200809 Program Guidelines and Application Procedures

1
2008-09Program Guidelinesand Application
Procedures
Pennsylvania Department of Education Bureau of
Adult Basic and Literacy Education
2
Introduction

• Information from this PowerPoint presentation
  should be used in conjunction with
• Guidelines
• Policies
• e-Grants, including help screens

3
Agenda

• Greetings from the Director
• Introduction of Bureau Staff
• Presentation on Adult and Family Literacy
• Guidelines
• Application Procedures
• Funding Levels
• Priorities
• Question-and-answer session

4
Bureau Advisor Assignments

• Adult Education Regional Assignments
• Amanda Harrison-Perez Philadelphia, Northwest
• Chuck Holbrook Southwest
• Paula Smith South-Central
• Luke Suereth Central-Northeast
• John Zhong Southeast

5
Bureau Advisor Assignments

• Adult Education Statewide Assignments
• John Zhong Adult Diploma Program
• Janice Wessell Statewide GED Testing
  Administration
• Luke Suereth PA Literacy Corps
• Mae Stephens Workforce Development, Distance
  Learning, Career Gateway, Case Management

6
Bureau Advisor Assignments

• Adult Education Statewide Assignments
• Michael Sobkowski Statewide Family Literacy,
  Financial Literacy
• Paula Smith Special Populations, Move Up
• Susan Reeve Statewide Professional Development

7
Bureau Advisor Assignments

• Adult Education Statewide Assignments
• Susan Mansuetti Statewide Family Literacy,
  Health Literacy
• Chuck Holbrook State Correctional Institutions
• Amanda Harrison-Perez Assessment, ESL,
  EL/Civics

8
Other Bureau Contacts

• Mary Cain GED Administrative Associate
• Carol Hodes Educational Research Associate
• Tom Reed Fiscal Analyst
• Audry Walter Bureau Budget Responsibilities
• Claudia Merwin Contact for Regional Programs
  Division
• April James Contact for GED Section
• Dot Hall Contact for Special Programs and
  Projects Division

9
Program Year 2008-2009 Funding Sources Workforce
Investment Act (WIA) of 1998, Title II (Adult
Education and Family Literacy Act), 20 U.S.C.
9201 et seq. Pennsylvania Adult Basic and
Family Literacy Education Act 143-1986, amended
June 22, 2001, P.L. 209, No. 44
10
Program Year 2008-2009 Funding Sources Elementary
and Secondary Education Act, reauthorized by the
No Child Left Behind (NCLB) Act of 2001 Title I,
Part B (William F. Goodling Even Start Family
Literacy Program) Federal TANF funds from
Department of Public Welfare, Personal Response
and Work Opportunity Act (PRWOA) of July 1996,
amended to the Deficit Reduction Act of 2005
11
Priorities for Federal and State Adult and Family
Literacy Funding

• Continuation of existing programs that have
  demonstrated an ability to produce results
  consistent with the objectives of the Adult
  Education and Family Literacy Acts, and the State
  Performance Standards

12
Status of Workforce Investment Act (WIA)

• Extension of AEFLA
• Adult Education and Family Literacy Act (AEFLA)
  (Title II of the Workforce Investment Act of
  1998) extended by Congress
• Federal Year (FY) 2008 appropriations statute
  extends currently operated adult education state
  grant programs for 1 year

13
Status of Workforce Investment Act (WIA)

• Performance Targets
• Required revision of State Plans, including new
  National Reporting System (NRS) performance
  targets for 2008-09 (must exceed actual
  performance for 2006-07)

14
National and State Funding for 2008-09

• Federal Adult Education Some carryover from
  2007-08 - reduction minimal impact on available
  federal funds
• Federal Move Up (DPW and PDE) Continuation no
  carryover funds

15
National and State Funding for 2008-09

• Federal Even Start continued cutback in funds
  no carryover from 2007-08
• Proposed Even Start reduction of 19 -
  significant effect on PAs Family Literacy
  Program (both Even Start and State Act 143)

16
State Funding for 2008-09

• PAs Act 143 adult and family literacy
  appropriation is not available at this time.
• The Governor has proposed level funding.
• Planning for level state funding, including
  Impact grants.

17
Funding Levels

• Performance and need will be the main
  considerations for funding levels
• Most grants will be level-funded

18
Impact on ABLEs Programs

• No adult education grant competition
• No new programs
• No expansion funding
• No Even Start grant competition affects new
  applicants and current Even Start projects in the
  final year of their 4-year grant period
• Continuation of Impact Programs
• Continuation of Move Up grants

19
Continuation of Existing Grants

• Continuation of
• Adult Education
• EL/Civics
• PA Literacy Corps
• Most State Family Literacy
• Most Even Start
• Adult Diploma Program to be continued with
  currently approved provider list (14 agencies)

20
Impact of Even Start Cut

• Sustain as many Even Start grants based on
  performance ranking with available funding
• Convert some agencies from Even Start to State
  Act 143 family literacy program
• Possibly discontinue lowest performing programs

21
Numbers of Students Served

• Same as last year unless reductions have been
  negotiated with the Bureau
• Agency-initiated reductions relate primarily to
  managed enrollment and the provision of intensive
  services
• Bureau-initiated reductions relate to funding and
  performance levels

22
Numbers of Students Served

• Enrolled students
• 12 or more hours of instruction
• Educational Functioning Level (Pre-test)
• Required demographic information
• Name
• County
• Area (Rural or Urban)
• Age
• Ethnicity (If uncertain, it may be estimated by
  staff)
• Gender
• Entry level
• SS (All 9s are acceptable but cannot be used
  for data match)

