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Workforce Investment Act 1998 Title II Application

Question and Answers

April 2009 Bidder's Conference

General Application Questions

1.      What is the page or character limits for the application?

a.      The page limit for the hard copy is 12 pages.  This is for the narrative only.  Supporting documentation is not included.

b.      The character limits are indicated in the MEGS fields and have been increased due to the intensity of the new questions.  You can add attachments.

2.            If an agency is not in MEGS, can we find out what the suggested character limits are for each question?

If the agency is not in MEGS, then the agency has to apply using the hardcopy. There is a 12 page maximum for the narrative, excluding supporting documents.

3.            The full questions are not on MEGS.  Are they going to be put on there?

If you click on the help tab, full questions are available.  Also, refer to the program guidance and instructions in MEGS and available at www.michigan.gov/adulteducation.

4.            Why did you say we had to send in a letter of intent if it was not required?

Initial communications from USDOE/OVAE was that every step we enacted was required, until after the fact.  After reviewing their (USDOE/OVAE) policies, rules and regulations, they retracted some of the initial instructions. However, letters of intent gave us an idea of the number of potential applicants and helped us in the preparation of the grant process.

5.            Why did you say that people had to attend the bidder's conference meeting if it was not required by the feds?

The initial message from USDOE/OVAE was the bidder's conference was required. After reviewing their (USDOE/OVAE) policies, rules and regulations, they retracted this and informed us that we could not mandate people to attend the bidder's conference. (Please note that if you attended the meeting you were provided with valuable information and detailed instructions that may improve the quality of your application).

6.      Are you publishing the list of attendees from the bidder's conference on the website?

No, the names of the attendees will not be published on the website; however, the list will be in our file for auditing purposes and for USDOE/OVAE access.

7.      Do we get extra points for having a letter of intent or for attending the bidder's conference?

No extra points will be given for a letter of intent or for attending the bidder's conference.

8.      Why did Michigan decide to fund jail programs at the maximum of 10%?

Michigan chose to fund institutional programs at the maximum of 10% because of the large jail population in need of educational services.

9.      If we want to offer GED prep, do we apply under ABE (instruction)?

Yes.  The ABE/Instructional Application can be used for Adult Basic Education (ABE), English as a Second Language ( ESL), GED prep, or High School Completion.  If you want to offer any adult education services to your local or county jail, you should apply for institutional dollars. With Institutional funds you can offer ABE, GED, ESL or HSC to inmates.

10.    We are establishing a new literacy program in our area.  What application do we use?

As a literacy council you would use the ABE/Instructional Grant, unless you plan to provide EL-Civics Education to your ESL population or Institutional instruction to your local or county jail.

11.    If people from the community colleges are asked to review these grants isn't this a conflict of interest?

Grant reviewers will be from the State's Office of Postsecondary Services, which is in charge of administering community college programs and not staff from actual community colleges.

12.    I printed the application three weeks ago, the state performance measures are not the same as what were shown at the bidder's conference.  Why?

The latest application that was put online has the approved performance measures from USDOE/OVAE. The one you downloaded previously was the state's proposal to USDOE/OVAE. You should work with the one presented at the bidder's conference.

13.    We are no longer going to offer ESL, so we won't be applying for EL-Civics.  Do we need to do something?

Do not apply for that grant -- no action is necessary.

14.    What suggestions can you give for "at least three sources" for detailed description of needs in Part A of the narrative? 

The grant reviewers will consider this and score according to the rubric established.  However consider the following:  Data resources could include, but are not limited to dropout rates, MEAP scores, Department of Human Services Assistant rates, Kids Count, and census data.  The key is to connect description of needs to your program offerings.

15.    Will you accept data from environmental scans?

Yes, however, note that we are asking for data from a variety of sources.

16.    How is the new EL-Civics different?

We have streamlined the questions and made them more specific to EL-Civics. Refer to the application.

17.    Must we teach EL-Civics in the workplace and not soft skills/work readiness skills?

If soft skills/work readiness skills are part of your civics education curriculum you can teach that. Remember, curriculum should be developed and approved by the local education board, the governing body or appropriate authority of other non-school district agencies.

18.    What is an EAG?

Educational Advisory Group: Of the Workforce Development Board.

19.    If we have question during the writing process, who do we call?

Cliff Akujobi 517-373-4218, akujobic@michigan.gov

20.    Will the scoring rubric be available?

The scoring rubric may be made available after announcing the grant recipients.

Budget

1.            Do we submit a part 5 total budget for each member program or one for the whole consortium? 

The Total Adult Education Budget Summary document is submitted by the fiscal agent for the entire consortium.  Only one is expected.

2.            Part 5:  Total AE Budget:  is that to combine all adult education money received and show it in one budget?

Yes. Do not include Section 107 funds, though.

