Policy_2018-2019.pdf 25 This may be submitted as a separate document. If submitted separately, the syllabus/class schedule must be in .pdf

or .doc format and must be named and submitted using the following format (Program Name IOODE Syllabus). If

submitted in this format the syllabus will not count toward the IOODE plan’s ten- (10-) page maximum length. 26 Applicants can choose to enter the whole text of each consideration and question, or can chose to use the

following format: roman numerals for the consideration followed by the question number under that consideration.

E.g. consideration one (1) question two (2) would be recorded as follows: I.2

of 30

The narrative questions found below are based on the thirteen (13) statutory considerations from

the Adult Education and Family Literacy Act (“AEFLA”) (29 U.S.C. § 3321(e), one (1) statutory

consideration from GEPA [§427.2.b], and four additional state considerations.

Considerations I – XV apply to all applicants. Consideration XVI should be answered by

organizations seeking WEI funds. Consideration XVII should be answered by programs

seeking funds for corrections education and education for institutionalized individuals.

Applicants should embed the program introduction and coversheet into the application’s

narrative response. Applicant answers for all questions under Considerations I – XV should not

exceed thirty (30) pages. Applicants responding to any consideration, or combination of

considerations, beyond Consideration XV will be allowed five (5) additional pages. When

complete the applicant narrative response should be saved and submitted as a .doc or .pdf file

using the following naming convention: Program Name AE Narrative PY19.

Application Instructions Summary

Once the application is complete, the application documents should be checked to ensure all

materials are present and that the proper naming conventions were used. These documents

should be placed in a single compressed folder using the following naming convention:

Program Name AE RFA 19. This folder is then to be submitted to DWD by no later than 5 PM

EST (GMT – 5) on Monday, April 1,,2019.

Below are the individual items that must be included with the submitted application, along with

the format required, and the naming conventions that should be used27:

1. Program narrative (including program description and coversheet): Program Name AE

Narrative PY19;

2. GEPA attachment (.doc or .pdf): Program Name GEPA PY19;

3. Itemized budget attachment (use the templated provided): PROVIDER NAME_ABE

ITEMIZED BUDGET_PY19_RFA;

4. Annotated partnership list (use the templated provided): PROVIDER NAME_ABE

Partnership_PY19_RFA;

5. Assurances attachment (use the templated provided): PROVIDER NAME_ABE

Assurances_PY19_RFA;

6. AE administrative costs waiver (use templated provided): PROVIDER NAME_ABE

Grant Administrative Waiver_PY19_RFA (if applicable); and

7. IOODE plan (.doc or .pdf): PROVIDER NAME_IOODE_PY19 (if applicable).

27 More detailed descriptions of these can be found in the “Application” section of this document.

of 30

Applicants must also follow the formatting rules and content guidelines that are laid out in this

document, but are not mentioned in this application summary.

Considerations

Consideration I

(1) The degree to which the eligible provider would be responsive to:

a. Regional needs identified in the local workforce plan; and

b. Serving individuals in the community who are identified as most in need of adult

education and literacy activities, including individuals:

i. Who have low levels of English literacy; or

ii. Who are English language learners;

Questions:

1. Describe how the applicant continues to identify those who are in need of adult education

and literacy activities in the communities served by the applicant. Be specific and discuss

any demographic analysis used by the applicant.

2. Describe the applicant’s outreach activities during PY2018-2019. Explain the applicant’s

planned outreach activities for 2019-2020.

Consideration II

(2) The ability of the eligible provider to serve eligible individuals with disabilities,

including those with learning disabilities:

Questions:

1. Describe how the applicant identifies eligible individuals with learning disabilities28 and

persistent barriers to employment.

2. Explain how the applicant has met, and plans to meet, the needs of eligible individuals,

including individuals participating in IOODE, with disabilities, learning disabilities, and

persistent barriers to employment. The applicant must address all three.

