Adult Education Grant Q&A
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- 2/15/17 One original, one copy, and one copy on a jump drive are to be turned in correct?
This is correct. Directions are found on page GI 12.
- 2/15/17 Do we follow the checklist format or the table of contents format when turning the grant in? I am confused about the order you want us to follow when we turn in the grant. If I follow the format that I printed the grant out in, it follows a different format than what I would follow than the checklist. Do I just keep the order in the manner of how I printed it out?
Please follow the format sequence of the application as you printed it. The check list is just a reminder to include each of the required elements as they apply to your application.
- 2/13/17 Will the rubric used to review grant applications be published before grant applications are due?
The rubrics are in the Resource section, Compliance is RS7, Alignment is RS3
- 2/13/17 Can an entity apply only for Corrections or IELCE monies without completing the entire AEFLA grant?
All applicants are required to complete the AEFLA Grant since the 13 considerations are required by law. Those applying for Corrections or IELCE have additional questions to answer
- 2/13/17 Should the "Attachments for Non-Profit Organizations" be included in the grant application if the organization is not a non-profit organization? Is the form left blank or omitted from the application?
The Attachments for Non-Profit are only submitted if your organization is considered a Non-Profit organization. On the Cover Page each applicant indicates what type of agency or organization they are identifying. Only the Public or Private Non-profit Agency must submit the documentation requested. For all other agencies, they omit these documents since they are not required.
- 2/16/17 How will the rubrics be used? Does every applicant above a minimum score get funded?
Rubrics will be used by the readers to ensure all questions have been adequately answered. Programs may be given an opportunity to make revisions to low scoring sections. It is anticipated that overall scores falling within the adequate range will be funded at some level.
General Information: (Miscellaneous)
- 2/13/17 Will grant applications be accepted after Friday, April 7th?
On page GI 12 it states: “Proposals, irrespective of postmark date, must be received by 5 PM on Friday, April 7, 2017….no extensions shall be given.”
- 2/13/17 Will there be a published list of grant applicants by service area?
We will publish the grant recipients May 17, 2017 when they are announced
- 2/13/17 How many grants will be given for the 2017-2018 cycle?
1) IELCE: one grant, 2) Corrections and Other Institutions: dependent of number of applicants and funding requests. AE basic grant: minimum of one per service area
- 2/10/17 Is the Learner Start Smart course available if the program is funded or is it something we create?
Each Program creates their student success course. There are some guidelines WCCC can offer on what to include in your course. Brain-based research on how we learn, participatory learning strategies are taught such as circle, café, and open market. These techniques promote higher level critical thinking skills and employability skills. Depending on your classroom situation and student population you may not be able to include all of these elements. Professional development and technical assistance may be offered to assist you.
- 2/7/17 What is the risk analysis? Will applicants know their ratings?
- 2CFR 200.331(b) is the legal citation for the risk analysis. It is a requirement for all pass-through entities (in the case of WIOA, that’s the state government) to complete a risk analysis on all eligible providers prior to funds being awarded. This evaluates each subrecipient’s risk of noncompliance with Federal statutes, regulations, and the terms and conditions of the subaward for purposes of determining the appropriate subrecipient monitoring. We are looking at prior experience with the same or similar subawards, results of previous audits, whether the subrecipient has new personnel or new or substantially changed systems, timeliness and accuracy of reports, and any specific conditions. Providers with an issue will be notified.
- 2/16/17 What other training is available at no charge if a new program is funded?
- : Local Directors trainings, Fall Institute, and any contracted professional development paid for by the state.
- 2/27/17 Regarding the format of the narrative, do we write in the questions in the narrative and answer each question immediately following the question? Also, can we leave the question in single space with smaller font, such as Arial 11 font to decrease the size if it takes up too much space?
The format of the narrative is to follow the same sequence at the application. It is helpful to the readers if the question is stated and then answered. It is permissible to just put just the title of the section (example: Consideration 8: Integrated Education and Training) or reduce the font size of the title and question to Ariel 10 or 11 to save space
- 2/28/17 Initially, I was going to label my attachments just 1, 2, 3 and so on. Until I saw that you had started labeling your attachments beginning with attachments A1, A2, A3, & A4. The Family Literacy Component, Workplace AE & Literacy Components Activity, Distance Learning Activity, Budget Forms (except the Waiver to increase administrative costs is B1, projected match funding is B2, PD worksheet is B3), Rural Factor-mileage chart is B4, anticipated Service levels is B5. Everything else doesn’t have a label. Where would you like us to place the remainder of the budget forms, form AA26, the gap analysis, and the teacher instructor forms? My question is, how do want us to label our attachments for easy reference?
