NOTICES
DEPARTMENT OF
EDUCATION
Availability of Workforce Investment Act, Title II, Section 223 Funds for State Leadership Activities for the Period July 1, 1999--September 30, 2000.
[29 Pa.B. 1900] These services are designed to strengthen the Pennsylvania Adult Literacy and Basic Education programs operated by the Department of Education (Department) Bureau of Adult Basic and Literacy Education (Bureau) by providing Statewide support for leadership activities in Title II of the Workforce Investment Act described in the Unified State Plan 1999-2005.
I. Authorization.
A. Title II of The Workforce Investment Act of 1998, The Adult Education and Family Literacy Act, provides funds to local eligible provider agencies through the Department for the establishment of adult education and family literacy programs that will:
1. Assist adults to become literate and obtain the knowledge and skills necessary for employment and self-sufficiency.
2. Assist adults who are parents to obtain the educational skills necessary to become full partners in the educational development of their children.
3. Assist adults in the completion of a secondary school education.
B. Eligible applicants include local education agencies and public or private nonprofit agencies, organizations and institutions. A for-profit agency is eligible to participate in the program only if it is part of a consortium with a local education agency or other eligible sponsor, with the nonprofit agency acting as fiscal agent. A for-profit organization must also have the capability and capacity to augment significantly the adult education services of such a consortium.
Consistent with the purpose of the Adult Education and Family Literacy Act, for Program Year 1999-2000, the Department will give primary consideration to programs for the educationally disadvantaged.
The Federal share of a grant will be 75% of the total cost of the program. The applicant must provide 25% match of the total cost of the program. The local match may be in kind. Other Federal funds may not be used for the local match unless specifically identified as eligible for use as matching funds.
C. Restrictions placed upon the Department by the United States Department of Education on the administration of the grant include:
1. Not more than 12.5% of the State's allotment shall be used for State Leadership Activities.
2. Not more than 5% of a local applicant's grant may be used for administrative costs, unless a higher percent is approved in advance by the Bureau of Adult Basic and Literacy Education, Pennsylvania Department of Education.
Letter of Intent due: April 23, 1999.
Application due: May 28, 1999.
Note: The Bureau reserves the right to consider proposals received after the deadlines and, if appropriate, to approve them if and when funds become available.
II. Application Procedures and Program Guidelines will be mailed to interested applicants who request them by a Letter of Intent due at the Bureau April 23, 1999. The Letter of Intent should state the Priority number and a one sentence description of the project proposed. No faxes will be accepted. The application packet is available from: Chief, Special Programs and Projects, Bureau of Adult Basic and Literacy Education, Department of Education, 333 Market Street, 12th Floor, Harrisburg, PA 17126-0333.
III. Funds for State Leadership Activities are made available under section 222(a)(2) for one or more of the following activities:
1. The establishment or operation of professional development programs to improve the quality of instruction provided under local activities required under section 231(b).
2. The provision of technical assistance to eligible providers of adult education and literacy activities.
3. The provision of technology assistance, including staff training, to eligible providers of adult education and literacy activities to enable the eligible providers to improve the quality of the activities.
4. The support of State or regional networks of literacy resource centers.
5. The monitoring and evaluation of the quality of, and improvement in, adult education and literacy activities.
6. Incentives for program coordination and integration and performance awards.
7. Developing and disseminating curricula.
8. Other activities of Statewide significance that promote the purpose of this title.
9. Coordination with existing support services, such as transportation, child care and other assistance designed to increase rates of enrollment in, and successful completion of, adult education and literacy activities, to adults enrolled in the activities.
10. Integration of literacy instruction and occupational skill training and promoting linkages with employers.
11. Linkages with postsecondary educational institutions.
Priorities
Section A
1. Implementation and Development of Core Area Training: Centralized management of a project to provide development and implementation of training in designated core content areas to adult basic and literacy education administrators and practitioners. Applicant will coordinate the review and selection of training materials and methods in designated core content areas and work with lead trainers and module authors to revise existing modules as necessary and appropriate based upon feedback from trainers and participants. Applicant will identify and adopt or adapt additional modules and training pieces that complement the existing menu of professional development modules developed in previous training development projects; train new trainers and monitor and support existing trainers by means of training sessions, meetings, field observations and telephone and electronic contact. The applicant will strengthen the evaluation component of the project through the evaluation of the modules, trainers, the trainer training and support system and the module delivery system. Applicant will work closely with the staff of ABLE and the regional professional development centers.