28 Note that the TABE test is not an approved test for identifying learning disabilities in students.

of 30

Consideration III

(3) Past effectiveness in improving literacy of eligible individuals, to meet state-adjusted

levels of performance for the primary indicators of performance, especially to

eligible individuals who have low levels of literacy:

Questions:

1. Attach the applicant’s completed demonstrated effectiveness worksheet.

a. Applicants for IOODE funding should be sure to complete the IOODE section

2. In the narrative section of this application, describe what this data indicates and how it

demonstrates the effectiveness of the applicant in providing adult education and literacy

activities.

Consideration IV

(4) The extent to which the eligible provider demonstrates alignment between proposed

activities and the strategy and goals of the local plan, as well as the activities and

services of the one-stop partners:

Questions:

1. Describe the applicant’s relationship with the one-stop partners in the communities it

serves:

a. Describe how the applicant has worked with the one-stop partners to ensure the

efficient delivery of adult education services to eligible individuals.

Consideration V

(5) Whether the eligible provider’s program:

a. Is of sufficient intensity and quality, and is based on the most rigorous

research available so that participants achieve substantial learning gains;

and

b. Uses instructional practices that include the essential components of reading

instruction.

Questions:

1. Describe the applicant’s planned enrollment and class schedule for eligible individuals

participating in Indiana adult education;

2. IF the applicant is also applying for IOODE funds,describe the applicant’s planned

enrollment and class schedules for eligible individuals participating in IOODE.

Consideration VI

(6) Whether the activities, including reading, writing, and mathematics, are based on

the best practices derived from the most rigorous research available and

appropriate.

of 30

Questions:

1. Explain the research, particularly with respect to improving reading, writing,

mathematics, and English language proficiency of eligible individuals that is reflected in

the applicant’s curriculum design. Be specific.

Consideration VII

(7) Whether the activities effectively use technology, services, and delivery systems,

including distance education, in a manner sufficient to increase the amount and

quality of learning and how technology, services, and systems lead to improved

performance.

Questions:

1. State whether or not the applicant intends to offer distance education services;

a. Explain why the applicant has come to this decision.

2. If the applicant is offering distance education services, describe how the applicant intends

to use technology in the delivery of adult education and literacy activities;

a. If the applicant is applying for IOODE funds describe how the applicant intends

to use technology in the delivery of IOODE services.

Consideration VIII

(8) Whether the activities provide learning in context, including through integrated

education and training, so that the individual acquires the skills needed to transition

to, and complete, postsecondary education and training programs, obtain and

advance in employment leading to self-sufficiency, and to exercise the rights and

responsibilities of citizenship.

Questions:

1. Describe how the applicant teaches, and intends to teach, career readiness and workforce

skills to eligible individuals;

2. Describe how the applicant provides, and plans to provide, career awareness curriculum

to eligible individuals; and

3. If the applicant is applying for IOODE funds, describe how the applicant provides, and

plans to provide, career awareness curriculum to eligible individuals participating in the

IOODE program.

of 30

Consideration IX

(9) Whether the eligible provider’s activities are delivered by well-trained instructors,

counselors, and administrators who meet any minimum qualifications established

by the state, where applicable, and who have access to high quality professional

development, including through electronic means.

Questions:

1. Describe the applicant’s minimum requirements for employment used in hiring:

a. Instructors;

b. Teaching assistants;

c. Counselors;

d. Life coaches; and

e. Administrators.

2. Describe the applicant’s professional development plan for staff involved in the delivery

of adult education and literacy activities in Indiana; and

3. If the applicant is applying for IOODE funds, describe the applicant’s professional

development plan as it relates specifically to staff involved in delivering adult education

and literacy activities as part of IOODE.

Consideration X

(10) Whether the eligible provider’s activities coordinate with other available

education, training, and social service resources in the community, such as by

establishing strong links with elementary schools and secondary schools,

postsecondary educational institutions, institutions of higher education, local

workforce investment boards, one-stop centers, job training programs, social service

agencies, business, industry, labor organizations, community-based organizations,

nonprofit organizations, and intermediaries for the development of career

pathways.

