Oregon Buys S-52500-00001613 – WIOA Title II Comprehensive
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STATE OF OREGON
COVER PAGE
HIGHER EDUCATION COORDINATING COMMISSION’S
OFFICE OF COMMUNITY COLLEGES & WORKFORCE DEVELOPMENT
OREGON ADULT BASIC SKILLS
WIOA TITLE II ADULT EDUCATION & FAMILY LITERACY
Request for Grant Applications (RFA)
Date of Issue: January 17, 2022 8:00am
Closing Date: March 18, 2022 5:00pm
Single Point of Contact (SPC): Tom Riel
Address:
3225 25th St. SE
City, State, Zip
Salem, OR 97302
Phone (voice)
503-947-2250
E-mail:
tom.e.riel@hecc.oregon.gov
In compliance with the Americans with Disabilities Act, this document is available in alternate
formats such as Braille, large print, audio tape, oral presentation, and computer disk. To request
an alternate format, call the SPC.
Oregon Buys S-52500-00001613 – WIOA Title II Comprehensive
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Section 2: Tuition or Fees:
Will the Applicant collect tuition, fees, or other program income?
___ Yes ____ No
If yes, describe the Applicant’s policy that allows for or recommends the collection of fees,
tuition, or other program income. Local policy must address
Why the tuition, fees, or other charges will be implemented, including necessity and
reasonableness;
The policy and process to reduce adverse effects on economically disadvantaged learners,
including a waiver policy;
Who will be charged tuition and/or fees and the process the Applicant will follow to assure that
the provisions of the fee structure are applied to all students equitably;
Sources for other program income;
How the program income will be spent to support the ABS program and how it will be expended
equitably among program activities; and
The process the program will follow for the accounting and reporting of program income.
Maximum 100 words
Directions:
Responses to the Grant Narrative prompts should be entered into the fillable text fields.
Review the Notice of Funding Opportunity Section 5.2 for Narrative Scoring Information.
Section 1: General Education Provisions Act (GEPA)
Provide a
statement that your agency will address equity issues identified under the Oregon
Equity Lens.
https://www.oregon.gov/highered/about/Documents/Commission/COMMISSION/2017/08-
August-9-10/4.0d%20Equity%20Lens-reformat.pdf
Maximum 100 words
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Section 3: Demonstrated Effectiveness. This section references section 3.2 of the Notice of
Funding Opportunity. The eligible applicant must demonstrate effectiveness in serving the target
population(s). (34 CFR Part 463) The HECC will review information below in making this
determination. Applications that do not meet the demonstrated effectiveness criteria as listed in
the NOFO will not be considered in the competitive process. (Federal Requirement)
Average Measurable Skill Gains
Identify your MSGs for each program year and provide an Average MSG for the three years.
Note: If applying as a consortium, all consortium members must address the demonstrated
effectiveness.
Program Name
PY 2018
2019
PY 2019-
2020
PY 2020-
2021
Average of PY 18, PY19,
and PY20.
For PY19, Identify the following:
_____ % of participants employed in the 2
nd
quarter after exit.
_____ % of participants who attained a secondary diploma or its recognized equivalent
_____ % of participants who transitioned to postsecondary education and training.
Section 4: Partnerships and WIOA Alignment. The questions in this section address components
of Program Considerations #4 & #10 outlined in Section 4.3 of the Notice of Funding Opportunity.
Scoring is outlined in Section 5.2: Application Review and Checklist.
4.1 Coordination and Collaboration: Describe the Applicant’s plan for coordination and
collaboration with other resources in the community.
Include any cooperative arrangements the Applicant has with other agencies, institutions, or
organizations for the delivery of adult education and literacy activities.
Include the planned coordination efforts with other education, training, and social service
resources in the community, including the Applicant’s organization. (e.g., elementary and
secondary schools, postsecondary educational institutions, local workforce development boards,
one-stop centers, job training programs, and social service agencies, business, industry, labor
organizations, community-based organizations, nonprofit organizations, etc.);
Discuss how the coordination contributes to the development of career pathways for adult
learners; and
Note if an identified partner is part of a consortium application (34 CFR 463.22).
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Maximum 150 words
4.2 One-Stop Partnership: Describe how the Applicant will fulfill one-stop partner responsibilities
(as appropriate), including (WIOA Sec. 121(b)(1)(a); 34 CFR 463.22):
Providing access through the one-stop delivery system to adult education and literacy activities;
Using a portion of the funds made available under the Act to maintain the one-stop delivery
system, including payment of the infrastructure costs for the one-stop centers, in accordance
with the methods agreed upon by the Local Board and described in the MOU or the
determination of the Governor regarding State one-stop infrastructure funding;
Entering into a local memorandum of understanding with the Local Board, relating to the
operations of the one-stop system;
Participating in the operation of the one-stop system consistent with the terms of the
memorandum of understanding, and the requirements of the Act;
Providing representation to the local board, leadership team, or other interagency planning
group.
