APPLICATION FOR : SECTION 231 – ADULT EDUCATION AND LITERACY | SECTION 225 – CORRECTIONS EDUCATION | SECTION 243 - IELCE |

FISCAL YEARS July 1, 2025 – June 30, 2030

Federal Funds authorized under Title II Adult Education and Family Literacy of the Workforce Innovation and Opportunity Act (WIOA) of 2014 and the Catalog of Federal Domestic Assistance (CFDA) 84.002; 84.191; 84.255 and 97.010.

*State Funds authorized under Louisiana Revised Statutes, Title 17:1871 and 17:3217.1. The asterisk (*) denotes State requirements

The information provided herein is intended solely to assist the applicant in submittal preparation. Interested parties bear the sole responsibility of obtaining the necessary information to submit a qualifying proposal. As you develop your application responses, a review of the RFP/Grant Application content, virtual documents, and resource information provided may assist in the preparation.

These materials, which are all included in this online application, can also be accessed on the WorkReady U RFP webpage (www.lctcs.edu/rfp):

• General Information
• Resource Information
• Application (Jotform link) & PDF Worksheet
• Appendices /Attachments
• Grant Budget Workbook 
• Assurances & Certifications
• Additional sites to consult:
  • Workforce Innovation and Opportunity Act (WIOA) State Plan for the State of Louisiana
  • Local Workforce Development Board (LWDB) Plan(s)

The completed Grant Application Package must be submitted electronically through this Jotform by January 6, 2025, 11:59 pm, Central Standard Time (CST). (Saving email submission confirmation is recommended)

You are allowed to begin your application and save your progress. You will submit your application only when all required sections and uploads are completed. 

I hereby assure and certify that this agency will comply with the regulations, policies, guidelines and requirements, as they relate to the application, acceptance and use of funds for the federally assisted or state-assisted project.     

Adult Education and Literacy (ABE/ASE) (WIOA §231) | Program shall be designed to provide academic instruction and educational services BELOW the postsecondary level that increases an individual’s ability to: 1) read, write, and speak in English and perform mathematics or other activities necessary to attain a high school equivalency credential, function on the job, in the family and in society; 2) transition to postsecondary education and training; AND 3) obtain employment.

• Adult Basic Education ABE: A program of academic instruction and education services below the secondary level that increase an individual’s ability to read, write, and speak in English and perform mathematics necessary to attain a secondary school diploma or its recognized equivalent, transition to postsecondary education or training, and obtain employment.
• Adult Secondary Education ASE: A program of academic instruction and educational services at the secondary level that increase an individual’s ability to read, write, and perform mathematics necessary to attain a secondary school diploma or its recognized equivalent, transition to postsecondary education or training, and obtain employment.

The Narrative Response Questions below must be responded to in the spaces provided. Questions 1 - 29 are required questions for all grant applications. Questions 30-35 are only required if applicant is ALSO applying for Sections 225 & 243 funding.

Federal Consideration #1: The degree to which the eligible provider would be responsive to: 1) Regional needs as identified in the local workforce development plan; and 2) serving individuals in the community who were identified in such plan as most in need of adult education and literacy activities, including individuals who have low levels of literacy skills; or who are English language learners.

Federal Consideration #2: The ability of the eligible provider to serve eligible individuals with disabilities, including eligible individuals with learning disabilities.

Federal Consideration #13: Whether the local area in which the eligible provider is located has a demonstrated need for additional English language acquisition programs and civics education programs.

Background: Programs are required to ensure equitable access is available to students for programs and activities and to program staff.

1) Describe the steps the applicant proposes to take to ensure equitable access to, and participation in, its Federally assisted program for students, teachers, and other program beneficiaries with special needs to meet the requirements of Section 427 of the General Education Provisions Act (GEPA). Refer to Resource Information document for Section 427 of GEPA requirements.

2) Provide information on the target population to be served [Adult Basic Education (ABE), Adult Secondary Education (ASE) and English Language Learners (ELL)] including data that demonstrates the need for services within your proposed service area(s).

