Provides funding for eligible providers of adult education (34 CFR 463.23) to achieved the purpose of Title II of the Workforce Innovation Act (WIOA) of 2104 to provide adult education and literacy services in order to serve eligible adults, including incarcerated individuals, in becoming literate and obtain the knowledge and skills necessary for self-sufficiency, attain a secondary school diploma and transition to postsecondary education through career pathways. Additionally, this program is designed to assist immigrants and other individuals who are English language learners improve their English Language acquisition skills and understanding of the American system of Government and the responsibilities of citizenship.

Adult Education and Family Literacy Act, (AEFLA), (Title II of the Workforce Innovation and Opportunity Act (WIOA)), 29 U.S.C. 3271 et seq.

110 ILCS 805/2-16.01

110 ILCS 805/2-16.01

Funds must be used to assist adults to become literate and obtain the knowledge and skills necessary for employment and self-sufficiency, to assist adults who are parents to obtain the education and skills that are necessary to becoming full partners in the educational development of their children and lead to sustainable improvement in the economic opportunities for their family. Integrated English Literacy and Civics Education funds must be used for integrated English literacy and civics education, in combination with integrated education and training activities that prepare adults who are English language learners for and place such adults in, unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency; and integrate with the local workforce development system and its functions to carry out the activities of the program. Such services shall include instruction in literacy English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation and may include workforce training.

Yes

1. All ICCB AEFL funded programs must submit student and program level reports on a quarterly basis. (Federal and State Policy) 2. All ICCB AEFL funded programs must submit an annual budget, quarterly expenditure and final expenditure reports. Signed certifications of accuracy must accompany vouchers requesting payment, annual reporting and final fiscal reporting requirements. (Federal and State policy) 3. All ICCB AEFL funded programs must submit an annual audit. (Federal and State policy) 4. All ICCB AEFL funded programs must maintain an Equipment/Inventory Report. This report must include all non-consumable items purchased with federal funds and any items with a cost of $5000 or more purchased with state funds. (Federal and State policy) a. Programs must submit an annual report reflecting items with a single unit purchase price of $5000 or more. 5. All programs must submit an AEFL Certification of Units Report annually. (State Policy) 6. Administrative and individual student records must be maintained by the program. All records must be maintained by the institution for at least five years. If an audit is in progress at the end of the fifth year, records must be maintained until the audit is complete. After five years disposal of records should be in accordance with EDGAR guidelines. (Federal and State Policy) 7. Programs approved by ICCB to enter into sub-award agreement(s) are responsible for all student, programmatic, and fiscal records of the sub-award agency relative to services provided with ICCB funds. (Federal and State Policy) 8. The lead applicant is the fiscal agent for a consortium and is responsible for ensuring each consortium partner member submits required information and complies with all policies, procedures and regulations. (Federal and State Policy) 9. Request for Payment forms must be submitted to request federal funds. Payment Requests may be submitted either monthly or quarterly. Federal funds received under this Agreement shall be managed in accordance with the Cash Management Improvement Act of 1990 (31 USC 6501 et seq) and any other applicable Federal laws or regulations. 10. Indirect cost rates- There is a 5% Indirect/Local Administration cap for Federal IELCE funding. 11. ICCB requires a 25% match, cash or in-kind. 12. This renewal provides Year 3 (July 1, 2023 through June 30, 2024) funding of the FY22 Adult Education and Literacy Request for Proposal (July 1, 2021 - June 30, 2024) for carrying out the following programs under WIOA Title II: -Adult Education and Literacy Activities (Section 231), -Adult Education in Correctional Institutions (Section 225). Expenditure Requirements • Funds must be obligated by June 30 and expended by August 31. Goods and products must be ordered by June 30 and received by August 31; services must be rendered by June 30.

Government Organizations; Education Organizations; Nonprofit Organizations;

The following are eligible entities to apply for adult education funding in a competitive year: Local educational agencies (LEAs) Community-Based Organizations (CBOs) or Faith-Based Organizations (FBOs) Volunteer Literacy Organizations Institutions of Higher Education (IHEs) Public or Private nonprofit agencies Libraries Public-housing authorities Non-profit institutions that are described previously and have the ability to provide literacy services to adults and literary activities Consortia of agencies, organizations, institutions, libraries, or authorities described previously Partnership between an employer and an entity described above Note: SFY23 in a non-competitive, renewal year.