2. Professional Development Institutes: Administrative and fiscal management and support of a project for Statewide adult basic education professional development through the provision of a professional development institute (topics listed as follows) to include the arrangements for physical accommodations for administrators, teachers, counselors and volunteers in adult basic education programs. Strands for the new as well as the experienced administrator/practitioner and for ABE, GED, ESL, Workplace programs should be part of the institute design where appropriate. Applicant should provide follow-up training through the regional professional development centers and/or other activities as applicant designs and an evaluation of the effectiveness of the training. Applicant should state for which institute the application is made in the Letter of Intent.
Institute Topic Areas:
Corrections Education
Teaching and Learning
English as a Second Language
Organizational Change and Improvement3. Adult Education Newsletter: Provision of a general adult basic education newsletter to be published a minimum of six times at a length of eight pages or more to disseminate information in areas of interest to adult basic education practitioners and program supporters in this Commonwealth. The areas may include but are not limited to professional development, program areas such as ABE, GED, ESL, Workplace, Family Literacy and include adult education theory, best practices and awareness information. Applicant must establish an editorial review board and plan for a circulation of approximately 4,000 copies across this Commonwealth with distribution as requested by the Department.
4. Assessment Tools for Adult Education: Implementation and support of training initiatives on various assessment tools and procedures such as Work Keys and CASAS, as appropriate, that further ABLE programs' abilities to meet the requirements of the Workforce Investment Act (WIA). Applicant should build upon the rationale for the tools and procedures from the 1998-99 ABLE Assessment Practices Project findings and provide technical assistance to ABLE programs on the training delivered in the previous project. Applicant should build on the 1998-99 Short Term Learner Goals Project by continuing to develop and implement assessment procedures that are appropriate to short-term learners.
5. Assessment in Volunteer Literacy Programs: Expand the work begun in previous years in the pilot of the Oregon Project--the AIM Assessment Project--that will lead to the implementation of the use of this system as standardized pre- and post-tests in volunteer literacy programs. Applicant should coordinate activities and outcomes of this project with the assessment tools and procedures project to inform the Bureau in its efforts in determining assessment and performance standards for adult basic and literacy education programs.
6. Professional Development for Practitioners Working with Adults Who Learn Differently: Development and delivery of Statewide training and technical assistance to adult education practitioners for adults with learning differences. Applicant should work closely with the professional development centers and continue the activities begun in the FY 1998-99 project on learning differences that includes assessment of and teaching strategies for adults who learn differently.
7. Communications for Professional Development: Management of a project to provide for the design, and/or publication of newsletters, reports, handbooks and brochures as needed by adult education providers in this Commonwealth. The project will direct and provide systematic communication and coordination between the Bureau and professional development service providers and adult basic and literacy education providers. The project will include support for online and world wide web communications.
8. Support of Adult Education Professional Development: Administration, fiscal management and support of Statewide adult basic education professional development activities and other Department activities that include provisions for support of State leadership requirements and initiatives under the Workforce Investment Act of 1998, support of adult basic and literacy conference activities, support of Act 42 Council activities and honoraria for presenters at State-sponsored activities.
Section B
1. Outstanding Adult Learners: Management of an event to identify, select and honor ten exemplary adult learners enrolled in adult basic and literacy education programs whose success stories focus on the role of adult basic education in their lives. The applicant should also conduct a longitudinal study of previous exemplary success story recipients and record impact data about their challenges and achievements since receiving the award. Approximately 2,000 copies of a Success Stories booklet featuring past as well as the present winners and their ABLE programs should be prepared, published and disseminated with distribution as requested by the Department. Promotional flyers featuring Success Stories students will be prepared and disseminated to their program sponsors. The longitudinal study will be provided to the Bureau of ABLE. Applicant will coordinate with an identified Able Bureau staff person in the development of the project.
2. Outstanding Adult Practitioners: Management of an event to identify, select and honor outstanding adult education practitioners in this Commonwealth whose interaction with adult learners, colleagues and their programs is indicative of best practices in adult teaching and learning. Applicant will review the standards and performance indicators set forth by the Adult Teacher Competencies Study to revise the criteria for selection of Excellent Educators and Instructors in keeping with their recommendations for Expert practitioners. A revised nominations form should include a fact sheet outlining the selection criteria. The applicant will coordinate with an identified staff person in the Bureau of ABLE in the development and implementation of the project.
3. Teacher Competencies: Management of a project to continue the activities begun in PY 1998-99 to develop teacher competencies in this Commonwealth. The project will develop a checklist of adult education teacher standards, units and performance indicators set forth in Pennsylvania's Adult Teacher Competency Study and field test the competencies in literacy, ABE/GED, ESL, Family literacy and workplace literacy programs. Applicant will recommend procedures for incorporating adult education teacher competencies in self-directed staff development activities and program improvement planning at the program level. Applicant will coordinate with an identified Bureau staff person, a Project EQUAL representative and a PDC coordinator in the development and implementation of the project.
