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Workforce Investment Act. Bidder’s Conference 2009. Welcome!. BIDDER’S CONFERENCE. Presented by Dianne Duthie, State Director Division of Lifelong Learning Bureau of Workforce Transformation (BWT) Department of Energy, Labor & Economic Growth (DELEG). Why a Competitive Grant?.

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Workforce investment act

Workforce Investment Act

Bidder’s Conference 2009


Bidder s conference

Presented by

Dianne Duthie, State Director

Division of Lifelong Learning

Bureau of Workforce Transformation (BWT)

Department of Energy, Labor & Economic Growth (DELEG)

Why a competitive grant
Why a Competitive Grant?

  • The Transformation of Michigan’s Adult Learning Infrastructure based on the unanimously approved 8 recommendations of the Adult Learning Workgroup (AWLG) to the Council for Labor and Economic Growth (CLEG) in December 2008


  • Create a unified strategic approach

  • Engage a range of partners in service delivery

  • Build clear connections between learning and the promise of good jobs



  • Use accelerated and connected pathways

  • Increase access to adult learning

  • Make basic skills development a priority across funding

  • Hold regional partnerships accountable for success

  • Engage a broad coalition in communicating urgent need

Today s goal
Today’s Goal

  • OAL Staff will guide your through the application process

  • Write down your questionsuntil we are through the power point presentations

  • DELEG will address all your questions and provide with all the necessary guidance


Reminder: Application deadline must be met!

  • Another Session at this same location at 9:00 am

  • Successful applicants will be notified before June 30th and will be published on our website

  • Grants will be made available as soon as the feds make it available to the state

An overview

Presented by

Cliff Akujobi, Manager

Office of Adult Learning

Eligibility of applicants
Eligibility of Applicants

  • The Request For Proposal (RFP) lists who is eligible to apply

  • The Workforce Investment Act (WIA), Title II of 1998 sub-recipients range from Literacy Councils, Libraries, to School districts

Eligible applicants
Eligible Applicants

  • Local Educational Agency

  • Community Based Organization

  • Volunteer Literacy Organization

  • Institution of Higher Education

  • Public or Private Non-profit Agency

  • Library

  • Public Housing Authority

  • Consortium of agencies, organizations, institutions, or libraries

Funding sources
Funding Sources

Workforce Investment Act Title II of1998 Adult Education & Family Literacy Act (AEFLA)

5 Funding Sources:

  • Adult Basic Education (Instruction)

  • Institutional (Jail Programs)

  • English Language and Civics Education (EL Civics)

  • Instructional Initiatives

  • Special Projects

Funding distribution
Funding Distribution

  • 82.5% for ABE or EL Civics

    • 90% (of 82.5% of ABE) Instruction

    • 10% (of 82.5% of ABE) Institutional

  • 12% Leadership Activities

  • 5% Administration

Performance based funding
Performance Based Funding

Three performance based criteria

  • 65% Pre and Post Test rate

  • Educational Functioning Levelmeasures negotiated by DELEG

  • Goal attainment measures established by DELEG

Funding formula
Funding Formula


base funding for the cost of providing instructional services for an actual number of participants listed in your application

Funding formula performance based
Funding Formula: Performance Based

  • 10% to Programs that meet the 65% pre- and post- test rate

    • 5% to programs with a pre- and post- test rate between 55% and 64%

    • 10% to programs that meet or exceed the state negotiated performance measures for educational functioning levels

Pilot project grants instructional initiative
Pilot Project Grants – Instructional Initiative

  • Must have statewide impact

    • Innovative

    • Research-based

    • Improve participants’ performance

    • Sustainable

    • Easy to replicate

Special project grants
Special Project Grants

– For non-instructional pilot projects

  • Grant availability is published on the DELEG Office of Adult Learning website, with eligibility and notice of interest to apply, etc. specified

Application process
Application Process

  • An application for each funding stream/source

  • Must complete

    • Part 5: Total Adult Education Budget Summary page

    • Specific Budget Detail page

    • Other applicable budget detail pages

Consortium members: include or complete a separate budget detailed page for each member

2009 2010 state performance measures abe and adult secondary education
2009-2010 State Performance Measures ABE and Adult Secondary Education

Final reporting and compliance requirements
Final Reporting and Compliance Requirements

  • Final Expenditure Report: Due within 60 days of grant ending date

  • Final Narrative and Program Summary: Due November 30, 2010

  • Program Improvement Plans

  • Program Monitoring and Compliance

Application narrative



Nancy Rotarius

Adult Education Programs Coordinator

Preparing to write
Preparing to Write

Read all information in the grant packet prior to entering any information.

Information Gathering

Resource Identification

Meis account application
MEIS Account Application

  • With MEIS # use the MEGS

  • No MEIS # Go to Adult Education Website


    • Must include signed cover page

    • Assurances, Certifications, & General Provisions

Narrative completion
Narrative Completion

  • Focus on Key Words in the Guidance and Instructions

  • Responses should be complete and concise, in the form requested, and within the stated character limitations

Regional adult education and family literacy needs and priorities
Regional Adult Education and Family Literacy Needs and Priorities

  • Give detailed descriptions of the adult education needs of your community

  • Identify supports for participants who face multiple barriers to achieve goals

  • Explain why you choose to offer these programs and how you will meet needs not met by your programs

  • Relationship with WDB and EAG

Program design
Program Design Priorities

Curriculum and Instruction

  • Consider the following:

    • Specific curriculum used

    • Alignment with opportunities for employment, postsecondary education and training

    • Various Instructional Methods and Service modes

    • Multi-level texts and contextualized learning

    • Alignment with state content standards

    • 7 guiding principles for adult education: Collaboration, Accountability, Responsiveness, Agility, Contextualization, Entrepreneurship, and Alignment.

Program design1
Program Design Priorities

Program Intensity and Duration

Consider the following:

  • Scheduling that accommodates adult learners’ various needs and allows for participants to achieve substantial learning gains

  • Allows for enrollment throughout the year

Program design2
Program Design Priorities

Program Design

  • Describe how technology is used to enhance or deliver instruction include off site opportunities.

  • Include the level of proficiency the instructor and adult learner are required to have to effectively use technology.

  • Include how technology skills are assessed.


Program design3
Program Design Priorities

Program Design

Recruitment and Retention

  • Recruitment – strategies and methods employed to bring adult learners into the program

  • Retention – strategies and methods used to maintain the interest and attendance of the adult learner in the program until they achieve their goal(s)

Program design4
Program Design Priorities

Program Design

Tuition and Fees

  • May be charged but must be used to support the adult education program.

  • Charges must be usedfor the purpose of the grant agreement and consistent with State/Federal guidelines.

  • Cannot be used to meet Matching or Maintenance of Effort Requirements.

Alignment with state performance objectives
Alignment with State Performance PrioritiesObjectives

  • Connections to employment or higher levels of education

  • Aligned exit and entry requirements

  • Accelerated programming for easy transitions to employment and postsecondary education