Integrated English Literacy and Civics Education · Web viewThe number of grants awarded will be...

Integrated English Literacy and Civics Education 2017 – 2019 Grant Application

Workforce Innovation and Opportunity Act (WIOA)

Title II – Adult Education and Family Literacy Act (AEFLA)

Section 243

Official Name of Applicant:

Contact Information: Please enter the contact information of the individual that the Talent Investment Agency (TIA), Office of Adult Education may contact if there are questions regarding the content of this Plan.

Name E-MailPhone

(xxx-xxx-xxxx) Extension

Do Not Complete – For TIA, Office of Adult Education Only

Date Received:

Assigned Staff:

Reviewers:

Award Status:

IELCE


Integrated English Literacy and Civics Education

Determination of Provider Eligibility

Section Topics Yes No

1 Eligible Provider Qualifications Are you eligible to apply for funding?

· Organization Profile Yes No

· Demonstrative Effectiveness Yes No

· Local Contributions Yes No

Funding Considerations:

Request for proposals is open to all eligible applicants, and only applicants that meet the eligibility qualifications will be reviewed and scored.

Funds made available for adult education and literacy activities under this title shall supplement and not supplant other State or local public funds expended for adult education and literacy activities.

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Eligible Provider QualificationOrganization Profile

The applicant can provide information regarding their organization structure and any funding history of Integrated English Literacy and Civics Education grant awards.

5

1. Complete the form below.

Official Name of Organization:

Working Title for the Program:

Mailing Address:

City, State, Zip Code+ 4-digit:

DUNS Number:

Prosperity Region

County Service Areas: 1.

4.

2.

5.

3.

6.

2. Mark the category that best describes your organization:

(A) local educational agency

(B) community-based organization or faith-based organization

(C) volunteer literacy organization

(D) an institution of higher education

(E) public or private nonprofit agency

(F) library

(G) public housing authority

(H) 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

(I) consortium or coalition of the agencies, organizations, institutions, libraries, or described in any of subparagraphs (A) through (H)

(J) partnership between an employer and an entity described in any of subparagraphs (A) through (I)

(K) Other –

3. Indicate the total estimated number of eligible participants to be served.

4. Please indicate the number of eligible participants served previously.

2013-2014 2014-2015 2015-2016

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Demonstrated Effectiveness

Applicants must demonstrate past effectiveness by providing performance data on its record of improving the skills of eligible individuals, particularly eligible individuals who have low levels of literacy, and provide information regarding its outcomes for participants related to employment, attainment of secondary school diploma or its recognized equivalent, and transition to postsecondary education and training.

Yes No

5. Briefly describe your program’s goals/objectives and then provide a summary of your accomplishments to date. When applicable provide statistical data.

Goals/Objectives Progress/Accomplishments

1.

2.

3.

6. Provide a detailed narrative about your English Literacy and Civics Education program that demonstrates your capacity to provide IELCE services to English language learners.

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7. Insert your organization’s 2015-2016 performance data and outcome measures as applicable that quantifies past effectiveness in improving literacy of eligible individuals to meet the state adjusted levels of performance.

Educational Gains by Educational Functioning Levels

Entering Educational Functioning Level

Total Number Enrolled

Average Attendance

Hours

Number Completed

Level

Number Separated

Before Completed

% Completing

Level

MI2015

TargetTargetMet?

% Difference

ABE Level 1 (Grade 0-1.9) 44%





ABE Level 6 (Grade 11-12)

ESL Beginning Literacy 57%

ESL Beginning Low 65%

ESL Beginning High 60%

ESL Intermediate Low 47%

ESL Intermediate High 44%

ESL Advanced 20%

Total

Educational Gains by Educational Functioning Levels (Annual Trends)

Entering Educational Functioning Level

2013% Completing

Level

2014% Completing

Level

2015% Completing

Level

ABE Level 1 (Grade 0 - 1.9)





ABE Level 6 (Grade 11 - 12)

ESL Beginning Literacy

ESL Beginning Low

ESL Beginning High

ESL Intermediate Low

ESL Intermediate High

ESL Advanced

Outcome Measure2013 2014 2015

Number Percentage Number Percentage Number PercentageObtained EmploymentAttained High School Diploma or EquivalentTransition to Postsecondary

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8. Write one or two paragraphs describing both the positive and negative results of your performance outcomes.

9. Identify two or three circumstances that impacted the increase/decrease of your performance outcomes.

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Local Contributions

AEFLA funds are supplemental funds and thus cannot be the sole funding source supporting a program. Applicants must identify the local and/or state funds that currently support the program.

Yes No

Amount

Local Share Supporting Adult Education ProgramLocal Funds are other funds that support AEFLA allowable activities for the adult education program.