3.            Can we include the GED examiner on our budget?

No.  Federal funds cannot be used to support the costs of the GED Examiner, GED tests, and any other costs associated with this activity - actual GED testing activity.  However, you can use other local funding sources to support GED testing activity.

4.      Is GED testing an allowable cost for institutional grant?

No.  Actual GED testing is not an allowable cost.  However, federal funds can be used to pay for assessment tests during GED preparation classes.

5.      Do we have to show Section 107 funding source?

No, the State Aid Section 107 application is separate from the federal application and does not need to be reflected in the federal budget.

6.      Will the budget template be the same as the NWLB demo grant?

The hard copy template is similar to the NWLB budget template.  There are a few differences, such as the federal grant budget documents must include allowable function codes.

7.      What are the allowable costs for the budget categories?

The list of allowable costs is available in the Federal ABE Instruction/Institutional and EL Civics Grant Program Guidance and Instructions on the Adult Education website and in the 2009/2010 MEGS grant application.

8.      Can you use this money to buy a building?

No. Federal funds cannot be used for starting programs, including buying buildings.

9.      Do you consider purchase of computer and printers as capital outlay or materials for instruction?

These items are considered as supplies or materials.

10.    How do you draw money for the grant?

Grantees must request funds on an accrual basis at least quarterly in the MEIS/CMS  Michigan Education Information System/Cash Management System) and may not request funds that exceed their needs for 3 days cash on hand. MEIS/CMS training will be provided to successful new applicants.

11.    Will grants be partially funded if full funds are not available?

"Partially funded" may mean two different things.  1). If you mean, can your application be funded less than what you applied for, the answer is Yes.  If your application is accepted, the grant reviewers will request you to amend your budget based on the recommended amount.  2). We fund programs based on funds we receive from the federal government. If there's a reduction in state allocation, every grantee budget will be reduced proportionately.  In addition, if you include unallowable costs in your budget, you will be asked to revise your budget.

12.    What is the amount given per student?

There is no FTE count in this grant, per student amount only applies to Section 107.

13.    Define the use of the term "ABE".

ABE means Adult Basic Education and is for those students who according to assessment testing, fall below the 9^th grade level.  However, most educators in the field call the WIA Title II grant the "ABE Grant" because the grant is used to fund adult education programs which often include ABE programs

14.    Do we have to include our partners in the budget?

Only if you plan to purchase services from the partners, or you and the partner plan to form a consortium. 

15.    Please explain anticipated local share.  Is this matching or in-kind?

These are non-federal funds other than Section 107 funds, which have not been designated for use by, or as a match for any other federal grant.  (Examples would be school district (K-12) general fund monies, local mileage revenues, bonds, donations, etc.)

16.    If we charge a registration fee, can this fee go to the district? If not, where does it go?

No.  A registration fee is regarded as Program Income (revenue). Any program income received as a direct result of receiving the federal WIA Title II AEFLA grant or state allocation must only be used to provide services to adult education programs and must be reported at the end of the program year. Expenditures must be reported by function code on the form specified.

17.    How do I apply for pilot/special projects grants?

These grants require a separate application that will be available at a later date. DELEG will announce such grant application at the appropriate time.

18.    Is the budget detail for requested funds or the total budget including local share?

The budget detail is for the requested federal funds. Do not include local share in the federal budget detail because local share has its own budget detail.

19.    Can total salaries of ABE be put into this budget?

Any salary charged to the federal grant should be included in the budget.

20.    Do we have to charge tuition and fees?

No, you don't have to, but if you decide to charge tuition and fees you must complete the tuition and fees budget detail section.

21.    If teachers instruct in ABE and HSC should I list them on the budget in both categories?

Yes, however divide their salary proportionately according to the amount of time they spend in each program since ABE and HSC are separate activities and therefore have different function codes-131 and 132 respectively.

Partnerships

1.            Do we only include partners who receive funds from this source or other partners who contribute services, but will not receive WIA funding?

Partners that plan to receive funds through your agency and plan to operate an adult education program(s) can be listed as members of your consortium and can be included in you budget.  If they plan to contribute services without funding, you can list them as partners and you do not need to include them in your budget.  If you plan to purchase services from your partner, you must include that in your budget.

2.            Will the state favor an application from a consortium of partners or individual applications from each partner within a partnership?

This will not impact decision making.  Rather, reviewers will look at the quality and network of services being provided to the adult learners through the partnerships.

3.            Are partners required to submit a letter of partnership to fiscal agency for the grant process?

Letters from partnerships are encouraged, but are not required.  Reviewers will be looking at the quality of the partnerships, and points will not be awarded for the number of letters.

4.            Can we mention the No Worker Left Behind grant we received as a partnership?

You can mention your partners from this grant.  However, the grant itself would not be considered a partnership.