3) Provide the description of the organization’s policy(ies) to comply with the Americans with Disabilities Act of 1990 including the programmatic AND physical accessibility of your facilities, services and technology and materials that your program will incorporate to meet the needs of students with a variety of barriers to employment, including:

• Participants with disabilities (including learning disabilities);
• Refugees;
• Dislocated youth and foster care youth;
• Individuals with low literacy skills;
• Displaced homemakers;
• Ex-offenders; and
• Individuals with cultural barriers

Note: Additional information regarding NRS Title II Performance Reporting Tables is available through the WIOA and NRS Resources site.

Federal Consideration #3: The past effectiveness of the eligible provider 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 eligible provider to meet state-adjusted levels of performance for the primary indicators of performance as described in Section 116, especially with respect to eligible individuals who have low levels of literacy.

Background: Applicants must demonstrate program effectiveness by providing performance data on its record of improving the skills of eligible individuals, particularly eligible individuals who have low levels of literacy, in the content domains of reading, writing, mathematics, English language acquisition, and other subject areas relevant to the services described in WIOA §463.24. An eligible provider must also 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.  There are two ways an eligible provider may meet the requirements:

• An applicant that has been previously funded under AEFLA, under WIOA, must submit performance data required under Section 116 to demonstrate past effectiveness.

• An applicant that has not been previously funded under AEFLA, under WIOA, must provide performance data to demonstrate its past effectiveness in serving basic skills deficient eligible individuals, including evidence of its success in achieving outcomes

Applicants applying as a consortium, must submit demonstrated effectiveness data for each member of the consortium to determine if each member is an eligible provider of demonstrated effectiveness.

With the Demonstrated Program Effectiveness Table, eligible providers must provide three years [FY21-22, FY22-23, & FY23-24] of performance data demonstrating past effectiveness in addition to responding to the question, under the chart, to provide further information for:

• Improving the skills of the target population in the content domains of reading, writing, mathematics, English language acquisition, and other subject areas relevant to the services contained in this application for funds.
• Evidence of past effectiveness in serving participants related to employment.
• Outcomes for participants related to attainment of secondary school diploma or its recognized equivalent.
• Evidence of past effectiveness in serving participants related to transition to postsecondary education and training.

4) In the fields below, and referencing your Demonstrated Program Effectiveness Table, address the following:

• Explain the evidence of success in achieving the content domain outcomes for each FY including what assessments were used to determine success and how was the data obtained and verified.
• Explain the evidence of success in achieving outcomes including how the data was obtained and verified for employment related outcomes, median earnings, transition to postsecondary and attainment of a secondary school diploma or HSE.

Federal Consideration #1: The degree to which the eligible provider would be responsive to: 1) Regional needs as identified in the local workforce development plan; and 2) serving individuals in the community who were identified in such plan as most in need of adult education and literacy activities, including individuals who have low levels of literacy skills; or who are English language learners.

Federal Consideration #2: The ability of the eligible provider to serve eligible individuals with disabilities, including eligible individuals with learning disabilities.

Federal Consideration #4: The extent to which the eligible provider demonstrates alignment between proposed activities and services and the strategy and goals of the local plan under Section 108 of the Act, as well as the activities and services of the one- stop partners.

Background:  The vision of the WIOA State Plan for the State of Louisiana, is to align WIOA program activities that will build the foundation for efficient and effective coordination of programs and services, based on a common assessment process, career service methodology, case management, post-secondary transition and job development/training system.  Applicants must have the ability to deliver seamless, customer–focused services in coordination with WIOA partners as to prevent duplication of service. The goal is to determine customer needs, route customers to the appropriate service, track customer activity through the process and target and record outcomes.

5) Describe how the program’s service alignment with the local workforce plan and other WIOA partners will ensure efficient and effective coordination of services, align education, training and support services to the needs of employers in the local/regional industry sector, while ensuring that services are accessible to all eligible adults.  The description should address the following:

• the regional core partners and the services that will be provided by each partner to serve the target population, including those with low literacy levels;
• the recruitment strategies of the target population in need of adult education and literacy services, including those with low literacy levels; and
• the process and the strategies that will be implemented to coordinate the referral, intake, and orientation process to better serve the target population.

6) Describe the coordination of efforts between the core partners to serve special populations and to provide access to employment and training services for:

• Individuals with disabilities, including learning disabilities;
• Individuals with low income; and
• Individuals with multiple barriers to employment. 

7) Identify additional non-core partners in the regional workforce area and describe the support services they will provide to serve the target population.  Support services may include childcare, transportation, mental health services, and career planning.