23
Application Due Dates
24
Application Due Dates
25
Changes to e-Grants - Reasons

• Narrative review and feedback from ABLE
  Administrators Association
• Reorganization for increased clarity
• Removal of duplication
• Simplification of Part B, Budget
• Increased focus on goalsetting related to NRS
  core outcome measures
• Focus on other outcomes

26
Changes to e-Grants - Reasons

• Reasonable judgment should be exercised in the
  use of substitutes
• Teacher preparation should not exceed the number
  of instructional hours for a class

27
New Master Agreement

• Current Master Agreement (MA) expires June 30,
  2008
• PDEs Bureau of Management Services will mail new
  MAs in early March to current grant recipients
  30 days to return with authorized signatures
• New MA will cover a 5-year period
• (July 1, 2008 June 30, 2013)

28
Application Process

• Application Guidelines and Procedures
• Performance Funding Letter
• Official administrative and program performance
  for 2006-07 Preliminary tables were posted on
  the ABLE Tech web page on February 20th and
  amended on February 27th
• Contains performance against state standards
• Includes educational gains using two methods
  average point gain on assessments, and
  Educational Functioning Levels
• Grant award letters
• E-Grants will be open soon - posting on ABLE Site

29
Objectives of ABLE Programs

• To help adults
• Become literate
• Participate more fully in their communities
• Obtain the knowledge and skills necessary to
  obtain or retain employment
• Obtain the educational skills to be full partners
  in the educational development of their children
• Complete a secondary school education
• Transition to postsecondary education or training

30
Priorities for Programs

• Bureau Program Priorities
• Continuation of quality programs
• Intensive instruction
• Managed Enrollment/Instruction
• Contextualized Instruction
• Focus on Core Outcomes and Goal Setting
• Additional priorities for EL/Civics, PA Literacy
  Corps, and Adult Diploma Program based on
  specific funding guidelines.

31
Educational Services

• Speaking
• Listening
• Reading
• Writing
• Mathematics
• Higher order thinking and problem solving

32
Quality Programs

• At a minimum
• Provide instruction grounded in research
• Target instruction to meet students needs
• Build on high-quality community resources
• Employ qualified staff
• Support ongoing professional development
• Pursue continuous program improvement
• Document significant outcomes for the majority of
  adults and children served

33
Quality Programs

• Engage students in ongoing goal setting
• Goals set during intake process as appropriate to
  the student and time of year
• Educational gain is a core goal for all students
• Remaining core goals set for those whose
  educational and economic goals relate to measures
• Goals are revisited regularly
• Setting and monitoring goals helps students to
  see progress, set new goals, revise or refine old
  goals
• Note Not all goals get entered into e-Data

34
Quality Programs

• Assessment
• Learners are assessed with instrument(s) most
  appropriate for their educational levels and
  goals
• Staff administering assessments are trained
• Agencies follow guidelines for posttesting
  learners
• Learners who persist in their instruction are
  posttested more than once, in appropriate
  intervals

35
Planning and Coordination

• 6 state regions for planning, delivery, technical
  assistance, and professional development
• Professional Development Center (PDC)
• ABLE Administrators Association (AAA)
• Statewide AAA, locally elected representatives
• Statewide workforce PDC, Workforce Education
  Research Center (WERC)

36
Workforce Development

• ABLE Agencies are part of the both state and
  federal workforce development systems
• Agencies must participate in local Workforce
  Coalitions
• WERC supports statewide activities

37
Instructional Components

• Adult Basic Education (ABE)
• Services for the adult who has minimal competence
  in reading, writing, and computation is not
  educationally competent to meet the requirements
  of adult life in the United States or is not
  sufficiently competent to speak, read, or write
  the English language to allow employment
  commensurate with the adults real ability

38
Instructional Components

• Adult Secondary Education (ASE) and General
  Educational Development (GED)
• Services designed for the adult who is literate
  and can function in everyday life but is not
  proficient or does not have a secondary school
  certificate or its equivalent

39
Instructional Components

• English as a Second Language
• A subset of ABE services designed for the adult
  whose reading, writing, speaking, or listening
  skills in English are limited enough to prevent
  the individual from learning in classrooms where
  the language of instruction is English or
  participating fully in our society

40
Instructional Components

• English Literacy/Civics
• Services designed to increase individuals
  knowledge of both
• English language and
• Civics

41
Instructional Models and Components

• Family Literacy
• Four component educational program for parents
  and children to address the intergenerational
  nature of illiteracy
• ABE, ESL, ASE, and GED instruction designed to
  extend basic education skills using a curriculum
  whose context is the family

42
Instructional Models and Components

• Family Literacy
• Early Childhood Education
• Services for both preschool and school-age
  children focused on the emerging developmental
  skills and on reading, writing, speaking, and
  listening

43
Instructional Models and Components

• Family Literacy
• Parenting Education
• Services focused on strengthening parents
  support of their childrens literacy development
  and early school success

44
Instructional Models and Components

• Family Literacy
• Interactive Literacy Activities
• Services focused on parent-child interaction in
  which parents and children learn and play
  together as a family unit and acquire ideas for
  transferring learning to the home

45
Instructional Models and Components

• Impact Grants
• Intensive, contextualized, managed instruction
• Intensive instruction for tutored students
• Increased quality in ESL instruction
• Transition to postsecondary education and
  training
• Case management

46
Instructional Models and Components

• Move Up
• Services funded by the Department of Public
  Welfare and offer to individuals referred by
  local County Assistance Offices or welfare
  vendors
• Services are planned locally to support the
  success of adults in local welfare activities

47
Models for Providing Services

• Community-Based Literacy Program
• Instruction designed for the adult found in
  general society and delivered in a community
  setting.