$

State School Aid Act, Section 107 Funding $


Yes No Does the applicant meet the definition of eligible provider?

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Scoring Rubric

Section Topics Total

PointsBreakdownBy Topics

1 Program DesignDo you have the infrastructure to operate a program? 70

· Scope of Work 15

· Program Design and Implementation Strategies 15

· Instructional Practices 15

· Transition Strategies 15

· Professional Development and Staffing Strategies 10

2 Workforce Development System Integration Are you having conversations with workforce partners? 10

· Michigan Works! Agency 5

· Collaborative Partnerships 5

3 Grants Management Is your program WIOA-AEFLA compliant? 20

· Administrative Practices 5

· Performance Reporting and Past Effectiveness 10

· Budget Worksheet & Narrative 5

100

Funding Considerations:

Request for Proposals is open to all eligible applicants, and only applicants that meet the eligibility qualifications will be reviewed and scored.

Applicants must score a minimum of 80 points to be considered for funding.

The number of grants awarded will be dependent on the number of proposals received and the total amount of funds requested.

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Program DesignScope of Work

PointsAvailable

PointsAwarded

The applicant must use the funding to establish an Integrated English Literacy and Civics Education program in accordance to the WIOA-AEFLA requirements. 15

The Integrated English Literacy and Civics Education program refers to the use of funds provided under section 243 of the Act for education services for English language learners who are adults, including professional with degrees and credentials in their native countries. Eligible providers receiving funds through the Integrated English Literacy and Civics Education program must provide services that –

(a) Include instruction in literacy and English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation.

(b) Are in combination with integrated education and training.(c) Are designed to: (1) Prepare adults who are ELLs for, and place in, unsubsidized

employment in in-demand industries and occupations that lead to economic self-sufficiency; (2) Integrate with the local workforce development system and its functions to carry out the activities of the program. [Reg. 463.73]

10. Describe how your agency has designed adult education and literacy services to meet the needs identified in the local plan (required under WIOA Section 108), and specifically for those individuals in the region who have low levels of literacy, English language learners, and individuals with disabilities including learning disabilities.

11. Describe the demonstrated need in the local area for English language acquisition and civics education programs.

12. Describe how your program will prepare adults who are English language learners for, and place such adults in, unsubsidized employment with in-demand industries and occupations that lead to economic self-sufficiency.

13. Describe how your program will integrate with the local workforce development system and its functions to carry out the activities of the program.

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14. Describe how your Integrated English Language and Civics Education program will ensure participants receive instruction in the following:

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Literacy and English Language Acquisition Instruction

Civics Education including the Rights and Responsibilities of Citizenship

Secondary School Credential for Transition to Postsecondary Education

. Integrated Education and Training

IELCE

Program Design and Implementation StrategiesPoints

AvailablePoints

Awarded

The applicant must have proactive strategies that address and eliminate barriers for English language learners including participant access to services and navigating the system in accordance to the WIOA-AEFLA requirements.

15

15. Describe in narrative form the essential workflow of your program that provides the following participant services: orientation and intake; assessment and placement; advising and goal setting; and participant retention.

Outreach and Recruitment:Describe the methods for recruiting the target population and strategies that ensure equitable access.

Orientation and Intake: Describe the orientation strategies or practices that may include the development of a participant profile to better inform goal-setting, previous work experience and educational training, and the ‘true abilities’ of the English language learner, including those with professional degrees and credentials.

Assessment and Placement:Describe or list the standardized and/or formative assessment(s) that will assess the four language skills. Describe any formative assessments that better inform the language competence of the participant and that gauges participant readiness for academic coursework. Describe or list any interest or career inventories that may assist in placement or educational services that better ensure participant success.

Intensity and Duration:Provide the program’s days and hours of operation and number of weeks in the semester or term, and explain how flexible schedules and coordination with regional support services (child care transportation, mental health services, and career planning) will enable individuals, including individuals with disabilities or other special needs, to attend the adult education program.

Program Design for Career Pathways:Describe how the program provides bridge programming that is aligned to career pathways. Describe how the programming will ‘bridge’ the language and cultural gaps that support English language learners needs. Describe the strategies for preparing adults who are English language learners for unsubsidized employment including any volunteer, apprenticeship, community work, or other work-related experiences.

Program Design for Contextualized Instruction:Describe how the program will design curriculum and lessons that introduce participants to: civic-related

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content, occupationally-relevant content, academic-relevant content, and employment-related content.

Transition:Describe how the program has a plan or pathway to track or monitor participant progress and/or readiness that allows the participant to move seamlessly through the career pathway. Describe any career advising or participant support that better ensures participant success.

Technology:Describe how the program will integrate technology to ensure participant access to services and enhance instruction.

Evaluation: Describe how you plan to evaluate the effectiveness and quality of your program. Describe how the program evaluation will be used for continuous improvement.