Adults and out-of-school youths who are 16 years of age and older, who are not enrolled or required to be enrolled in secondary school under State law, and who lack sufficient mastery of basic educational skills to enable them to function effectively in society or do not have a secondary school diploma or its recognized equivalent, and have not achieved an equivalent level of education, or are unable to speak, read, or write the English language.

Formula Grants

Education

Certification required. The State plan must include a certification from a State official that all provisions and amendments thereto are consistent with WIOA

In a continuation year, providers are required to submit a continuation plan and budget for approval. Funding is contingent on the continuing applicant's satisfactory performance in the preceding year and sufficient appropriation of funds. In a competitive year, eligible applicants are required to respond to the RFP by the date listed and complete all portions of the application and other elements as described in the RFP. The past effectiveness of an eligible applicant in improving the literacy skills of adults is a strong factor in the delivery of adult education instruction and supportive services. In addition, the alignment of local adult education activities with the local area plans and services as well as local workforce board plans are essential. Programs are evaluated based on the following: 1. The documented need of the eligible applicant to serve individuals in the community who are most in need of literacy services and those who are in need of career pathway services, including individuals who have literacy skills. (i.e., literacy statistics, regional and local needs, etc.). 2. The program is of sufficient intensity and duration for individuals, including those with learning disabilities, to achieve substantial learning gains. 3. The past effectiveness of an eligible applicant in improving the literacy skills of adults, including those with low literacy levels; and demonstrates the ability to meet or exceed the levels of performance. 4. The demonstrated alignment to the requirements of the adult education services and activities as well as alignment to the local plans. 5. The program uses instructional practices and activities that research has proven to be effective in teaching to achieve learning gains, is of sufficient intensity and duration, is built on a strong foundation of research and effective educational practice, and includes the essential components of reading. 6. The program demonstrates the effectiveness in providing instruction in reading, writing, speaking, mathematics, and English language acquisition and is based on best practices, research and state standards. 7. The program activities effectively employ advances in technology including the use of computers as a part of instruction as well as distance education, when applicable. 8. The program activities provide contextualized learning including integrated education and training as well as bridge programs to ensure that an individual has the skills needed to compete in the workplace, transition to postsecondary education and training, advance in employment, and exercise the rights and responsibilities of citizenship. 9. The program is staffed by well-trained instructors, counselors, support staff and administrators who meet state guidelines, and have participated in high quality professional development. 10. The program activities are coordinated with other available resources in the community, such as establishing strong links with elementary schools and secondary schools, postsecondary institutions, one-stop centers, job training programs, business, and social service agencies. 11. The program offers flexible schedules and supportive services (such as child care and transportation) that are necessary to enable individuals, including individuals with disabilities or other special needs, to attend and complete programs. 12. The program maintains a high-quality information management system, as determined by the ICCB and has the capacity to report participant outcomes and to monitor program performance measures. 13. The local communities have a demonstrated need for additional English Literacy programs and civic education programs. 14. The proposed budget is consistent with the eligible provider’s activities, is cost efficient within administrative guidelines and places emphasis on serving the target populations. ICCB is committed to serving the populations that are most in need of the services. The strategies for the delivery of instructional services should target the following populations as outlined in the Unified State Plan and the Workforce Innovation and Opportunity Act of 2014: • Low literacy adults, including those without a high school diploma • Low skilled adults • English Language Learners • Long-term unemployed • Low-income adults • Individuals with disabilities, including youth with disabilities • Those receiving public assistance • Out-of-school youth • Veterans • Migrant and seasonal farmworkers • Re-entry individuals (ex-offenders) • Older individuals • Homeless individuals • Single parents • Youth in the foster system or who have aged out • Displaced homemakers • Veterans with disabilities • Individuals with multiple barriers to educational enhancement, including individuals with limited English proficiency Awardees will be notified by ICCB.