The Table of Contents in the front of the Application and Assurances section actually lists the order and title of each attachment or Optional Activity to place each part of the narrative and the attachments for Part I, Part II, and Part III..
AA 26 is part of Consideration 9: Quality Staff so it is place here in Part I along with your instructor forms.
All budget forms are placed in Part II Budget section.
If you include the Gap Analysis, it is placed in the very back in a section you may title “References”...
- 2/7/17 On the cover page: program name, whose email address is supposed to go there?
- The person writing the RFP. Different institutions or agencies may require a different staff to be that contact.
- 2/7/17 On the Cover page: it asks for information regarding the Fiscal Agent Authorized Representative and the Program’s Fiscal Manager. If they are the same, should both places be completed?
- Please complete both spaces even if they are the same person.
- 2/9/17 Is the DUNS number for the cover page a new number that is required or is it a re-naming of a previous ID number such as CFDA?
- The DUNS number is a number provided to each business as a unique nine-digit identification number for each physical location of a business. It is provided through Dun & Bradstreet and is also known as an Employer Identification Number (EIN). Ask your Fiscal Department to provide you with this number for your agency or institution.
- 2/7/17 Since there is a 40 page limit to the narrative section of the RFP, can the following documents be placed into the Appendix or are they required to be placed within the 40 page documentation limit:
1. Measurable Goal charts
2. Chart for Consideration #4
3. Intensity & Duration charts
4. Salaries for Employees
- These charts are to be placed in the section in which they occur but will not be counted in the narrative page count.
- 2/7/17 Can we include the GAP Analysis in the Appendix and refer to it in the narrative as a strategic planning document?
- Yes you may include your GAP Analysis and make it current.
- 2/15/17 May we add a header on our RFP narratives that describes the name of our program?
- 3/3/17 The distance learning and internal self-evaluation process, do these need to be in Arial 12 font and double-spaced as well?
- Answers to “Attachments and Optional Activities” from the Application Part I may be single spaced narrative.
Consideration 1:Responsiveness to Need
- 2/7/17 “Describe how the funds awarded under WIOA Title II will be spent consistent with the requirements of the AEFLA title.” I’m not sure what you mean by this, the “AEFLA title.” Could you clarify?
- AEFLA is Title II of WIOA Adult Education and Family Literacy Act. The question is asking how you are planning to spend the AE grant funds. The GI section describes who is eligible, what activities are allowable, and other requirements under this title.
- 2/7/17 For the Application Narrative: Consideration #1: Responsiveness to Need. The description mentions that Question 6 is identified as one of three questions being reviewed for Alignment to the Governor’s Vision. What is question 6 and where is it located in the application?
The three questions are embedded within the considerations as follows:
Consideration #1has 6 questions. The sixth question is the one the Alignment team with review.
Consideration #4 has 3 questions. The second questions is the one the Alignment Team will review.
Consideration #10 has 3 questions. The third question is the one the Alignment Team will review.
Each of these questions has a reference to the Governor’s Vision, Goals, Objectives and Strategies which apply to the specific question being asked.
Consideration 2: Serving Individuals with Disabilities
- 2/7/17 Do the collaborative agreements between the college and partners count or is each AE Program required to have their own collaborative agreement with each partner?
- If the collaborative agreements you have currently established under the college cover adult education students, this will meet the requirement. It must state adult education students are included.
Consideration 3: Demonstrated Effectiveness and Measureable Goals
- 2/7/17 Under Measurable Goals it says that “Applicants who have not been previous providers under AEFLA are also required to address each of the five goals” found in the charts on the following pages. So what are applicants who have previously been providers under AEFLA supposed to address in this section?
- Consideration #3 Part B is to be answered by both new and previously funded providers.
- 2/7/17 In the general information and instructions for submission, under Consideration #3: part B, it says that applicants are supposed to submit three years of performance data based upon the listed four outcomes measures. However, in the documentation for the RFP, on pages RS7 6 it indicates that only two years of data must be submitted. Which is correct?