Background: The applicant should have, or have the means to establish, meaningful partnerships with other education, training and social service resources in the community. Career Pathways and/or Integrated Education and Training (IET) activities provide opportunities for educational and career advancement.

Federal Consideration #8: Whether the eligible provider’s activities provide learning in context, including through integrated education and training, so that an individual acquires the skills needed to transition to and complete postsecondary education and training programs, obtain and advance in employment leading to economic self- sufficiency, and to exercise the rights and responsibilities of citizenship.

Federal Consideration #10: Whether the eligible provider coordinates with other available education, training, and social service resources in the community, such as by establishing strong links with elementary schools and secondary schools, postsecondary educational institutions, institutions of higher education, Local WDBs, one-stop centers, job training programs, and social service agencies, business, industry, labor organizations, community-based organizations, nonprofit organizations, and intermediaries, in the development of career pathways.

Career Pathway(s) as defined in WIOA Sec. 3(7) is a combination of rigorous and high- quality education, and training services that:

• aligns with skill needs of industries in the state or regional economy;
• prepares an individual to succeed in secondary or postsecondary education options;
• includes counseling to support the individual’s education and career goals;
• includes education offered concurrently and contextually with workforce preparation and training in specific occupation or occupational cluster;
• organizes education, training and other services to support the particular needs of an individual to accelerate their educational and career advancement;
• enables an individual to attain a secondary school diploma or its recognized equivalent; and
• helps an individual enter or advance within a specific occupation or occupational cluster.

IET is a service approach that must be a part of a career pathway and support the Local and State Workforce Development Board Plans. An IET provides adult education and literacy concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement. An IET must include the following three components: 1) Adult Education and Literacy activities; 2) Workforce Preparation activities; and 3) Workforce Training. 

Each applicant will be required to evaluate and review their programmatic data, current and potential student training and career goals, relationships with local Workforce offices and programs, and business and industry partnerships to establish new or improve existing IET and/or career pathways that are both beneficial and appropriate for the populations currently or to be served.

8) Describe the applicant’s plan to collaborate with: education and job-training programs, postsecondary educational institutions, local workforce boards, One- Stop/American Job Centers, social service agencies, business & industry and/or any other partnership(s) to provide workforce preparation activities, workplace activities and in the development of career pathways.

9) Describe the applicant’s strategies to provide contextualized learning and transitional skills necessary for success in postsecondary education or employment. 

10) Describe the applicant’s strategies to identify and provide career pathway program(s) that meet the requirements of rigorous education and training services listed above and/or IET opportunities to eligible individuals either through co-enrollment within the local or regional workforce development area using Title II federal funds or from sources other than the adult education federal funds that lead to an industry recognized credential and/or postsecondary certification for the target population.

Federal Consideration #5: Whether the eligible provider's program is: 1) of sufficient intensity and quality and based on the most rigorous research available so that participants achieve substantial learning gains; and 2) uses instructional practices that include the essential components of reading instruction.

Federal Consideration #6: Whether the eligible provider's activities, including whether reading, writing, speaking, mathematics, and English language acquisition instruction delivered by the eligible provider, are based on the best practices derived from the most rigorous research available, including scientifically valid research and effective educational practice.

Federal Consideration #7: Whether the eligible provider's activities effectively use technology, services and delivery systems, including distance education, in a manner sufficient to increase the amount and quality of learning, and how such technology, services, and systems lead to improved performance.

11) Describe the orientation process and the innovative strategies to be implemented that will provide flexible entry and access to instruction for participants including face-to-face and hybrid learning.

12) Describe the applicant’s proposed instructional program and methodology, based on research validated practices that will help prepare learners to be college and career ready in the content areas of reading, writing, mathematics, social studies, science.

13) Include a description of the use of instructional practices that include the Essential Components of Reading Instruction. The term Essential Components of Reading Instruction means explicit and systematic instruction in:

• phonemic awareness;
• phonics;
• vocabulary development;
• reading fluency, including oral reading skills; and
• reading comprehension strategies 

14) Describe the applicant’s assessment process that will be used to determine students’ educational and workforce skill levels, ensure substantial learning gains are achieved, and evaluate effectiveness of the curriculum, instructional practices, and student outcomes.