48
Models for Providing Services

• Corrections Education Program
• ABE, ASE/GED, or ESL instruction for inmates,
  patients, or residents of a correctional
  institutions
• Priority must be given to serving individuals
  who are likely to leave the correctional
  institution within five years of participation in
  the program.

49
Models for Providing Services

• Other Institutional Program
• ABE, ASE/GED, or ESL instruction where services
  are offered in institutions such as a
  community-based rehabilitation facility or
  halfway house, a mental institution, a
  rehabilitation facility, or a hospital

50
Models for Providing Services

• Special Needs Programs
• ABE, ASE/GED, or ESL instruction designed
  specifically to accommodate individuals with
  disabilities that have an impact on teaching or
  learning

51
Models for Providing Services

• Workforce Education Program
• ABE, ASE/GED, or ESL instruction offered in
  community settings that is focused on helping
  address the general literacy requirements of the
  workplace or the specific literacy requirements
  for particular field or job
• The Work-based Foundation Skills Framework
  provides the instructional model

52
Models for Providing Services

• Workplace Education Programs
• ABE, ASE/GED, or ESL instruction that is offered
  in the workplace that focuses on addressing the
  specific literacy needs of that workplace
• The Work-based Foundation Skills Framework
  provides the instructional model

53
Models for Providing Services

• Distance Learning
• ABE, ASE/GED, or ESL instruction that is
  separated in time or location from the
  instructional site

54
Continuous Program Improvement

• Required of all agencies
• To ensure the highest-quality service
• Program Improvement Plans
• Program Improvement Teams
• Policy E.100

55
Continuous Program Improvement

• Overview
• Professional Development Center staff and ABLE
  Advisors provide
• - Training
• - Technical assistance

56
Continuous Program Improvement

• Family Literacy
• Project SEQUAL model
• Uses a Practitioner Action Research approach
• Cross-agency Program Improvement Team with
  representatives of the four components
• Training in SEQUAL provided by Family Literacy
  Professional Development Project

57
Continuous Program Improvement

• Indicators of Program Quality (IPQs)
• Organized in five areas
• Customer Results and Program Accountability
• Instructional System
• Leadership and Continuous Improvement
• Professional Development
• Community Interaction and Outreach

58
Continuous Program Improvement

• Indicators of Program Quality
• Basis of program evaluation and continuous
  improvement activities
• Rely heavily on Malcolm Baldridges principles
• Specific IPQs exist for
• Family Literacy
• PA Literacy Corps

59
Continuous Program Improvement

• Performance Standards
• Divided into two sections
• Administrative
• Program Performance
• Address
• Program quality
• Workforce Investment Act (WIA) Core Outcomes

60
Continuous Program Improvement

• WIA Core outcomes
• Improvement in literacy skill levels in reading,
  writing, speaking the English language, numeracy,
  problem-solving, English language acquisition
• Receipt of a secondary school diploma
• Transition to postsecondary education or
  training
• Placement in unsubsidized employment
• Retention of unsubsidized employment

61
Continuous Program Improvement

• Family Literacy Performance Standards
• Apply to federal Even Start and state Act 143
• Based largely on Even Start Legislation which
• Requires performance indicators
• Based on the best available research and
  evaluation data
• Emphasize the consistent use of evaluation tools
  and methods for measuring performance to show the
  value of the program to partners and policymakers

62
Monitoring and Evaluation

• Program monitoring includes
• Compliance with legal and fiscal reporting
  requirements
• Program performance
• Data quality
• On-site program observations
• Commitment to professional development
• Coordination with regional Professional
  Development Centers and the Family Literacy
  Professional Development Project.

63
Monitoring and Evaluation

• Program monitoring
• Four levels based on
• How established the program is
• Program staff
• Past and current performance
• Program improvement plans
• Discussions with the agency.
• On-site evaluations of agencies programs
  provided under different funding streams may be
  conducted separately or jointly

64
General Program Requirements

• Language of Instruction
• Instruction must be delivered in English

65
Staff Qualifications

• All staff, volunteers and paid, must be properly
  qualified
• All new program staff must receive agency
  training and participate in Bureau-sponsored
  orientation and introductory courses
• Training for new tutors is available through
  Tutors of Literacy in the Commonwealth, Mayors
  Commission on Literacy (Philadelphia), or may be
  provided by the agency

66
ADA Compliance

• Facilities must be easily accessible for
• Instruction
• Registration
• Counseling
• Comply with Americans with Disabilities Act

67
Expectation for Extent of Service

• Minimum number to be served
• 15 for Adult Education programs
• 19 adults and families for Family Literacy
• Minimum instructional hours
• Tutoring 3 hr/wk, 150 hr/yr
• Classroom instruction - 5 hr/wk, 200 hr/yr
• Programs are encouraged to offer instruction
  that is more intensive

68
Duplication of Services

• Programs are to serve eligible adults not
  currently enrolled in another state or federally
  funded adult education program
• Goal to reduce students with primary and
  secondary provider

69
Increasing Impact of Instruction

• Focus on instructional services that are
• Managed
• Intensive
• Contextualized

70
Managed Instruction

• Managed, contextualized, intensive instruction
• Fixed schedule, designated start and end date
• Clear course syllabus
• Focus on meeting students goals
• Ongoing goal-setting
• Cycles - year-long, semester-long, quarter-long
• Models provide students with the opportunity to
  participate in 200 hours of instruction
• Students encouraged to continue from one cycle to
  another