Questions:

of 30

1. Attach the completed AE partnerships worksheet;

2. Describe the supports the applicant offers, and plans to offer, to help eligible individuals

participating in Indiana AE meet employment goals so that they are on pathways with

sustainable wages; and

3. If the applicant is applying for IOODE funding, describe the supports the applicant

offers, and plans to offer, to help eligible individuals participating in IOODE meet

employment goals so they are on pathways to sustainable wages;

4. Describe how the applicant uses Indiana Career Explorer in AE instruction.

Consideration XI

(11) Whether the eligible provider’s activities offer flexible schedules and coordination

with federal, state, and local supportive services (such as child care, transportation,

mental health services, and career planning) that are necessary for individuals with

disabilities or other special needs to attend and complete programs.

Questions:

1. Describe any supportive services the applicant plans to provide eligible individuals who

participate in Indiana AE; and

a. If the applicant is applying for IOODE funding, describe any supportive services

the applicant plans to provide eligible individuals who participate in IOODE;

2. Explain how the applicant plans to use other available federal and state resources to

ensure eligible individuals participating in Indiana AE receive the support necessary to

ensure completion; and

a. If the applicant is applying for IOODE funding describe how the applicant plans

to use other available federal and state resources to ensure eligible individuals

participating in IOODE receive the support necessary to ensure completion.

Consideration XII

(12) Whether the eligible provider maintains a high-quality information management

system that has the capacity to report measurable participant outcomes and to

monitor program performance.

Questions:

1. Describe how the applicant uses, and plans to use, the Indiana Technical Education

Reporting System (“InTERS”) data system;

a. Explain how the applicant uses data generated by InTERS to evaluate and

improve any services offered to eligible individuals;

of 30

2. Describe how the applicant ensures that instructors, administrators, and data entry staff

meet state and federal data entry management requirements, including timely data entry

and the monitoring of data quality;

a. If the applicant is applying for IOODE funding describe how the applicant plans

to use other available federal and state resources to ensure eligible individuals

participating in IOODE receive the support necessary to ensure completion.

3. Describe how the applicant ensures that instructors, administrators, and data entry staff

meet state and federal data entry management requirements, including timely data entry

and the monitoring of data quality;

a. Describe the steps the applicant will take to ensure that grant reimbursements are

submitted, at a minimum, on a quarterly basis.

Consideration XIII

(13) Whether local areas have a demonstrated need for addition English language

acquisition and civics education programs.

Questions:

1. Describe how the applicant measures the need for English language acquisition services

in the community it serves, including:

a. If the applicant does not provide, and does not intend to provide, English

language acquisition services, describe how the applicant uses, and plans to use,

partnerships to ensure those services are provided to eligible individuals in need.

Indiana Considerations

Consideration XIV

(14) Whether the eligible provider has the capacity to meet DWD’s goal of having

fifteen percent (15%) of program-enrolled eligible individuals participating in IETs;

and has a strategic plan to:

a. Develop IET curriculum; and

b. Ensure that IET offerings are aligned with the employment opportunities

available in the economic development region the IET is offered.

Questions:

1. Describe the type(s) of IET services the applicant currently offers.

2. Describe the capacity of the applicant to offer new, or additional, IET services to those

the applicant is currently offering;

a. Describe the type(s) of new, or additional, IET services the applicant could

provide.

3. Describe the process by which the applicant identified the content of the IET services it

currently provides.

of 30

a. Explain how the applicant ensured the content of its IET services were aligned

with the employment demands of the workforce development region(s) said

services are offered.

Consideration XV

(15) Whether the IET services and training offered by the applicant meets the

requirements set forth in WIOA Title II (29 U.S.C. § 3174(c)(3)(D)).

Questions:

1. List the IET courses the applicant currently offers.

2. State whether the applicant is currently on track to meet its IET enrollment goals;

a. If the applicant is not on track to meet its IET enrollment goals, the applicant must

explain why.

3. List the specific occupation(s) or occupational sector(s) covered by IET services the

applicant intends to provide for 2019-2020.