15) Explain how the program will be designed and/or services aligned with WIOA partners to effectively integrate digital literacy activities that:

• are of sufficient intensity;
• includes student-centered instruction to increase quality of learning;
• addresses the wide range needs of a diverse student population;
• prepares learners to meet the demand of a rapidly changing technological environment;
• provides instruction in basic computer skills necessary for transition to postsecondary and/or employment; and
• evaluates learner outcomes. 

16) Identify the proposed primary distance learning models that will be used for instruction for participants outside of the classroom and the evaluation process for the curricula and learner outcomes. 

17) Identify the proposed primary curricular resources that will be used for instruction in the content areas of:

• Reading
• Writing
• Mathematics
• Social Studies
• Science
• English Language Acquisition
• Digital Literacy/Digital Skills

Discuss how the program will use teacher made materials balanced with vendor materials and ensure that curricula are derived from the most rigorous research available, including scientifically valid research and effective educational practice.

18) Describe how the applicant will use instructional technology within the classroom to increase student learning outcomes and ensure that learners have access to technology.

19) Describe the applicant's programmatic structure (i.e. classes, courses, master schedule, cohort model, course duration, modes of instruction, etc that demonstrates sufficient instructional intensity and quality to ensure that participants achieve substantial learning gains. 

*State Requirement – A minimum of 8 hours weekly of face-to-face instruction is required. Access to distance learning is required. The program should articulate a service continuity plan in case of disruption due to weather, pandemic, etc.

Federal Consideration #5: Whether the eligible provider's program is: 1) of sufficient intensity and quality and based on the most rigorous research available so that participants achieve substantial learning gains; and 2) uses instructional practices that include the essential components of reading instruction.

Federal Consideration #9: Whether the eligible provider's activities are delivered by well-trained instructors, counselors, and administrators who meet any minimum qualifications established by the State, where applicable, and who have access to high-quality professional development, including through electronic means.

Federal Consideration #11: Whether the eligible provider's activities offer the flexible schedules and coordination with Federal, State, and local support services (such as child care, transportation, mental health services, and career planning) that are necessary to enable individuals, including individuals with disabilities or other special needs, to attend and complete programs.

Background: According to the WIOA State Plan for the State of Louisiana, Title II-Adult Education and Family Literacy, *all instructors must hold, at a minimum, a post-secondary degree and participate in WorkReady U approved professional development opportunities. Therefore the applicant must provide the following responses below:

20) Describe the minimum qualifications for employment used by the applicant in hiring key personnel such as: Instructors, Coaches, Transition Specialists, Data Personnel, Administrators, Distance Learning Coordinator, etc.

21) Provide an anticipated Organizational Chart for your agency for the Title II services proposed in the application.

22) Describe the proposed process to plan, implement, and evaluate the quality of professional learning focused on improving teacher effectiveness.

23) Describe training and support that will be provided to program staff to best service individuals with barriers to employment.

24) *State Requirement - Describe training/teacher preparation for teaching digital literacy skills.

Federal Consideration #11: Whether the eligible provider's activities offer the flexible schedules and coordination with Federal, State, and local support services (such as child care, transportation, mental health services, and career planning) that are necessary to enable individuals, including individuals with disabilities or other special needs, to attend and complete programs.

Background: *State Requirement: Applicants must provide year-round flexible scheduling that offers adult learners the opportunity to receive services at the program with coordination of local support services (i.e. transportation, mental health services, career planning, childcare, telecommuting/technology access and services, etc within the fiscal year).  Program Service is a factor when determining funding distribution. 

26) Describe how your program will provide instruction/learning/training opportunities with flexible class schedules designed for the needs of adult learners.

Federal Consideration #12: Whether the eligible provider maintains a high-quality information management system that has the capacity to report measurable participant outcomes (consistent with Section 116) and to monitor program performance.

27) Describe the applicant’s proposed data management and security processes that address the following:

• Process and strategies to ensure that standardized assessments are secure and administered using standardized testing practices;
• Participant data collection and entry into a data management system; and
• Data security procedures, including the sharing of student data, within the adult education program and with partners

28) Describe the plan to engage all program personnel in data collection and management to ensure accurate and timely collection and reporting in accordance with National Reporting System (NRS), and *State Required WorkReady U Assessment Policy and Procedures.

29) Discuss how data will be used for program evaluation and decisions for continuous program improvement. *State Requirement – specify how admin evaluates data for program improvement and how teachers evaluate data for classroom improvement.