71
Managed Instruction

• Note, it is not the main intent of this
  initiative to support fast-track GED programs
• Research shows
• Simply acquiring GED credentials does not result
  in significant positive outcomes
• The GED credential and high level skills do
  result in significantly positive outcomes

72
Managed Instruction

• Contact regional advisor to discuss
• Proposed changes in program design
• Rationale for change to managed model
• Managed instruction goals and objectives
• Learning environment and curriculum
• Schedule of classes
• Staffing changes, particularly full-time status
• Professional development needs
• Reduction in the contracted number of students

73
Health and Safety Standards

• All adult literacy and early childhood education
  sites must meet local health and safety standards
• Violations may result in the closing of adult
  education and family literacy programs for
  investigation
• Based upon the findings of the investigation, a
  site may be closed permanently

74
Specific Requirements

• Limitations on funding
• State
• Minimum 20 Tutor Training
• Minimum 25 Family Literacy
• Maximum 20 State GED
• Maximum 20 Institutional
• Maximum 10 Administrative
• Maximum 10 Support Services
• No Match

75
Specific Requirements

• Limitations on funding
• Federal
• Maximum 10 Correctional
• Maximum 5 Administrative
• Maximum 10 Support Services
• 25 Match

76
Specific Requirements

• Maintenance of Funding Level - 143 Tutor
  Training
• Agencies must maintain current funding
• Change in funding accompanied by corresponding
  change in tutor training outlays
• Grant allocation letters indicate minimum amounts

77
Specific Requirements

• Maintenance of Service and Funding Level
• Agencies cannot change proposed services without
  Bureau approval for
• GED
• Corrections
• Institutional

78
Specific to English Literacy/Civics

• Use civics curriculum
• Serve students interested in both
• English language
• Civics
• Serve students in 1 of the 6 ESL EFLs
• Serve students who have one of the following
  goals
• Achieve Citizenship Skills
• Vote or Register to Vote
• Increase Community Involvement
• Track secondary outcomes in the e-Data system

79
Specific to English Literacy/Civics

• Reporting
• Submit a final report by July 31, 2009
• EL/Civics secondary outcome measures
• Qualitative data on learner outcomes

80
Specific Requirements, Act 143

• Boards of Directors
• Providers governed by a policy-making board
• Appointed or elected representatives from the
  public and private sectors of the community
• School district, intermediate unit, area
  vocational-technical school or community college
  governing board meet requirement

81
Coalitions

• All providers must participate in each LWIB in
  which they provide services
• Develop relationship with LWIB and PA CareerLink
• Ensure clients receive appropriate service
  through either adult education or PA CareerLink
• Provide performance and cost information to LWIB
  and Bureau

82
Coalitions

• Negotiate local fiscal agreements until a state
  level agreement is reached
• Cooperate with the Bureau or its funded
  representative (WERC)
• Coalition activities defined in Policy G. 100

83
Other Programs

• Guidelines to be Published or Covered Separately
• Adult Education Impact Program
• Move Up
• PA Literacy Corps
• State Leadership

84
Review of e-Grants Procedures

• Initial login
• For information on user name and password and
  other questions related to accessing e-Grants,
  contact your advisor
• Capability to view last years application
• Links to the 2001-02 through 2007-08 projects

85
Review of e-Grants Procedures

• To access the e-Grant web page use the revised
  URL
• http//egrants.ed.state.pa.us
• Click on the Login Link at the top
• Select ABLE Grant Application

86
Review of e-Grants Procedures

• Select the type of application
• Click on Create a Renewal Project
• Select the contract number of the project you
  want to renew

87
Review of e-Grants Procedures

• Last years application will be cloned edit it
  by entering new information
• Note that there are some changes so careful
  reading of questions and help screens is
  necessary

88
Review of e-Grants Procedures

• e-Grants process allows for
• Automatic creation of Renewal Applications
• Exception Special Grants (041, 054, 058, and
  059) cannot be renewed you must create a new
  project.
• e-Grants Help Desk number 717-783-6686

89
Overall Application Considerations

• All components should fit together
• Information should be
• Updated
• Clear and concise
• Data- and research-informed
• Accurate
• High quality

90
Application Contents

• Narrative
• Agency Information
• Analysis of Need
• Program Goals/Delivery System
• Activities
• Positions
• Schedule
• Collaboration
• Professional Development and Program Improvement

91
Application Contents

• Budget
• Part A Agency Information
• County or Counties Served
• Part B Agency Activity Summary
• Part C Budget Summary
• Salary Breakdown
• Equipment Breakdown
• Contracted Services Breakdown

92
Application Contents

• Program Improvement Plan - Adult Education
• Documents of Collaboration - Family Literacy
• Created/printed from e-Grants
• Original signature page mailed within 10 days
  dated on or before July 1, 2008. Include
  signature authority
• Rider
• Original signature page mailed within 10 days
  dated on or before July 1, 2008. Include
  signature authority

93
Adult Education e-Grant Application Template For
the Federal (041) and the State (059) Adult
Education Template Riders K L - Program Budget,
Part B
94
Adult Education e-Grant Application Template For
the Federal (041) and the State (059) Adult
Education Template Riders K L - Program Budget,
Part B
95
Adult Education e-Grant Application Template For
the Federal (041) and the State (059) Adult
Education Template Riders K L - Program Budget,
Part B
96