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Instructional PracticesPoints

AvailablePoints

Awarded

The applicant must provide evidence of their ability to deliver high-quality instruction to eligible individuals. 15

16. Describe your current/proposed strategies for using evidence-based instructional practices for teaching English language learners to help them achieve competence in reading, writing, speaking, and comprehension of the English language. Where applicable, strategies should cite research studies and/or the titles of specific models and practices.

1.

2.* If applicable, insert additional rows.

17. Describe how your current/proposed instructional practices include the essential components of reading instruction. For example, phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension strategies.

1.


18. Describe your current/proposed strategies for aligning content standards to the College and Career Readiness Standards. Where applicable, strategies should cite specific educational programs, lesson plans, resources and/or specific practices.

1.


19. Describe your current/proposed strategies for providing civics education instruction. Where applicable, strategies should cite specific educational programs, course offerings, resources/toolkits and/or specific models and practices.

1.


20. Describe your current/proposed strategies for providing contextualized instruction using occupationally relevant instructional materials and workforce preparation activities/training.

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1.


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Transition StrategiesPoints

AvailablePoints

Awarded

The applicant must provide transitional services that assist the English language learner with the attainment of a secondary school diploma or its recognized equivalent; and transition to postsecondary education and training; or employment.

15

21. Describe your current/proposed strategies for providing transition services that focus on the attainment of a secondary school diploma or its recognized equivalent.

1.

2.

* If applicable, insert additional rows.

22. Describe your current/proposed strategies for providing transition services that focus on enrollment in postsecondary education and training.

1.

2.


23. Describe your current/proposed strategies for providing transition services that focus on job placement in unsubsidized employment.

1.

2.


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Professional Development and Staffing StrategiesPoints

AvailablePoints

Awarded

The applicant must develop a professional development plan that meets specialized training needs for high-quality instruction that is of sufficient intensity and quality, and based on the most rigorous research and methods.

10

24. Describe how your agency ensures that instruction is delivered by certified instructors, counselors, and administrators, and who have access to high quality professional development.

1.

2.


25. Describe your current/proposed strategies for training instructors to use research-based methodology and effective instructional practices for teaching English language learners, so participants achieve competence in reading, writing, speaking, and comprehension of the English language.

1.

2.


26. Describe your current/proposed strategies for training instructors to deliver contextualized instruction especially in the context of civics education, citizenship instruction, and mathematics to English language learners.

1.

2.


27. Describe your current/proposed strategies for training instructors to develop effective lesson plans and delivery of instruction on academic content to English language learners including the use of distance education or other technology, so that English language learners may attain a secondary credential.

1.

2.


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28. Describe your current/proposed strategies for training instructors to provide effective instruction in areas such as integrated career awareness, career planning skills, and workforce preparation for English language learners.

1.

2.


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Workforce Development System Integration

Michigan Works! AgenciesPoints

AvailablePoints

Awarded

The applicant must have ongoing meetings with their local Workforce Development Boards and Michigan Works! Agency staff to ensure proactive strategies are being developed to implement the proposed activities in this plan.

5

29. List the Michigan Works! Agencies in your service area and their respective Workforce Development Board.

Michigan Works! Agency Workforce Development Board

1.


30. Describe your current/proposed strategies for ensuring collaboration with your local Workforce Development Board and Michigan Works! Agency.

1.

2.


31. Describe your current/proposed strategies for ensuring all participants have access to programs and services offered at your local Michigan Works! Agency.

1.

2.


32. Describe your current/proposed strategies for meeting the required one-stop partner responsibilities required under WIOA, including providing access to adult education services; jointly fund the one-stop infrastructure through partner cash, noncash, and third-party contributions; entering into an MOU; participating in the operation of the one-stop delivery system; and providing representation on the local board as needed.

1.

2.

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Collaborative PartnersPoints

AvailablePoints

Awarded

The applicant must describe any current/proposed strategies for developing collaborative partnerships with organizations that have expertise or resource information relevant to the proposed EL Civics program.

5

33. Describe your internal and external partners and their roles/responsibilities for supporting the proposed activities in this plan.

Partners Roles/Responsibilities

1.

2.

3.

4.

5.

34. Describe how your agency coordinates with other education and training providers, business and industry, social service agencies, and other community-based organizations for the development of career pathways.

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Grants Management

Administrative PracticesPoints

AvailablePoints

Awarded

The applicant must provide proactive strategies to meet the administrative practices. 5

35. What are the key staffing needs to carry out the proposed activities in this proposal?

Name of Key Contact(s) Email

1.

2.

36. Describe your plan for providing professional development opportunities for staff assigned to this proposal. Note: applicants will be required to designate a portion of their budget request to support professional development.