Three years of performance data is the requirement in the Unified Plan for submission.
The following page revisions will be coordinated and updated to reflect the three year requirement. GI-22, AA-14, and RS7-6.
- 2/7/17 How are previously funded AE programs in Consideration #3 supposed to demonstrate prior program performance on employment related activities? This information was never provided to local programs as it was done as state match and never released to programs.
- This is correct. For previously funded programs, simply state there were no disaggregated data available from the state match. You will have data provided under the new MOU with UI. The only information that will not be visible to local programs will be mean wage earnings for participants.
- 2/7/17 Regarding Consideration #3 -What is/where is Section 116, regarding where we are supposed to submit data showing past effectiveness? (Or does Section 116 refer to WIOA Section 116)?
- WIOA Section 116 – It is the specific section describing Performance Accountability
- 2/13/17 Concerning the 5 goals: please describe the difference between strategies and activities. What, specifically is meant by "strategy?" Will you please provide an example of a strategy and an activity?
A “Strategy” is the overarching approach to your goal. Example: AE has established an educational pipeline connecting English Language Acquisition, Adult Basic Education, Adult Secondary Education and transition to College.
An “Activity” would be the transitional classes connection each segment of your pipeline to make it a smooth transition for students to successfully enter the next level and be retained.
These Measurable Goals in Consideration #3 are the new program improvement goals for the first year for the program. There may be specific items you will address for Corrections which may be added to each goal with it designated as Corrections.
- 2/13/17 What type of wording or amount of detail is needed to make the description for each goal?
- Your description should be sufficient to clearly define the strategy and activity and succinct enough not to use up too much of your narrative page limit but is clear to the reviewer.
- 2/15/17 Consideration 3: Goal 4 under Measurable goals, wouldn’t any applicant be collecting data through assessment testing? Do you just want to know which assessment tests data is collected and measured?
- Assessment testing is used in the data collection process. This question is asking what strategies and activities you will use to make sure you meet the performance targets.
- 2/22/17 Which program years do you want for data? PY 13-14, PY 14-15, PY 15-16, OR PY 14-15, PY 15-16, PY 16-17? I thought we had to show data from these years PY 14-15, PY 15-16, PY 16-17 which included this year’s data because this is what we have always done even though this year is not done yet.
2015-16, 2014-15. 2013-14 are the previous complete three years of data for previously funded programs
- 2/13/17 Do we have to separate the 5 goals by separate pages or can we combine them together?
- 2/27/17 This is the question with the new 5 goals. The question first asks how the program will assist students with making progress toward their goals. (under measurable goals) Then, the question launches into the 5 specific new goals the State wants programs/applicants to define/describe how they intend students to progress towards. My question is two-fold. 1) are applicants expected to answer how they intend to assist students with meeting their specific individual goals and 2) are they then asked to answer the 5 State specific goals?
- Consideration 3 B – There is an initial statement, “Explain how the proposed applicant will assist students in making progress toward their goals.” The State specific goals are to be answered with the concept of assisting students meet their goals from the different potential goals a student could set: completing a high school equivalency, entering postsecondary education or training programs, entering employment, meeting performance targets which are all educational gains, and increase AE enrollment.
Consideration 4: Local Plan and One-Stop Alignment
- 2/7/17 Goal 5, “Consider the 7 approved activities allowed under this application.” Are you referring to the 8 activities minus Family Literacy?
- Yes, there are 8 allowable activities including Family Literacy. My assumption was that everyone was offering Adult Education and would need to consider the other seven activities in this answer.
- 2/13/17 Are all three questions supposed to be addressed and placed into the context of the chart provided under the application assurances? (ie. Strategies to achieve goal. Specific activities will be used to achieve goal. Participation on local Workforce Advisory Group and partnerships.)
- The chart applies to question #3
Consideration 5: Intensity, Quality and Duration
- 2/7/17 Under Consideration #5 in the RFP, it indicates that applicants must list all satellite programs, the mileage from the main program and whether this site is run year-round or part-time. This is not the same information that is requested on the Rural Factor document. On the Rural Factor document it only asks applicants to indicate whether the site is staffed on a full time or part time basis and does not differentiate in the same manner as what is defined in Consideration #5.