• Narrative to Adult Education e-Grants
• 1. Agency Information
• A. Describe the primary mission of the agency
• B. Describe the agencys previous adult basic
  education experience in general terms
• C. If your agency was funded last year by ABLE,
  indicate below your performance against the
  states 2006-07 program performance standards

97
Help

• Enter mission statement how adult education
  fits within the overall mission
• Provide information on the history as related to
  the number of years providing adult education
  services, including using Bureau of ABLE funds

98

• Narrative to Adult Education e-Grants
• (1.) Adult Educational Gains Core Outcome Measure
• Educational Functional Level 06/07 NRS Goal
  Percentage Completing
  Level(06- 07)
• Beginning ABE Literacy 33
• Beginning ABE 40
• Low Intermediate ABE 42
• High Intermediate ABE 38
• Low Adult Secondary 45
• Beginning ESL Literacy 41
• Low Beginning ESL 29
• High Beginning ESL 27
• Low Intermediate ESL 40
• High Intermediate ESL 36
• Advanced ESL 18

99

• Section 1C (Contd)
• (2.) Follow-up Core Outcome Measures
• Measure State Standard (06-07) Outcomes ()
  (06-07)
• Attained GED 51 with Goal to get the
  GED ________
• Gained Employment 50 with Goal to get a
  job ________
• Retained Employment 52 with Goal to keep a
  job ________
• Transitioned to 33 with Goal to move to
• Postsecondary postsecondary education or
  training ________
• Education / Training

100
Help

• Refer to Bureau Policies C.100 (Adult Education
  Performance Standards) and D.100 (Adult Learner
  Assessment)
• Use Bureau of ABLE official Performance Data.
• Enter the percentage of your students who
  completed an Educational Functioning Level (EFL)
  based on the total number of enrolled students,
  who were pretested.
• Insert the follow-up core outcome measures
  outcomes on the percentage of students who met
  the goal (information in the middle column allows
  you to compare your outcomes achieved to the
  state performance standards).

101

• Section 2
• 2. Analysis of Need
• Describe the geographic area (and/or
  institutional population) to be served with
  special emphasis on characteristics of the area
  that demonstrate the need for adult education
  services and those that pose barriers to adults
  participating in adult education programs.
  (Example size, demographics, primary employers,
  economics, immigration trends, availability of
  public transportation and childcare, etc.)
• Provide the following data for the geographic
  area identified in
• 2-A above.
• Percent of educationally disadvantaged adults
  (less than 5th grade education)
• Percent of adults with less than 9th grade
  education

102
Section A Help

• Geographic area is defined as all or a portion of
  one or more Pennsylvania counties.
• Describe the area in terms of size, population
  and major characteristics. This description
  should contain language that speaks to the need
  for the proposed educational services and the
  barriers to adults who desire to participate in
  adult education opportunities.
• Examples of barriers are nonavailability of
  public transportation and childcare, etc.
• Indicate the primary employers, immigration
  trends, and all other factors that impact on the
  economic and demographic trends in the area
  served.

103
Section B Help

• Click on the County Info link to access the
  table to update this section of the grant
  application. This table contains a listing of
  the education, employment, and other facts
  necessary to complete this section.
• Other information can be obtained from local
  community organizations (school districts, Head
  Start programs, W.I.C., the Health Bureau, the
  United Way, human services agencies, etc.)
• If you have more current information, you may use
  that instead.
• Estimate the figures if you serve multiple
  counties.

104

• Section 2 (Contd)
• 2. Analysis of Need
• C. From the groups listed in 2-B above, identify
  the specific target group(s) this program intends
  to serve. Include the planned number of
  individuals to be served from each target group.
• Educationally disadvantaged adults (less than
  5th grade education)
• Adults with less than 9th grade education

105
Section C Help

• No individual entries should exceed the
  contracted number.
• Enter the approximate number of adult learners
  you plan to serve broken down into the categories
  listed.

106

• Section 3
• 3. Program Goals / Delivery System
• A. For each of the activities in the program,
  list the projected 2008-09 numbers for
  Enrollment, Completion of Educational Functioning
  Level, and Achievement of Core Outcome Measures

107

• Section 3
• Number of
  Students Completing
  Educational
• ABE Activities (07-08 NRS Goal) Enrollment
  (08-09) Functioning Level (08-09)
• Beginning Literacy ABE (31) ______________
  ________________
• Beginning ABE (40) ______________
  ________________
• Low Intermediate ABE (38) _____________
  ________________
• High Intermediate ABE (33) ______________
  ________________

108
Section 3 (Contd)

• ESL Activities (07-08 NRS Goal) Enrollment
  (08-09) Level (08-09)
• Beginning ESL Literacy (35) ________________
  ________________
• Low Beginning ESL (28) ________________
  ________________
• High Beginning ESL (37) ________________
  ________________
• Low Intermediate ESL (38) ________________
  ________________
• High Intermediate ESL (39) ________________
  ________________
• Advanced ESL (18) ________________
  ________________

109

• Section 3 (Contd)
• Number of Students
• ASE/GED Prep Activities Enrollment (08-09)
  Completing Educational
• (07-08 NRS Goal) Functioning Level (08-09)
• Low Adult Secondary Ed. (35) ______________
  ______________
• High Adult Secondary Ed. ______________
  ______________
• Outcome (07-08 NRS Goal) of Students of
  Students
• Setting Outcome as Achieving
• Goal (08-09) Outcome
  (08-09)
• GED (47) ______________ ______________
• Employment (48) ______________
  ______________
• Employment Retention (57) ______________
  ______________

110
Help

• Enrollment The definition of an enrolled student
  is a student who attends instruction for a
  minimum of 12 hours. Up to five hours of
  pre-instructional contact time may be counted
  toward these 12 hours. In the enrollment data
  fields, enter the number of students you will
  enroll in each EFL of the types of classes
  listed.