37. Applicants will be required to submit a final narrative report by November 30, 2018.

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Performance Reporting and Past EffectivenessPoints

AvailablePoints

Awarded

The applicant must provide strategies to ensure the outcome measures established for this program are met, and detail past effectiveness in improving the literacy of eligible individuals, especially those individuals who have low levels of literacy, and the degree to which those improvements contribute to the state office meeting its performance benchmarks for the primary indicators of performance described in § 677.155.

10

38. Participant data collection will be gathered and entered into the Michigan Adult Education Reporting System (MAERS). It is VERY IMPORTANT that participants enrolled in the adult education program are reported timely and accurately.

All participant registration, assessment, class enrollment, and attendance data must be entered into MAERS by August 1st following the end of the program year. The deadline for all planned gaps, interim achievements, program exits, and outcome data to be entered into MAERS is September 30th following the end of the program year.

What are your strategies for ensuring that participants are properly reported?

1.

2.


39. Below are the outcome measures established for the Integrated English Language and Civics Education program.

I. the percentage of program participants in unsubsidized employment in the 2nd quarter after exit;

II. the percentage of program participants in unsubsidized employment in the 4th quarter after exit;

III. median earnings of program participants who are employed during the 2nd quarter after exit; IV. the percentage of program participants who obtain a recognized postsecondary credential, or

a secondary school diploma or its recognized equivalent (subject to clause (iii))* during participation in or within 1 year after exit;

V. the percentage of program participants achieving measurable skill gains; and VI. effectiveness in serving employers.

*Clause (iii) states that program participants who obtain a secondary school diploma or its recognized equivalent shall be included in the percentage counted as meeting the criterion only if, in addition to obtaining diploma or equivalent, they have obtained or retained employment or are in an education or training program leading to a postsecondary credential within 1 year after exit from the program. (Sec. 116(b)(2)(iii))

Describe specific strategies your agency implemented and the past effectiveness in improving the literacy of eligible individuals, especially with respect to eligible individuals who have low levels of literacy.

1.

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2.

* If applicable, insert additional rows.Budget Worksheet and Narrative

PointsAvailable

PointsAwarded

The applicant must use the funding for allowable expenditures. 5

Below is a list of allowable expenditures.

Instructional Staff o Adult Basic Educationo Adult Secondary Educationo Integrated Education and Trainingo Instruction Related Technologyo Academic Student Assessment

Instructional Materials and Supplies Instructional Equipment Assessment Materials Non-Instructional Staffo Counselorso Truancy/Absenteeism Serviceso Social Workerso Participant Accounting/Data Entry

Support Serviceso Participant Child Careo Participant Transportationo Building Operationso Security Services

Administrative Costs: these costs may not exceed five percent of the total budget.

Supervision and Direction of Instructional Staffo Adult Education Directoro Adult Education Director Administrative Staffo Curriculum Developmento Professional Development for Instructional Staffo Professional Development for Adult Education Director

Business/Financial StaffCommunication Services/Program OutreachNon-Instructional Technology Services One-stop partner responsibilities.

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40. To request funding, complete the budget narrative and budget worksheet on the next page.

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Integrated English Literacy & Civics Education

Budget Narrative/Justification

In the box below, insert the name of your organization:

Name of Organization Budget Request

$

Allowable Expenditures Amount Requested

Instructional StaffCalculate the number of staff, hourly rate, and number of hours estimated for instructional work.

Full-time instructor(s)

Part-time instructor(s)

$

Instructional Materials and SuppliesList/describe materials, number of texts, software, price per item, and the total cost.

$

Instructional EquipmentList equipment, amount of equipment, price per item, and total costs.

$

Assessment MaterialsList approved assessments, amount of assessments, price per item, and total costs.

$

Non-Instructional StaffList name of each job function, calculate the number of staff, hourly rate, and number of hours estimated for each activity.

Identify Full-time Staff

Identify Part-time Staff

$

Support ServicesList each Support Service and identify costs associated with each service. List name of each job function, calculate the number of staff, hourly rate, and number of hours estimated for staff.

$

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Allowable Expenditures Amount Requested



Administrative Staff (AE Director, Administrative Staff, Business/Financial Staff)List name of each job function, calculate the number of staff, hourly rate, and number of hours estimated for administrative work.



$

Administrative Activities: Professional Development (PD) Staff Training and TravelList each PD training event, identify the number of Instructional and Administrative staff attending each event and the total cost per event.

$

Administrative Activities: Communication Services/Program Outreach and Non-Instructional Technology ServicesList each Administrative Activity and identify costs associated with each activity. List name of each job function, calculate the number of staff, hourly rate, and number of hours estimated for staff.

$

Administrative Activities: Workforce Partnership Activities $

Infrastructure Costs $

Total Federal Funds Requested: $

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