In a continuation year, providers are required to submit a continuation plan and budget for approval. Funding is contingent on the continuing applicant's satisfactory performance in the preceding year and sufficient appropriation of funds. In a competitive year, eligible applicants are required to respond to the RFP by the date listed and complete all portions of the application and other elements as described in the RFP. The past effectiveness of an eligible applicant in improving the literacy skills of adults is a strong factor in the delivery of adult education instruction and supportive services. In addition, the alignment of local adult education activities with the local area plans and services as well as local workforce board plans are essential. Programs are evaluated based on the following: 1. The documented need of the eligible applicant to serve individuals in the community who are most in need of literacy services and those who are in need of career pathway services, including individuals who have literacy skills. (i.e., literacy statistics, regional and local needs, etc.). 2. The program is of sufficient intensity and duration for individuals, including those with learning disabilities, to achieve substantial learning gains. 3. The past effectiveness of an eligible applicant in improving the literacy skills of adults, including those with low literacy levels; and demonstrates the ability to meet or exceed the levels of performance. 4. The demonstrated alignment to the requirements of the adult education services and activities as well as alignment to the local plans. 5. The program uses instructional practices and activities that research has proven to be effective in teaching to achieve learning gains, is of sufficient intensity and duration, is built on a strong foundation of research and effective educational practice, and includes the essential components of reading. 6. The program demonstrates the effectiveness in providing instruction in reading, writing, speaking, mathematics, and English language acquisition and is based on best practices, research and state standards. 7. The program activities effectively employ advances in technology including the use of computers as a part of instruction as well as distance education, when applicable. 8. The program activities provide contextualized learning including integrated education and training as well as bridge programs to ensure that an individual has the skills needed to compete in the workplace, transition to postsecondary education and training, advance in employment, and exercise the rights and responsibilities of citizenship. 9. The program is staffed by well-trained instructors, counselors, support staff and administrators who meet state guidelines, and have participated in high quality professional development. 10. The program activities are coordinated with other available resources in the community, such as establishing strong links with elementary schools and secondary schools, postsecondary institutions, one-stop centers, job training programs, business, and social service agencies. 11. The program offers flexible schedules and supportive services (such as child care and transportation) that are necessary to enable individuals, including individuals with disabilities or other special needs, to attend and complete programs. 12. The program maintains a high-quality information management system, as determined by the ICCB and has the capacity to report participant outcomes and to monitor program performance measures. 13. The local communities have a demonstrated need for additional English Literacy programs and civic education programs. 14. The proposed budget is consistent with the eligible provider’s activities, is cost efficient within administrative guidelines and places emphasis on serving the target populations. ICCB is committed to serving the populations that are most in need of the services. The strategies for the delivery of instructional services should target the following populations as outlined in the Unified State Plan and the Workforce Innovation and Opportunity Act of 2014: • Low literacy adults, including those without a high school diploma • Low skilled adults • English Language Learners • Long-term unemployed • Low-income adults • Individuals with disabilities, including youth with disabilities • Those receiving public assistance • Out-of-school youth • Veterans • Migrant and seasonal farmworkers • Re-entry individuals (ex-offenders) • Older individuals • Homeless individuals • Single parents • Youth in the foster system or who have aged out • Displaced homemakers • Veterans with disabilities • Individuals with multiple barriers to educational enhancement, including individuals with limited English proficiency Awardees will be notified by ICCB.

Not Applicable

Electronic Transfer

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Not Applicable

States are afforded an opportunity for hearings.

Not Applicable

ICCB requires a 25% match, cash or in-kind

Funds are required to be used to provide instructional and supportive services to eligible individuals in accordance with the requirements of State and federal laws and the ICCB Adult Education Policy and Procedural manual.

Providers are required to submit an annual audit, quarterly performance reports, quarterly financial reports, quarterly program status reports, and quarterly electronic data submissions.

2 CFR 200, Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards, applies to this program.

In accordance with Section 443 of the General Education Provisions Act, grantees must maintain records for 3 years from the date of submission of the final Financial Status Report.

91-0400-0-1-501;

N/A

FY22: $2,673,480.00. Average: $92,188.97

FY23: Made awards to 32 grantees.

Citations to CFR and ILCS are available in the Adult Education and Family Literacy Provider manual.

Not Applicable

Cheryl KeenanPotomac Center Plaza 550 12th Street, SW, Washington, DC 20024 Email:< a href='mailto:cheryl.keenan@ed.gov'>cheryl.keenan@ed.govPhone: (202) 245-6836.;

http://www2.iccb.org/adult_ed/

84.191 Adult Education National Leadership Activities;

No Current Data Available

FY 2022 : $3,038,500
FY 2023 : $3,038,500
FY 2024 : $3,000,000