111
Help

• Completion of Educational Functioning Level
  Completing a level requires a posttest score that
  is sufficiently higher than the pretest score to
  indicate advancement to a higher EFL. Entry and
  exit EFLs are determined by NRS criteria e-Data
  contains an automatic function that assigns the
  appropriate EFL based on the assessment scores
  entered. Performance targets for each EFL are
  approved by the Office of Vocational and Adult
  Education, US Department of Education and
  contained in the Pennsylvania Adult Education
  State Plan.

112
Help

• Follow-up Core Outcome Measures The National
  Reporting System (NRS) requires states to set
  student goals and conduct data matching or local
  or state survey procedures to ascertain local and
  statewide levels of achievement of four Follow-Up
  Outcomes Entered Employment, Retained
  Employment, Receipt of a Secondary Diploma or
  GED, and Placement in Postsecondary Education or
  Training.
• The number of students entered in each category
  of this section of the application narrative must
  equal the number of students you enter in the
  Budget, Part B (Agency Activity Summary).

113

• Section 3 (Contd)
• B. In addition to goals listed in the previous
  section, provide additional program-specific
  goals that will improve agency operations, and
  enable adult learners to demonstrate educational
  progress and achieve their goals.
• Program Planning. Describe each of the following
  program elements
• 1. Class Plan your plan to schedule classes
  (i.e. classrooms, small groups, distance
  learning, or one-on-one tutoring) and the general
  locations of the instructional sites.
• 2. Selection of Program Type - Indicate if you
  will enroll learners into your program on a
  managed instruction or an open entry/open exit
  basis (or both), and explain your rationale for
  this decision.
• 3. Student Orientation Session.

114
Help

• Identify additional program-specific goals
  identified by the Program Improvement Team
• Open Entry Open Exit describe classes that have
  open enrollment. Managed Enrollment describe
  classes that emphasize intensive, contextualized
  instruction, are on a fixed schedule, have a
  closed enrollment structure, and concentrate on
  student goal-setting.
• Describe orientation at intake. Include
  information session, goal-setting procedures, and
  description of program (i.e., assessment,
  responsibilities of students, schedule of
  classes, syllabus, student files, referral
  services and procedures, etc.).

115
Section 3C (Contd)

• Placement of Students into Classes.
• Counseling Services.
• Career exploration, job readiness/preparation and
  job search.
• Support services (especially, transportation,
  childcare, and special needs of students).
• 8. Outreach and recruitment.

116
Help re Counseling Services

• Explain how both educational counseling and
  counseling not related to education will be
  provided to your adult learners. Indicate
  whether or not your agency employs or enjoys
  access to a full or part time counselor and the
  area in which the counseling service is provided.
  
• If your agency must refer adult learners to
  outside counseling sources, you should so
  indicate.

117
Help re Support Services

• Describe how your agency plans to provide
  assistance to adult learners who face barriers to
  participation in your program caused by inability
  to access transportation, childcare and other
  services that would make participation easier for
  them.
• Indicate whether or not your agency is capable of
  providing these services or if the students must
  be referred elsewhere.
• If students must be referred outside your agency,
  explain to which agencies they are referred.

118
Help re Outreach

• Explain how your agency plans to reach
  prospective adult learner enrollees with the news
  that your program exists and convince them to
  take advantage of the services you plan to
  provide. Your plan should list all the publicity
  dissemination media and any other means you will
  use to advertise your program.

119

• Section 3 (Contd)
• D. Describe how your program is designed to
  provide sufficient intensity and duration of
  instruction to achieve substantial learner gains
  by listing the class structure, locations, and
  schedules. The schedule should include beginning
  and ending dates for classes. If applicable,
  list Adult Diploma Program and Distance Learning
  class(es).

120
Section 3D (Contd) This schedule should
provide evidence that the program will offer
appropriate scheduling to serve the needs of the
area students and to enable students with special
needs to attend and complete the program. (Note
The number of classes and small groups listed
here should match the number in Part B, Agency
Activity Summary.)
121
Help

• Location Enter information in clear text that
  identifies the site at which the instruction
  takes place. Examples of appropriate entries
  are St. Johns Church, Learning Center, Hometown
  Library, My Company, Inc., etc.
• Type Class Enter information by selecting the
  appropriate choice from the menu that appears
  when you click in this field. Note that the
  choices allow for more than the typical class
  type instruction.
• Start and End Dates Enter the beginning and
  ending dates for classes.
• Schedule Enter the days of the week and the
  hours during which the instruction is delivered.
  Examples of the proper entries are (1) M/W/F,
  6-830 PM, (2) T-Th, 530-8 PM.

122
Help

• Prep Hours Enter the number of hours that the
  instructor will spend preparing for instruction
  for this entire course. This applies equally to
  instruction delivered directly by the agency and
  instruction provided through sub-contracting
  (such as in the case of consolidated agencies)
  and volunteer tutoring. In general, preparation
  hours should not exceed the instructional hours
  delivered at a given site. The intent is to have
  as much of the grant money as possible dedicated
  to student/teacher face time.