4. Building Communities for Learning: Management of a project to increase the number of community-based planning sites through expansion of field-driven mentoring outreach, training and technical assistance from the Building Communities for Learning Project. Applicant should be a Statewide organization with broad-based membership and collaborate with the professional development centers to encourage the growth and development of existing community-based planning sites. The project should assist communities in the establishment of strong community teams through inclusion of all literacy stakeholders such as education and training providers, human services and business and industry.
5. Review and Dissemination of Exemplary Projects: Management of a project to review current and past section 353 special demonstration/experimental and staff development projects from the Commonwealth and from other states in designated topic areas to determine their significance and appropriateness for adoption/adaptation in this Commonwealth. The project should identify exemplary and innovative practices/approaches and provide for the Statewide dissemination of information through publication of the reviewed projects in a newsletter to be published a minimum of six times a year.
Section C
Mini-Grants (Grants of $5,000 or less)
These grants are used to support State leadership activities at the local level. They can be used to complement Statewide initiatives that impact at the local level. For example, the grants can assist the agency in implementing adult learner competencies into its program, in program improvement activities, in determining the integration of basic skills instruction into the requirements of welfare reform initiatives, determining the impact of instructional programs on adult learners or in assisting an agency in integrating adult basic education and workforce development activities in the local area.
Funds should not be used for direct instructional time but for time to support the activities needed to carry out the goals of the project such as planning and development.
Section D
Project EQUAL Training Seed Grants (Grants not to exceed $1,500)
Application for funds to support program improvement planning in an agency that has not received an expansion grant or seed grant in FY 97-98 or FY 98-99 and that will be participating in EQUAL program improvement training. Funds will be used to support participation in external training activities related to Project EQUAL and in support of internal program improvement meetings and activities as needed. Applicant must submit a Letter of Intent for this priority upon which the Bureau will provide the interested applicant an eligibility description and guidelines for completing a short narrative and budget form.
Note: Participation in EQUAL program improvement training is required activity in FY 1999-00.
Section E
1. Regional Professional Development Centers: Regional system for effective delivery of professional development to local program providers to improve the quality of instruction provided under local activities required under section 231(b) of Title II of the Workforce Investment Act. Specific Guidelines will be sent to interested applicants.
Northwest Region: Armstrong, Beaver, Butler, Cameron, Clarion, Crawford, Elk, Erie, Forest, Indiana, Jefferson, Lawrence, McKean, Mercer, Potter, Venango, Warren.
Central/Northeast Region: Bradford, Carbon, Centre, Clearfield, Clinton, Columbia, Lackawanna, Luzerne, Lycoming, Monroe, Montour, Northumberland, Pike, Schuylkill, Snyder, Sullivan, Susquehanna, Tioga, Union, Wayne, Wyoming.
Southeast Region: Berks, Bucks, Chester, Delaware, Lancaster, Lebanon, Lehigh, Montgomery, Northampton.
Southwest Region: Allegheny, Cambria, Fayette, Greene, Somerset, Washington, Westmoreland.
South Central Region: Adams, Bedford, Blair, Cumberland, Dauphin, Franklin, Fulton, Huntingdon, Juniata, Mifflin, Perry, York.
Philadelphia Region: Philadelphia.
Purpose--To deliver a Statewide system of professional development that supports agency and practitioner efforts for continuous program improvement and a State accountability system that ensures positive learner outcomes for Pennsylvania's adult learners.
Background--In 1992, the Bureau established a regional approach for professional development opportunities that has proved to be an effective way to encourage and advance networks of professionals coming together to improve their practice. The system has provided consistency in quality services from one region to another, improved the variety of instructional and delivery models and provided adequate time and follow-up in the transfer of learning to the workplace and instructional settings. The professional development centers have met the needs of the practitioners within the regions through a variety of activities such as workshops, focus groups, training series and inquiry and action research models. The system is guided by the Guiding Principles for the Professional Development of Adult Education Practitioners adopted in 1996-97.
The Bureau seeks to ensure that professional development operations continue under the Workforce Investment Act through professional development activities offered in six geographic regions in this Commonwealth.
Program Goals:
1. Coordination and delivery of professional development opportunities consistent with the Guiding Principles for the Professional Development of Adult Education Practitioners.
2. Dissemination of promising practices and exemplary models for teaching and learning.
3. Expansion and documentation of networks of adult educators and support of networking activities including State initiatives.
4. Provision of necessary training and technical assistance to agencies implementing continuous program improvement planning as part of Project EQUAL.
