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STATE OF OREGON Oregon Buys S-52500-0001618 WIOA Title (Oregon)

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Page 1 of 14
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 large print, audio tape, oral presentation, and computer disk. To
request an alternate format, call the SPC.
Oregon Buys S-52500-00001618 – WIOA Title II IELCE
Oregon Buys S-52500-0001618 – WIOA Title II IELCE
Page 2 of 14
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/2017/0
8-August-9-10/4.0d%20Equity%20Lens-reformat.pdf
Maximum 100 Words
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
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.
Oregon Buys S-52500-0001618 – WIOA Title II IELCE
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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).
Oreg
on Buys S-52500-0001618 – WIOA Title II IELCE
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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).
• Describe how the Applicant will provide services in alignment with the strategies of
the local workforce plan (34 CFR 463.20).
Oregon Buys S-52500-0001618 – WIOA Title II IELCE
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• 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: relevant 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).
5.2: Provide a brief summary of the applicant’s past effectiveness. Provide specific details
and supporting data.
Maximum 200 words
Oreg
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Page 6 of 14
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.
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.
Oregon Buys S-52500-0001618 – WIOA Title II IELCE
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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 per section
7.2 Classes: Identify how classes will be set up throughout your district to accommodate
learners.
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 served in the IELCE program.
Program Activity
Projected No. of
Students
Adult Basic
Education/
Adult Secondary
Education
English as a Second
Language
Oregon Buys S-52500-0001618 – WIOA Title II IELCE
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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.
8.1 Recruitment. Describe a clear student recruitment strategy with timelines, objectives,
and evaluation methods.
Maximum 125 words per 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.
Oregon Buys S-52500-0001618 – WIOA Title II IELCE
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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.
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.
Oregon Buys S-52500-0001618 – WIOA Title II IELCE
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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.
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.
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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.
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.
Oregon Buys S-52500-0001618 – WIOA Title II IELCE
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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.
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.
Oregon Buys S-
52500-0001618 – WIOA Title II IELCE
Page 13 of 14
13.1 Support Services: Explain how the Applicant will offer or connect learners to support
services to
• Reduce barriers for adults to access educational services; and
• 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?
• What professional development challenges does the Applicant expect?
Maximum 125 words
Oregon Buys S-52500-0001618 – WIOA Title II IELCE
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Completed 21 January 2022

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