123
Help

• Instructional Hours Calculate the number of
  hours of instruction that the instructor will
  spend teaching the entire course. This applies
  equally to instruction delivered directly by the
  agency and instruction provided through
  sub-contracting (such as in the case of
  consolidated agencies) and volunteer tutoring.
• For instruction paid directly from grant funds,
  these hours will also be charged to that
  instructor in the instruction cost function of
  the budget narrative.
• For instruction paid for through sub-contracting,
  the costs should be placed in the contracted
  services or the purchased services portions of
  the budget detail.

124
Help

• Volunteer Tutors If the instruction is to be
  provided by volunteer tutors, you should input
  the appropriate number of instructional hours
  delivered for the entire year as the total
  instructional hours to be provided for each
  tutoring site or type of instruction (Class).

125

• Section 3 (Contd)
• E. Describe your instructional program. Include
  the following
• elements
• 1) The principal theories of learning applied in
  your program
• 2) The general type(s) of curriculum(a) used to
  frame instruction
• 3) The proven instructional practices used to
  provide basic educational skills in reading,
  writing, mathematics, and English, including
  English as a Second Language, as applicable to
  your program and
• 4) An explanation of how your chosen
  instructional strategies or practices ensure that
  learning takes place in real life contexts so
  that adults gain skills needed to participate in
  job training programs, obtain a job (or a better
  job), compete in the workplace and exercise the
  responsibilities of citizenship and
• 5) The instructional adaptations your
  teachers/tutors use to accommodate the
  instructional needs of a student with diagnosed
  or suspected learning differences/disabilities.

126
Help

• This question asks you to give a description of
  your program using the orientation(s) to adult
  learning theory, curriculum, and instructional
  practices employed in your program. Some
  examples of orientations to adult learning theory
  include behavioral, humanistic, constructivist,
  cognitive, and social/situational. You may find
  a blend of these theories in practice in your
  program. State the basic principles of learning
  found in your program. Add to this statement of
  adult learning theory(ies), the basic type(s) of
  curriculum (a) used in your program.

127
Help

• Curricula generally fall under four broad
  categories of vocational, developmental/constructi
  ve, academic, and mastery/induction. You may
  find that you use a blend of curricula types.
  Then, continuing your response, provide examples
  of proven instructional practices such as
  phonemic awareness, systemic phonics, whole
  language learning, language experience, and total
  physical response. Explain how these elements
  combine with assessment, goal setting, learning
  contracts, problem-based learning, and other
  exercises found useful in your practice.

128
Help

• There are many adult learning and teaching sites
  available on the web to help you formulate your
  response to this question. Describe the
  assessment tools your program uses to recognize
  the possibility that a student has specific
  learning problems, if any. Explain the steps
  taken to work with such students and the
  adaptations teachers/tutors have used in the
  classroom.

129

• Section 3 (Contd)
• F. Explain how your agency offers distance
  learning as an instructional option for your
  adult learners. How will you deliver distance
  instruction provide direct service in your
  program or refer students to centralized teaching
  services? How is distance learning integrated
  into your overall programming? If your agency
  does not offer distance learning as an
  instructional option, explain why not.

130
Help

• Refer to Bureau Policy D.130 (Distance Learning)
  at www.able.state.pa.us.

131

• Section 3 (Contd)
• Explain how your agency incorporates advances in
  technology, including the use of computers, in
  your program instruction delivery.
• Describe your Adult Diploma Program. (Note This
  section pertains only to those agencies
  officially designated by the Bureau to deliver
  ADP services. If your agency is not on the list
  of Bureau-approved providers, leave this section
  blank). Include the following elements
• 1) Indicate that your agency (or, as a member of
  a coalition of ABLE-funded ADP providers) has
  written a tentative partnership agreement with
  the school district(s) as described in the ADP
  policy. List the school district partner(s) and
  contact information (name, position, address,
  phone number and email address). Indicate that
  the school district is knowledgeable of the ADP
  Policy. Indicate that the school district will
  send program staff to all ADP trainings

132
Help

• Describe the use of technology in delivering
  instruction, not in accomplishing administrative
  tasks. Therefore, you should describe here how
  you use technology in the classroom, small groups
  or tutoring session to impart instruction. Some
  examples of the use of technology are using
  DVDs/VCRs and video presentations to enhance
  instruction, the use of computer assisted
  instructional programs, the use of PowerPoint and
  other presentation program to impart instruction,
  the use of other broadcasts to enhance or augment
  instruction, and the use of web-based
  instructional programs to augment instruction,

133

• Section 3H (Contd)
• 2) Describe the school districts specific
  responsibilities in ADP program planning,
  implementation, and evaluation. If applicable,
  describe any minimum age requirements imposed by
  the school district for students to participate
  in the ADP or any other issues that need to be
  considered.
• 3) Describe your agencys responsibilities in
  ADP program planning, implementation, and
  evaluation.
• 4) Describe your ADP policies that govern staff
  training, student participation, independent
  learning, assessment of independent learning
  tasks, appropriate use of the Internet, and other
  pertinent strategies.
• 5) Describe policies, standards, and procedures
  for assessment of independent learning tasks.
• 6) Describe your student recruitment plan,
  including the roles of both partners.
• 7) Describe your student intake process and what
  is covered in your student orientation to the
  program.

134
Section 3H (Contd)

• Describe the structure of your program in terms
  of promoting and supporting independent learning.
• Describe your ADP curriculum in terms of
  providing students with adequate information and
  support for successful completion of each
  independent learning task, including resources,
  strategies, and expectations for student work.
• 10)Describe secondary education level seminars
  offered to ADP students in critical reading,
  writing, math, research, time management,
  computer, and other independent learning skills.
• 11) Describe assessor training in detail,
  including ensuring a reliable and valid
  assessment process.
• 12) Describe how you periodically monitor
  assessors evaluations of student work, including
  the comparison of their evaluations to students
  actual work contained in their portfolios.
• 13)Describe how you incorporate and support
  student employment and/or postsecondary education
  and training goals in the ADP program.