- The information for Consideration #5 and the Rural Factor document are being used for different purposes and therefore have different information being requested.
Consideration 8: Integrated Education and Training
- 2/7/17 Integrated Education and Training, Number 2, “Describe bridge service patterns…” I’m not sure what you mean by “bridge service patterns.”
- “Bridge services would be classes and other activities which support the student to transition from English Language Acquisition to Adult Basic Education to Adult Secondary Education and then on to postsecondary education or skills training or employment successfully.” At each juncture the student may need assistance in transitioning to the next step.
- 2/13/17 How many hours of overlap should a student participate in to be considered concurrently enrolled in order to fulfill the IET requirements? Is it the same amount of overlap for AEFLA and IELCE?
This is what the final rules on WIOA define. §463.37 How does a program providing integrated education and training under title II meet the requirement that the three required components be “integrated?” [Page 185]
In order to meet the requirement that the adult education and literacy activities, workforce preparation activities, and workforce training be integrated, services must be provided concurrently and contextually such that--
(a) Within the overall scope of a particular integrated education and training program, the adult education and literacy activities, workforce preparation activities, and workforce training:
(1) Are each of sufficient intensity and quality, and based on the most rigorous research available, particularly with respect to improving reading, writing, mathematics, and English proficiency of eligible individuals;
(2) Occur simultaneously; and
(3) Use occupationally relevant instructional materials.
(b) The integrated education and training program has a single set of learning objectives that identifies specific adult education content, specific workforce preparation activities, and specific workforce training competencies, and the program activities are organized to function cooperatively.
(Authority: 29 U.S.C. 3272)
The Adult State Directors Meeting digital workbook has been posted to your resource links under the Grant Opportunities tab http://communitycolleges.wy.edu/grant-opportunities.aspx
- 2/15/17 IET component: what if you have bridge components but not specifically career certifying IET components as described in the grant. Will we get less money and is it required to write for IET or more for bridge IET?
You do not get more money if you offer IET. IET is a service delivery approach. IET
Additional resources have been added to the Grant Opportunities website http://communitycolleges.wy.edu/grant-opportunities.aspx giving greater explanation of the Integrated Education and Training model.
Consideration 9: Quality Staffing
- 2/7/17 “Attach an Instructor Information Sheet for each instructor.” Do you have a template for this?
- The Staff Information Sheet will be posted to the Grant Opportunities website: http://communitycolleges.wy.edu/grant-opportunities.aspx
Do you want the Instructor Information Sheets to go with Consideration # 5 or # 9? Do you want Attachment AA26 Detail of Employees Salary and Benefits Paid From This Grant to go with Consideration #5 or #9?
- The answer to both is these are to be included Under Consideration 9.
- 2/15/17 Do we need to fill out an instructor form for each of our instructors even though you may already know who they are?
- This is a new grant and you are to provide a form for each instructor planning to teach in the new grant year. This form will also be used as new instructors are hired during the grant cycle.
- 2/27/17 When completing the total number of teachers on the teacher page, will some teachers be listed more than once if they have several certifications?
- Yes. It may look like you have more teachers than you do since they may count more than one.
- 2/27/17 Do you want us to list this data on the tables since it isn’t accurate anymore at the local level? Or would you rather we just focus on how DWS has been assisting us with help students find employment?
- Since the state gathered employment information from a data match that could not be disaggregated, it would be appropriate to use any survey information gathered or descriptions of coordinated efforts with DWS or VR in helping to enter unsubsidized employment.
- 2/7/17 Do examples of Attachment A2 self-evaluation tools/surveys need to be included in Appendix form?
- Brief descriptions are fine but not the instrument itself.
- 3/7/17 I just noticed that if an applicant requests an increase in the administrative cost, a letter must accompany this request on letterhead. What more specifically needs to be stated on the letter that isn’t stated on the form?
- The letter gives the formal request and may include more general information supporting the details included on the form. The form must include the rationale and specifically what portion of the salary would not be covered. Keep in mind funding may be lower under the new formula which is intended to create more stable funding over the 3 years.
- 2/7/17 Under Part IV Attachment A3 of the application, regarding the list of documents required for non-profit & faith based organizations: where are each of these documents supposed to be placed in the application? Are they supposed to immediately follow Attachment A3: Non-Profit Documentation?