Maximum 150 words
4.3 Alignment with Local Workforce Plan: Describe how the Applicant’s proposed activities and
services respond to the knowledge and skill needs of the workforce as described in the local
workforce plan (34 CFR 463.20).
Identify the proposed activities and services by the Local Workforce Plan – Knowledge and Skill
Needs.
Outline the local workforce plan’s vision and goals (as applicable). Then describe the proposed
ABS activities and services that align with them.
Describe the extent to which the Applicant’s proposed services and activities align with the goals
and vision of the local workforce plan under section 108 of the WIOA (34 CFR 463.20).
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Describe how the Applicant will provide services in alignment with the strategies of the local
workforce plan (34 CFR 463.20).
Complete the table by outlining the local workforce plan’s investment strategies (as applicable)
and describe the proposed ABS activities and services that align with them.
Maximum 150 words
Section 5: Past Effectiveness
The questions in this section address components of Program Consideration #3 outlined in Section
4.3 of the Notice of Funding Opportunity. Scoring is outlined in Section 5.2: Application Review and
Checklist.
5.1 Complete the chart
Participants with …
PY19
PY20
Gains in Reading / English
Language Acquisition
Gains in Math
Employment 2
nd
Quarter
After Exit
Attained a Postsecondary
Credential, or Secondary
School Diploma
Recognized Equivalent
While Enrolled or Within
One Year of Exit
Previously funded programs: above data has been previously shared by Oregon’s State ABS Team.
New applicants: Use data from your data system. (Requested per Oregon ABS Policy Manual).
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5.2: Provide a brief summary of the applicant’s past effectiveness. Provide specific details and
supporting data.
Maximum 200 words
Section 6: Statement of Need
Develop a clear statement of need that identifies the population to be served.
The questions in this section address components of Program Considerations #1 & #13 outlined in
Section 4.3 of the Notice of Funding Opportunity. Scoring is outlined in Section 5.2: Application
Review and Checklist.
6.1 Data and Analysis: Describe the Applicant’s data-driven analysis of the educational, economic,
and workforce development trends across the proposed service area that support a need to
expand and improve adult basic skills services. The analysis should show the need to address the
adult basic skills, English Language and Civics instruction, workforce preparation, and workforce
training needs of the county(ies) to be served. Include relevant demographic information on the
target populations and citations for all sources of data.
Maximum 150 words
6.2 Populations to be Served: Identify the populations to be served and describe how the applicant
identified and prioritized these population.
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Maximum 100 words
Section 7: Program Design
Address how the following key considerations in the proposed program design that address the
priorities set forth in the NOFO and are based on the data presented in the Needs Statement. The
questions in this section address components of Program Considerations #1 & #11 outlined in
Section 4.3 of the Notice of Funding Opportunity. Scoring is outlined in Section 5.2: Application
Review and Checklist. *Note: In this question set, the applicant is asked to outline the program
design in relation to the Statement of Need.
7.1 Program Goals: Describe the Applicant’s goals and plan for serving individuals in the
community most in need of literacy services, including but not limited to individuals with
barriers to employment.
Maximum 100 words for each section
7.2 Classes: Identify how classes will be set up throughout your district to accommodate
learners.
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7.3 Intensity of Services: Identify how often classes will meet.
7.4 Annual Calendar: Identify any periods when you anticipate classes not meeting for three
consecutive weeks or more.
7.5 Projected Number of Students by Program Activity Provide the projected number of
students by program activity.
Program Activity
Projected No. of
Students
Adult Basic
Education/
Adult Secondary
Education
English as a Second
Language
Section 8: Recruitment and Retention
Develop a clear recruitment strategy with specific outcomes that ensures you can reach your
enrollment targets. The questions in this section address how the applicant with recruit and retain
eligible adult learners identified in Section 1.4 of the NOFO. 8.2 and 8.3 addresses Program
Consideration #10. Scoring is outlined in Section 5.2: Application Review and Checklist.
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8.1 Recruitment. Describe a clear student recruitment strategy with timelines, objectives, and
evaluation methods.
Maximum 125 words per each section
8.2 Institutional/Organizational Support. Indicate how your institution or organization will
access coordinate with other available education, training, and social service resources in the
community. support services under this grant, including outreach and recruitment efforts.
8.3 Retention. Describe your retention strategies. Explain the methods and coordination with
other services that will be used to retain students and how you will evaluate your retention
efforts.
Section 9: Curriculum and Instruction. Identify how instruction will lead to expected
performance outcomes. The questions in this section address components of Program
Considerations #5, #6, & #11 outlined in Section 4.3 of the Notice of Funding Opportunity. Scoring
is outlined in Section 5.2: Application Review and Checklist.