135

• Section 3 (Contd)
• I. Indicate the status of your instructional
  staff e.g., paid, teachers, unpaid volunteers,
  full or part-time teachers/tutors, etc.

136
Section 3 (Contd)

• Provide evidence that your agency is staffed by
  well-trained instructors, counselors, and
  administrators by listing positions (paid and
  unpaid) in your agency and their respective
  qualifications.

137
Help

• Position List all the paid and unpaid positions
  in your agency. Examples of positions, which
  should be listed, are Administrator,
  Coordinator, Tutor Coordinator, Teacher,
  Secretary, Counselor, volunteer, etc.
• Qualifications Enter the qualifications your
  agency expects in the personnel who are selected
  to fill these positions. You should not list the
  credentials of people who currently occupy these
  positions, but rather the pre-requisite qualities
  or characteristics for people who would fill
  these positions if they were vacant.

138
Section 44. Collaboration

• A. Coalitions.
• 1) Describe the extent of your agencys
  participation in the local Adult Education
  Workforce Development Coalition.
• 2) Has your agency participated in the
  preparation of your local Adult Education
  Workforce Development Coalition ABLE Coalition
  Workforce Plan or other similar planning
  activities?
• If YES, please explain the extent of your
  involvement with your PA CareerLink.
• If NO, please explain why you do not participate
  in the planning process.

139
Help

• Explain the extent of your participation in the
  coalition.
• Explain the extent of your participation in the
  coalition.

140
Section 4A (Contd)

• 3) Does your agency contribute to PA CareerLink
  operating costs and enter into a Resource
  Sharing Agreement (RSA) with your local Workforce
  Investment Board (WIB)/PA CareerLink?
• If YES, as signatory to an RSA, describe the
  nature and location(s) of service(s) you provide
  to the local WIB/PA CareerLink and the level of
  your investment.
• If NO, explain why your agency is not a party to
  an RSA with your local WIB/PA CareerLink

141
Help

• Click on the dropdown arrow and select either
  Yes or No. If Bureau policy requirements are
  not understood, access http//www.able.state.pa.us
  and read Policy Guidance G.100, Adult Education
  and Workforce Investment Boards.
• If you answered, Yes to this question, enter
  information here about the types of services your
  agency committed to provide to the PA CareerLink
  Center in the MOU/CBP. You must also indicate
  where the services are to be provided and any
  signification scheduling information. If you
  answered No to this question, enter N/A.
• If you answered No to this question, enter
  information here that explains why you are not a
  signatory to an individual or collective adult
  education MOU/CBP with the local WIB/PA
  CareerLink at this point in time. If you
  answered, Yes to this question, enter N/A.

142
Section 4 (Contd)4B General Collaboration

• (1) Describe how your agency coordinates services
  with Other Adult Education Providers, Elementary
  and Secondary Schools, and Social Service
  Agencies.
• (2) Describe the local community planning and
  coordination process. Who primarily
  participates? How often are meetings held?
• (3) Describe your collaborative partnerships with
  postsecondary education and training
  organizations (i.e., two and four-year colleges
  and universities, specialized associate degree
  granting institutions, etc.) in helping students
  transition to postsecondary education and
  training. Describe how you prepare your students
  for movement to higher education or training.

143
Help re Coordination of Services

• Provide a description of your agencys
  involvement in efforts to plan, coordinate and
  cooperate with other adult education, social
  service, and other providers in the area your
  program serves.
• Indicate whether or not committees, councils
  and/or other organizations exist for community
  planning and coordination and if your agency is a
  member of them.
• Explain the nature of the planning, coordination,
  and/or cooperation that takes place.

144
Help re Local Planning

• List the agencies and the positions of the agency
  representatives that participate in the planning,
  coordination, and cooperative efforts in which
  your agency is involved.
• Explain the meeting schedules and locations in
  order to provide evidence of the frequency and
  intensity of the planning and coordination
  process.

145
Help re Collaborative Partnership

• Describe any role you have in working with
  postsecondary education and training
  organizations in helping students move from your
  adult education program to higher education
  Note Transition to postsecondary
  education/training is one of the NRS Core
  Outcomes

146
Section 4 (Contd)4B General Collaboration

• (4) If applicable, how many of the adult
  education students in your program transitioned
  to higher education or training in Program Year
  2006-2007?
• (5) Describe the extent of current ABLE services
  to TANF (Temporary Assistance for Needy Families)
  clients in collaboration with the local county
  assistance office and/or local EARN centers. How
  do you prepare your students for movement to
  employment?

147
Help

• Answer the of students as best as you can. Use
  your agencys records in addition to the data
  collected by the Bureau through its annual data
  match. If this section is not applicable, enter
  N/A.
• Describe any experience you have in providing
  intensive services to welfare recipients.
  Describe your partnership with the local county
  assistance office in terms of services provided
  (education, referrals, coordination with welfare
  caseworkers, etc.) to help welfare clients move
  from welfare to work. Note Getting a job is
  one of the NRS Core Outcomes

148
Section 4 (Contd)C. Collaboration with Other
Adult Education Providers.

• (1) List all other providers of adult basic
  education and the types of programs that are
  operating in the geographic area you propose to
  serve.
• (2) Provi