5.            What is the difference between a partner and consortium member?

An adult education consortium is a group of agencies, each of which operates adult education programs and instructs adult participants but decides to jointly apply for funding with a unified management structure and a single fiscal agent.  Every fiscal agent of a consortium must list all consortium members on the Consortium Agreements Form with the signature of the person authorized to approve fiscal agreements with other agencies. A consortium should be formed only with other agencies that operate an adult education program and instruct adult participants.  The consortium must have an identified fiscal agent that receives and is responsible for the federal funds received from DELEG. The fiscal agency for the consortium should detail the duties, roles and responsibilities of each member, specifically in regard to approving financial expenditures, performance reporting, participant assessments, and other state and federal requirements.  The application should be collaboratively planned to ensure all consortium members are aware of the regulations and responsibilities of the federal funding.

A partner can provide services and resources to your program. A partner may or may not be a federal grantee. If it is a grantee, it could be independent, a fiscal agent or belong to another consortium.  Partners can be a variety of agencies, not just adult education providers.

6.            Will a consortium application hold more weight compared to an organization with partnerships?

No.  The reviewers will be looking at the quality of adult education programs and the whole delivery system. 

7.            Can two districts be a partner in the federal grant and be in a consortium under Section 107?

Yes.

8.            Can we apply for both an individual entity and a consortium?

There is no benefit to do that.  A successful application for each funding source will be funded once and will not receive the same funds from two different agencies/grantees.

9.            How formally or informally are partners identified, working relationship vs. written agreements/contracts?

Describe whatever arrangements you have with your partners, formal or informal.  Signed agreements seem to convey a more formalized collaboration and it is highly encouraged but not mandated.  We have also observed some informal arrangements that have provided high quality services.  It depends on the depth of the relationships and commitments between the partners. 

10.       Do you want a separate narrative for each member program or a single composite narrative? 

In this instance you do mean as a consortium?  Every fiscal agent must submit one application and have one narrative. However, if you want to include your member's narratives as support documents you may do so.

11.       Our consortium will be offering a continuum of services to the community, making the narrative for EL-Civics and the general instruction the same or similar.  Is this allowable?

It is absolutely your call. We expect some consistency between the two grants, however, be aware that some of the questions for EL-Civics application are pertinent only to EL Civics funding and not to the general ABE instruction grant. 

12.       Can you collaborate with religious organizations? 

Yes.  Allowable partners include: 

·    Literacy Councils

·    Libraries

·    Employers

·    Community-based Organizations

·    Faith-based Organizations

·    Job Training Programs (integrated with occupational training)

·    Regional Economic Development Representatives

·    Proprietary Schools

·    Local Offices of State Government (e.g., DHS, MRS, CMH, Corrections)

·    Local Foundations/United Way

13.       Is it okay to partner with literacy councils since they do not have certified teachers?

Yes, literacy councils are exempt from the certified teacher requirement because they teach the very low level adult learners. However, if a Literacy Council decides to operate a GED, ABE or HSC program that literacy council must use a certified teacher.

MEGS

1.            In MEGS can you start an application and stop?  

Yes, be sure that you are saving your application on a regular basis.

2.            We have a Section 107 grant, but have never had a WIA grant, do we have to submit a hard copy or use MEGS?

It is your call. However, we encourage you to submit your application on MEGS since you have a MEIS account.

3.            Where do I put letters of agreements and contracts on MEGS?

You can scan them and add them to your attachments.

Goal Setting/Performance Measures

1.            Are the performance measures calculated for the consortium as a whole or individually by member/partner?

Performance Measures are computed by the Fiscal Agent of the Consortium.  All consortium members providing Adult Learning Services tracked in MAERS will have their respective data included in the Fiscal Agent Performance Measure calculation.

2.            Is an employment goal required for all students?

Employment Goals are required for participant's whose Labor Force Status at program entry is "Employed" or "Unemployed".   If the Participant's Labor Force Status is "Employed" at program entry, then they need to have an "Improve" or "Retain Employment" goal.  If the participant's Labor Force Status is "Unemployed" at program entry, then they need to have an "Obtain Employment" goal.  If the participant selects as a second goal "Enroll in Postsecondary Education," then the Employment Goal selection requirement is waived.  Participant's whose Labor Force Status at program entry is "Not In The Labor Force" is exempt from this policy.

3.            For Beginning ABE literacy performance, do 38% of students have to attend classes for the whole year or do 38% of students have to be promoted to the next level?

38% of all participants entering your program in the Beginning ABE Literacy Educational Functioning Level (EFL) as determined by a PRE assessment test need to have moved to a higher EFL level at Exit as determined by a POST assessment test at the end of the program year.