Adult Education and Literacy (ABE/ASE) (WIOA §225) | Program shall be designed to provide academic instruction and educational services BELOW the postsecondary level that increases an individual’s ability to: 1) read, write, and speak in English and perform mathematics or other activities necessary to attain a high school equivalency credential, function on the job, in the family and in society; 2) transition to postsecondary education and training; AND 3) obtain employment.

• Adult Basic Education ABE: A program of academic instruction and education services below the secondary level that increase an individual’s ability to read, write, and speak in English and perform mathematics necessary to attain a secondary school diploma or its recognized equivalent, transition to postsecondary education or training, and obtain employment.
• Adult Secondary Education ASE: A program of academic instruction and educational services at the secondary level that increase an individual’s ability to read, write, and perform mathematics necessary to attain a secondary school diploma or its recognized equivalent, transition to postsecondary education or training, and obtain employment.

Section 225 Corrections Education and Education of other Institutionalized Individuals recipients must give priority to serving individuals who are likely to leave the correctional institution within five (5) years of participation in the program. (WIOA §463.62)

ONLY successful applicants for Corrections Education under WIOA Section may serve individuals within a correctional institution. The term ‘‘correctional institution’’ means any: prison; jail; reformatory; work farm; detention center; or halfway house, community-based rehabilitation center, or any other similar institution designed for the confinement OR rehabilitation of criminal offenders.

Federal Consideration – The extent to which the provider has the capacity to provide, is partnered with other organizations that can provide, adult education and literacy services, which meet the standards outlined in Considerations 1-13 to eligible individuals who are currently incarcerated.

Adult Education and Literacy (ABE/ASE) (WIOA §225) | IELCE program shall be designed to include literacy, English language acquisition, and civics education in combination with integrated education and training (IET) activities to English language learners who are adults, including professionals with degrees and credentials in their native countries that enables such adults to achieve competency in the English language and acquire the basic and more advanced skills needed to function effectively as parents, workers and citizens in the United States. Services must include instruction in literacy and English language acquisition, math, and instruction on the rights and responsibilities of citizenship and civic participation, and may include workforce training.

IET is required for all IELCE funded programs in order to allow IELCE eligible individuals the opportunity to participate in an IET. An IELCE program must be used in combination with integrated education and training. WIOA Final Rules Subpart D, §463.33

Integrated Education and Training (IET) | An IET program shall be designed to provide adult education and literacy activities concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement. Required IET components are: 1) adult education and literacy, 2) workforce preparation activities, and 3) workforce training. Instruction is based on occupationally relevant materials for the purpose of educational and career advancement. Participation is intended for eligible individuals at all skill levels, including adults with low academic skills. WIOA Final Rules Subpart D, §463.35 through §463.38

Integrated Education and Training (IET)

IET is a service approach that is required for Title II WIOA §243 funding. An IET provides Adult Education and Literacy concurrently and contextually with Workforce Preparation Activities and Workforce Training for a specific occupation or occupational cluster for the purpose of educational and career advancement (§463.35 An IET must include the following three components: 1) Adult Education and Literacy Activities; 2) Workforce Preparation Activities; and 3) Workforce Training (§463.36 Additionally, an IET must be a part of a career pathway (§463.37) and support the Local and State Workforce Development Board Plans as required under WIOA. 

IET activities shall be: (a) of sufficient intensity and quality; (b) based on the most rigorous research available, especially with respect to improving reading, writing, mathematics, and English proficiency of eligible individuals; (c) activities that occur simultaneously and concurrently; (d) activities that use occupationally relevant (contextual) instructional materials, and (e) activities that are organized to function cooperatively with a single set of learning outcomes for the purpose of educational and career advancement.

Federal Consideration – The extent to which the provider has the capacity to provide, is partnered with other organizations that can provide, adult education and literacy services, which meet the standards outlined in Considerations 1-13 including English Literacy and Civics Education, in combination with integrated education and training activities.

Before final submission, please review and upload these remaining required documents. Each file submitted must be clearly titled/labeled. You will not be able to submit your application unless all required fields and document uploads are complete.

The completed Grant Application Package must be submitted electronically through this Jotform by January 6, 2025, 11:59 pm, Central Standard Time (CST). (Saving email submission confirmation is recommended)