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9.1 Instructional Support Activities: Describe how the Applicant will provide instructional
support activities to improve access and completion for eligible adults, including, but not limited
to, recruitment and promotion, intake, managed enrollment, orientation, persistence, attendance
policies, and advising/coaching/mentoring/career development services.
Maximum 125 words per section
9.2 Eligible Individuals: Describe how the Applicant will serve eligible individuals with disabilities,
including eligible individuals with learning disabilities.
9.3: Distance Learning: Describe if and how the Applicant will engage in distance education aligned
with Oregon’s Distance Education Policy. For more information on Oregon’s Distance Education
Policy, see the Oregon ABS Policy Manual.
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9.4: Oregon Adult Career and College Readiness Standards (OACCRS): Describe how your
program will incorporate the OACCRS into curriculum and instruction.
Section 10: Contextualized Instruction and Integrated Education and Training
Discuss how Integrated Education and Technology (IET) programs will lead to measurable skill
gains, credential attainment. The questions in this section address components of Program
Consideration #8 outlined in Section 4.3 of the Notice of Funding Opportunity. Scoring is outlined
in Section 5.2: Application Review and Checklist.
10.1 Integrated Education and Training: Describe the purpose, content, scope, and
organization/design of Integrated Education and Training activities. (IET).
(See 34 CFR 463.35-.38.)
Maximum 120 words per section
10.2 Contextualized Instruction: Discuss how you will contextualize instruction in the classroom to
ensure learners can transition into the workforce or postsecondary education.
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Section 11: Data and Monitoring
Discuss strategies to ensure high quality data practices. The questions in this section address
components of Program Consideration #12 outlined in Section 4.3 of the Notice of Funding
Opportunity. Scoring is outlined in Section 5.2: Application Review and Checklist.
11.1 Data Driven Decisions. Discuss how data will be used to monitor program and student
outcomes and drive continuous improvement. Identify the staff positions involved and the
process and actions that will be conducted on an ongoing basis to review and monitor program
data. Indicate specific timeframes when these reviews will occur.
Maximum 100 words per section
11.2 Evaluate Effectiveness. Describe how this process and the data will be used to inform
programmatic decisions and evaluate effectiveness.
11.3 Processes. Describe the process for how data will move through the program to ensure
timely data entry and effective monitoring of program performance and outcomes. Indicate
specific timeframes that will be adhered to between intake, enrollment and attendance, and that
data being entered in the data system. Describe how this process will unfold to ensure that all
data for a month is entered by the 15th of the next month.
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11.4 Data Analysis. Describe how your program will ensure that data analysis is conducted on a
regular basis to ensure alignment with state targets. Include how programs staff will
disaggregate data to identify inequities and develop strategies to advance equity.
11.5 Data Validity, Accuracy, and Integrity. Explain how the program will ensure the validity,
accuracy, and integrity of the data produced by the program.
11.6 Follow-up Measures. Based on the applicable population for each of the core outcome
measures, specifically address the methods and strategies that will be used by the program to
help ensure students placed in the follow-up measures will be successful.
Section 12: Assessment
Identify your Assessment strategies.
12.1 Assessment Requirements: Describe the Applicant’s strategy for complying with the
assessment requirements outlined in the Oregon ABS Policy Manual.
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Maximum 100 Words per Section
12.2 Assessments: Identify the formal and informal assessments used to guide instruction.
Include how the instructors use assessments to guide instruction and the learners' role in
monitoring their own progress.
12.3 Level Completion and Post-testing. Describe the process within the program that will
ensure level completion targets are achieved. Specifically address how the program will ensure
post-testing is done within the Test Publisher’s guidelines and that instruction is of sufficient
quality, intensity, and duration to ensure student success.
Section 13: Support and Service Integration
The questions in this section address components of Program Consideration #11 outlined in Section
4.3 of the Notice of Funding Opportunity. Scoring is outlined in Section 5.2: Application Review and
Checklist.
Support Services: Explain how the Applicant will offer or connect learners to support services
to
Reduce barriers for adults to access educational services; and
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Support their academic advancement academically and transition to postsecondary education or
training.
Maximum 200 words
Section 14: Staff and Professional Development
The questions in this section address components of Program Consideration #9 & outlined in
Section 4.3 of the Notice of Funding Opportunity. Scoring is outlined in Section 5.2: Application
Review and Checklist.
14.1 Staff Qualifications: Describe the Applicant’s process and criteria (e.g., licensure,
education, credentials, experience, etc.) used in hiring decisions related to paid administrators
and instructional staff.
Maximum 100 Words
14.2 Professional Development: Describe the Applicant's professional development plan to
promote and support individual staff development and program improvement. Refer to the
Oregon ABS Policy Manual for guidance.
List professional development opportunities and which professional development activities are
required, optional, and supported for staff.
How does the professional development plan support instructors in incorporating current
research and evidence-based instructional strategies that lead to effective program outcomes?
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What professional development challenges does the Applicant expect?
Maximum 125 words