5. Identification of regional professional development needs.
6. Outreach to agencies and professional staff and volunteers in professional development activities.
7. Implementation or other support of Statewide initiatives as requested by the Bureau and activities indicated by the Unified Plan of the Workforce Investment Act.
2. Comprehensive Community Planning Model for Adult Education
Purpose--To develop and document a process which can be used to create a multi-year plan for the delivery of local adult basic and literacy education services.
Background--With the implementation of Title II of the Workforce Investment Act, the Adult Education and Family Literacy Act, the Bureau of Adult Basic and Literacy Education will be implementing multi-year funding of adult education providers. Additionally, the Bureau is providing incentives for local programs to consolidate services of multiple agencies in a local area to provide more efficient administration of those services. These two factors, coupled with the call for integration of adult education services in the CareerLink system, require local adult education programs to create multi-year plans for the provision of adult education services based on identified local needs. This project will address the need for assisting local adult education programs to conduct comprehensive planning that results in quality adult basic and literacy education services in the locality.
Program Goals--The Community Planning Project goals are to provide assistance to local adult education agencies in developing a comprehensive multi-year plan for the delivery of ABLE services by:
1. Development of a Comprehensive Planning Model--The model will address conducting a community needs assessment and environmental scan of existing resources, identifying gaps in service areas and developing a multi-year plan for the provision of adult education services incorporating multiple adult education agencies. The plan must support different models of service delivery and provide flexible schedules and sufficient intensity and duration of services for adult learners. The plan should address the needs of all adult learners in their roles as family members, workers and citizens. The model should be piloted in several areas.
2. Integration of basic skills comprehensive planning into the 5-year plan of the Local Workforce Investment Board. The comprehensive needs assessment of adult education should be incorporated into the 5-year plan developed by the Local Board to address basic skill needs of the workforce. It should be used to shape how ABLE services will be integrated into the CareerLink system.
3. Creation of training support materials for the replication of comprehensive planning throughout the State. Training support must be geared to assisting localities in conducting comprehensive planning using the developed models. The plan must recommend how training may be supported and incorporated into Pennsylvania's Adult Education Professional Development System.
3. Framework for Work Based Foundation Skills
Purpose--To promote a common framework of work-based foundation skills as a part of the Team Pennsylvania CareerLink system.
Background--Pennsylvania's Unified Plan for Workforce Investment recognizes the importance of basic skills as the foundation upon which all further education and training is based. It calls for a uniform approach to identifying and measuring the skills and knowledge necessary to function as a productive worker in Pennsylvania's New Economy. The Unified Plan advocates for a common definition of basic skills that includes work-based skills. The identified basic skills must reflect the needs of employers and describe relationships with established occupational skill standards.
The Bureau of Adult Basic and Literacy Education has invested in a series of activities designed to articulate what knowledge and skills adults need to know and demonstrate in their roles as workers, family members and citizens. The Bureau has participated in the Equipped for the Future Adult Learner Standards initiative and has adopted Pennsylvania Adult Learner Competencies for use in ABLE funded programs. Through Project EQUAL, the Bureau is promoting continuous program improvement by providing professional development and support to practitioners in using these frameworks as instructional tools with adult learners.
By building on these activities, the Bureau of Adult Basic and Literacy Education will support the development of a common framework of work-based foundation skills that can be connected to occupational standards and job titles.
Goals--The goals of the project are:
1. Creation of a framework of foundation skills identified by employers as being essential to work performance. The framework will build on existing work by incorporating Equipped for the Future Standards and Pennsylvania Adult Learner Competencies into one common framework. The framework must be validated by employers on work related tasks to create an employer-valued framework of foundation skills and include common assessment frameworks to measure skill acquisition.
2. Extension of the use of the foundation skills framework to all agencies in this Commonwealth who are implementing foundation skills programs. The project must address a process by which all pertinent State agencies will participate in the framework development and employer validation. The project must work collaboratively with the Team Pennsylvania Human Resources Investment Council, the Adult Basic and Literacy Education Interagency Coordinating Council and the Team Pennsylvania CareerLink system.
3. Identification of levels of basic skills that are the necessary foundations of occupational skill standards. The project will articulate what skill levels are prerequisite to entry level job titles or to established occupational skill standards.
4. Operation and management of feasibility study related to Pennsylvania's implementation of interim level basic skill certificates. Interim skill certificates are currently used in various states and countries to attest to basic skills levels below the high school diploma. The feasibility study must address the advantages and limitations of interim certificate programs and provide recommendations on how such a certificate program could be implemented, including necessary resources and support for such a program.
EUGENE W. HICKOK,
Secretary
[Pa.B. Doc. No. 99-593. Filed for public inspection April 9, 1999, 9:00 a.m.]
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