4.            Is there a way to include passing a portion of the GED or passing one or more HSC classes as a goal?

No.  The attainment of a GED or HSD is the USDOE defined goal attainment.  The State cannot change this requirement.  However, the passage of one or more GED tests is captured on the Enrollment and Outcome Screens.  The completion of HSD Credits is captured on the Enrollment and Outcome screens as well.  A review of these items at Exit will let the program know which students showed progress toward completing their GED or HSD goal attainments.

5.            Would earning college credit through an articulated curriculum or dual enrollment be considered an earned goal under, enrolled in post secondary education?

No.  Enrollment in Postsecondary Education is the USDOE defined goal attainment.  However and in this case as the question is written, the participant and local program would be credited with a goal attainment when the participant enrolls in Postsecondary Education.

6.            If a student is below the 9^th grade level, what can their education goal be?

One of the goals should be either to obtain GED or HSD.  The goals of "Improve Basic Literacy" for ABE participants and "Improve English Speaking Ability" for ESL Participants are being removed from MAERS.  When USDOE monitored the Office of Adult Learning in May of 2008, they stated that these are default goals that are self evident.  In other words, if a participant is below the 9^th grade level at program entry it does not need to be stated as a goal that they need remediation so they can read and understand either the GED or HSD curriculum.  Likewise if a participant does not fully speak or understand English at program entry in ESL, it goes without stating as a goal that they want to "Improve English Speaking Ability".  Subsequent to this, the Office of Adult Learning is planning to add two new goals to replace "Improve Basic Literacy" and "Improve English Speaking Ability".  These new goals will be "Function above the 8^th Grade Level" for ABE participants who enter a program functioning below the 9^th grade level and "Achieve English Language Proficiency" for ESL participants.

Function above the 8^th Grade Level will be defined as having attained reading, writing and math computation skills at or above the 9^th grade level.

Achieve English Language Proficiency will be defined as having been assessed with the following scores from the CASAS assessment test:  Reading 236+, Listening 236+ and Writing 231+.  The participant must achieve these scores or better in all areas to be counted as Achieving English Language Proficiency.

7.            One goal outcome is to enter postsecondary education/training. What qualifies as training?

Training would be a program that requires a GED or HSD for admission, provides a skills certification certificate and can typically be completed in less than two years of full time attendance. 

8.            Where does ESL fit into goal setting?

First, the employment goal policy applies to ESL participants.  Second, in most cases, ESL participants are no different than other participants with regard to their goals.  They typically are learning English because they want a GED, HSD, enroll in postsecondary education, obtain a job or to improve or retain their current job.  Their short term goal may be to become English Language Proficient so they can achieve a longer term goal of getting a GED, HSD, enroll in postsecondary education, enter employment or improve/retain the employment they currently have. Third, there are some participants who just want to learn English so they can communicate with family, friends and neighbors more efficiently.  For this group, their only goal may be to become English Language Proficient.  However, if this is the situation, then the participant needs to self-certify this by indicating that they are Not In The Labor Force at program entry.

9.            Can 15 credit hours of community college be a goal-considered an alternative to high school completion?

No.  This is not one of the USDOE defined goals, which are:  Obtain a GED, HSD or job; improve your current employment, retain your current employment or enroll in postsecondary education.

10.       What if our program is not functioning at the 62%/38% Beginning ABE literacy right now, but plans to reach that level, do we qualify for funding now?

If you are an eligible agency permitted by law to apply then you are qualified to apply regardless of performance standards.  Your grant application needs to address how you will meet the performance measures outlined in the RFP regardless of your prior status as a grant recipient.  Please remember that your grant application will be graded as outlined in the RFP and applications with the highest scores will be selected to be funded.

11.       If a student scores 9.5 in Reading and 5.4 in Math can they be dual enrolled or should they be enrolled in ABE?

The participant can be dual enrolled (ABE and GED) or they can be sequentially enrolled (ABE first and then GED second).  It's up to local programs to decide which alternative is best for the participant.  However, both areas must be addressed appropriately.  In other words, you should not place the participant in GED without providing the needed ABE math remediation.

12.       Can a goal also be to enter a GED or HSC program?

No.  The USDOE goals are to obtain a GED or HSD.  Entering a GED preparation course or a high school completion course is the service needed to obtain the GED or HSD goals.

13.       If scoring higher in HSC goals and lower in GED would you still receive additional 10% for goal attainment?

The 10% of performance funding for goal attainments is distributed as follows:  2.5% for entry into postsecondary education, 2.5% for entering employment, 2.5% for improving or retaining employment and 2.5% for high school completion, which includes GED/HSD.  Subsequently, if you have goal attainments only for GED/HSD, you would be eligible for 2.5% of this money.  GED/HSD is added together as one performance measure of high school completion ( HSC).  Subsequently, a low attainment rate in GED or HSD can negatively impact your achievement of this goal, given that the two are added together.