- The documents required for non-profit and faith-based organizations should be placed behind Attachment 3. Other organizations are not required to submit these documents.
- 2/7/17 Can you clearly define or give examples of what is expected from a consortium mention on the Attachment A 4?
- : A consortium is one of the eligible provider types. It may consist of a group of agencies, organizations, institutions, libraries, or authorities described in any of the subparagraphs (A) through (H) of WIOA Sec 203. Definitions (5). One entity acts as the fiscal agent for the consortium. It’s role would be the same as any other provider of Adult Education services.
Optional Activities (All):
- 2/7/17 How long can the responses to Optional Activities 1, 2, 3 be? What is the page length for describing each type of activity?
- No longer than 3 pages for each activity.
- 2/9/17 In regards to Workplace adult education. If we run a program specific for an employer, at their request, to train their employees, but this is not done in conjunction with DWS, can this still be regarded as a Workplace Literacy program?
- Workplace Adult Education and Literacy does not require the inclusion of Department of Workforce Services (DWS). The definition in WIOA Section 203 (16) the services are “offered by an eligible provider in collaboration with an employer or employee organization at a workplace or off-site location that is designated to improve the productivity of the workforce.” It would be worthwhile to work with DWS so our partners establish the connectivity needed for any employer satisfaction surveys needed by the state.
Workplace Adult Education:
- 2/8/17 Workforce Adult Education and Literacy Components. Can this activity be applied for if AE and Literacy is being offered at a specific work site for the purpose of students attaining their high school equivalency certificate to be eligible to work at this site. They are not employed by this business but trying to improve their basic skills in order to gain employment at this business. Also, other people from the community are allowed to work on their HSEC at this work site, even people who do not intend to work there after completing their HSEC.
- Workplace Adult Education and Literacy is defined as “adult Education and literacy activities offered by an eligible provider in collaboration with an employer or employee organization at a workplace or an off-site location that is designed to improve the productivity of the workforce. Your description sounds like a satellite class site rather than a workplace literacy site since the students are not employees and the purpose is not to increase the productivity of the workforce. Depending on what additional skills may be taught, it may be considered a workforce preparation activity
- 2/7/17 Will the funding formula be published before the grant applications are due?
- All of the required elements are listed in the Unified State Plan found on pg 209-210. http://wyowdc.wyo.gov/
The funding formula is dependent on allotments from the OCTAE (US Dept of Education), The State allocation to the Community College Commission, and final approval of the formula for stabilization. We will not know the number of applicants and number to be served until after the applications are due. Therefore the formula will not be published.
- 2/15/17 What is the difference between the initial budget and the full cost budget forms?
The initial budget is your projection of what it will cost to run your Adult Education program for one year from the State and Federal funds available through the AEFLA application.
The full cost budget reflects multiple funding streams which may also be helping to fund your Adult Education program such as special projects from Workforce Services, salaries which may be covered by other grants, the BOCES, or the community college, and any other contributions that help to cover the cost of running the Adult Education program
- 2/16/17 If we don’t include program income in the RFP, can it change later if we decide we want to start charging a registration fee, for example?
- Yes you may make this change after the grant is approved. Your must make a proposal revision request describing the need for this change. Direction will be sent to you and you will describe how you propose to implement the fee change and answer additional questions regarding barriers and waiver options.
- 2/27/17 I know I heard you mention at the Bidder’s event that we should put $1.00 in for health benefits. My only concern is we aren’t reimbursed for health from federal funds. Is there something we should be doing differently for that one?
- The $1 is to alert the Commission of the staff you have that receive health benefits which will be claimed under the Community College Reimbursement Health Benefits. The Commission reimburses the colleges for the staff that they claim receive those benefits. This includes the AE staff. When the Commission does the audit they have to search to see if there are AE staff included.
- 3/1/17 On the Professional Development Budget Worksheet it says that the totals from this worksheet should equal the totals on the Budget Summary Sheet. Does this refer to the budget narrative and/or the full budget and/or the initial budget? Second, it is not possible for these totals to match, because of other allowed costs, particularly in the budget narrative. For instance, the costs for instructor and/or director travel to outreach or for instruction are an allowable cost under Travel and Training on the budget narrative. These types of expenditures can also be found on both the full and initial budget forms, but are not professional development costs. Thus, the PD budget worksheet will not match the costs shown on the other budget forms.