4. Describe the intensity and quality of the AE and literacy component of:

a. The applicant’s currently offered IET services; and

b. The applicant’s proposed IET services for 2019-2020;

5. Describe how occupationally relevant activities and materials have been, and will be

used:

a. in the applicant’s currently provided IET services; and

b. in the IET services the applicant intends to provide during 2019-2020;

6. Describe how workforce training activities have been, and will be, used in:

a. In the applicant’s currently provided IET services; and

b. Any IET services the applicant intends to provide during 2019-2020;

7. Describe how the three required components of IET services—AE and literacy activities,

occupational training, and workforce training—are, and will be, taught simultaneously

and contextually:

a. in the applicant’s currently provided IET services; and

b. in any IET services the applicant intends to provide during 2019-2020;

8. Describe how the applicant has, and intends to, use external partnerships in the delivery

of IET services.

of 30

Workforce Education Initiative Consideration (WEI Applicants Only)

Consideration XVI

(16) Whether the applicant has the capacity to offer AE and literacy activities in

alignment with DWD Workforce Education Initiative’s goals of providing basic

skills remediation to employees of existing Indiana employers. Such AE and literacy

activities should:

a. Support employers’:

i. hiring of new employees;

ii. retention of existing employees; and

iii. promotion of existing employees;

b. Address the basic skills deficiencies of WIOA Title II eligible individuals

who:

i. desire to maintain their current employment;

ii. want to improve workplace efficiency; or

iii. want to seek advancement at their current place of employment;

c. Be work centered;

d. Be held in partnership(s) with local employers, either:

i. on the employer’s worksite; or

ii. at an offsite location.

Questions:

1. State whether the applicant received WEI funds as the result of the PY2018-2019 grant

process.

a. If the applicant has received WEI funds for PY2018-2019, explain the applicant’s

success with the WEI program.

2. List any existing employer partners with whom the applicant intends to provide WEI

services.

of 30

a. List the locations where WEI funded AE and literacy have occurred, and will

occur in 2019-2020.

3. Describe the quality and intensity of the WEI AE and literacy activities the applicant

intends to provide in 2019-2020.

Corrections Considerations (Corrections Only)

Consideration XVII

(1) The extent to which the provider has the capacity to provide, or is

partnered with other that can provide, adult education and literacy

services which meet the standards outlined in the above listed

considerations (I-XV), to eligible individuals who are currently

incarcerated in Indiana State Prisons, county jails, or are part of

Indiana’s Community Corrections programs. These services include,

but are not limited to:

1. Adult education and literacy activities, which includes

academic that:

a. Provide secondary school credit; and

b. Place eligible individuals on career pathways;

2. Integrated education and training (IET) programs;

3. Accommodated education needs;

4. Allow concurrent enrollment in WIOA Title I;

5. Peer tutoring; AND

6. Transition to reentry.

Provide narrative answers for the following items if the applicant plans on using any funds awarded as a result of this RFA to offer adult education and literacy activities to eligible individuals who are incarcerated in Indiana State Prisons, county jails, or are part of Indiana’s Community Corrections programs.

1. List the location the applicant organization currently provides adult education activities, including

(a) integrated education and training and (b) secondary school credits, to eligible individuals who

of 30

are currently inmates in state prisons, county jails, or are part of Indiana’s community corrections

programs:

a. List any new locations the applicant intends to provide the above to eligible individuals

who are currently inmates in state prisons, county jails, or are part of Indiana’s

community corrections programs.

2. Describe how the applicant identifies and provides services for, or plans to identify and provide

services for, eligible individuals with accommodated educational needs in the corrections

environment.

3. Describe the applicant organization’s capacity to deliver adult education and literacy activities,

including (a) integrated education and training and (b) secondary school credits, which meets the

standards set in the previous considerations (I-XVII) to eligible individuals in Indiana’s

corrections systems.

4. Describe how the applicant offers, or partners with others to offer, transitional services to eligible

individuals exiting custody;

a. If the applicant intends to offer adult education and literacy activities in the corrections

environment at a new location, describe how the applicant plans to provide, or partner

with others to provide, transitional services to eligible individuals exiting custody

statement of purpose8 ioode students will appear in dwds inters database system as enrolled in both...

Documents