- Please use the Initial Budget. Add travel for instructors and administrative travel to the Professional Development Budget Worksheet. I will update the PD Worksheet or you may add these items if you have this section completed.
- 3/7/17 I am confused between this GI section on self-evaluation and the attachment “internal self-evaluation process.” What is the difference? You discuss that programs are to describe the “…method and timing of the following evaluations: Data Quality Checklist, Summative Evaluations, and Internal Self-Evaluations” yet there isn’t any room to describe this. There is only the “internal Self-Evaluation Process” attachment. So, where does this happen? Are these both the same forms?
- The GI section is general information only the “Internal Self-Evaluation Process” attachment is the formal response with the list of items that should be covered on that form. We are looking for the process you use to evaluate the item on the list.
- 2/16/17 Workforce Advisory Group. Since WDOC has five facilities would we join one in each area or just one in Cheyenne for Central Office?
- WDOC would join one WAG in Cheyenne for the Central Office.
- 2/16/17 Jobs tracking and outcomes. How would this be tracked for offenders? Does a job inside prison count as an outcome?
- Employment is not tracked for Corrections and Other Institutionalized Individuals. Only the Measurable Skill Gain category for “educational level gains and high school equivalency” will be tracked for this population.
- 2/7/17 What type of documentation is required on Attachment B2: Projected Match Funding? Will spread sheets showing the calculations suffice or is other information required?
- A spreadsheet showing calculations and/or listing sources will suffice.
- 2/7/17 Rural Factor-Mileage Chart. What do you consider FULL-TIME instruction…how many hours and days?
For the purpose of this question regarding the Rural Factor “full time instruction” is “year round” instruction whether that is 6, 12 or 30 hours per week.
Part-time instruction is not year round and may be offered on an as needed basis or 3, 6, or 9 month basis.
- 2/7/17 On the document regarding the “rural factor” Attachment B4 pg AA-46: What is considered full-time? Would a sixty percent position with benefits be considered full time?
For the purpose of this question regarding the Rural Factor “full time instruction” is“year round” instruction whether that is 6, 12 or 30 hours per week.
Part-time instruction is not year round and may be offered on an as needed basis or 3, 6, or 9 month basis.
The instructor’s position as full or part-time is not considered just the hours the site is open for instruction.Part-time instruction is not year round and may be offered on an as needed basis or 3, 6, or 9 month basis.
- 2/15/17 Can’t find governor’s vision, goals, objectives, and strategies in state plan. It’s rather long. Which page are you referring to in Consideration 1, question 1? Are these located in the resources?
- The Governor’s Vision is located on page 157 of the State Plan and RS 11 in the Resource Section of the RFP.
- 2/15/17 Do we need to turn in every resource along with the grant? The following seem to be superfluous, such as the state assessment policy, SIA observation tool, data quality standards checklist, AE service area, monthly data monitoring spreadsheet, performance outcomes worksheet, blank quarterly report, WY Student Intake form, 13 Considerations for grant awards page, unallowable/allowable with restrictions’ costs page, WY WIOA one-stop roles & responsibilities from McLendon & Assoc. page, WIOA collaborative checklist from McLendon and Assoc., WY 3 Tier PD System for AE…can we leave these out?
The Resource and Policy section are for your reference and are not to be returned in with your application.
2/15/17 RS19-1: does every program now have to charge their students’ fees? Is this a requirement?
What does it mean that AE programs cannot exclude economically disadvantaged learners?
I thought that we couldn’t create a barrier to learning? What if a student refuses to attend if they don’t have the money to pay? Isn’t that creating a barrier?
- Program Income through a student fee is an allowable fee but not required of AE programs. The fee must not create a barrier for students attending the program. If a student says they are not able to pay the fee, there must be a waiver process set up so there is no barrier created. RS19-1 simply explains the process for reporting program income if the AE program has chosen this as an option.
- 2/10/17 Can funds be used to test students for learning disabilities in order to provide information and accommodations for testing? Since they are incarcerated they have no way of getting this done themselves.
- No, diagnostic testing for learning disabilities is not covered through AEFLA funding