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WIA - QUESTIONS AND ANSWERS

NOTE: The Department has reconsidered the use of the persistence metric in awarding points in the RFP. All proposals will be awarded 5 points for persistence.

Question 1:

In terms of the Correction Education programs, could you clarify what you mean by a "community rehabilitation center"?  Does that include a program that serves people on probation or parole in the community?  Does it include a program that serves individuals in an alternative to incarceration program and is therefore mandated by the courts?  Are "reentry" programs eligible for this funding?  If reentry programs in the community are eligible, is it your intent to give preference to jail or prison-based programs?

A:        The definition of “community rehabilitation center” could include any of the models described above. It is purposely broad to allow for a number of programs to qualify. The rating criteria does not provide for points to be added or subtracted based on the proposal being jail-based or community-based.

Question 2:

On the Performance Target Worksheet under "other goals", there are employment measures for which applicants are being asked to set targets. Under NRS rules, incarcerated students are "unemployable" and are not counted on these measures.  How should Corrections Education applicants handle this section of the Performance Target Worksheet?

A:        Corrections programs do not have to complete this section of the Worksheet.

Question 3:

Are NYC Department of Education school programs operated within correctional facilities eligible? Or at least the components of those school programs that provide basic education/literacy instruction?

A:        Yes.

Question 4:

Our BOCES will be submitting an application for Adult Literacy as well as an application for a Corrections Education program.  When we fill out the worksheets such as the Performance Target Worksheet, do we use only numbers from our Corrections Programs for the Corrections Grant Application or do we use aggregated numbers for the entire BOCES Literacy Program?

A:        The applicant should submit aggregated data on the Performance Target Worksheet.

Question 5:

It appears that the Corrections Grant isn't really a Transition Grant, since 85% of costs must be instructional. How can a small program have someone spending time counseling inmates, talking with employers who would consider hiring ex-offenders, and performing post release follow-up, when it appears that only 10% of the grant can be spent on non-instructional activities?

A:        All WIA, Title II funds are dedicated to adult literacy education. Counseling and other support services are allowable up to 10% of the total budget.

Question 6:

Why is there no limit on the amount of money that can be requested in the Corrections RFP? In the Adult Literacy Grant, each WIA Region has a specific amount of money set aside, but there is no comparable set aside for corrections.  Every county has a jail, and small jails have very limited funding available.  It seems that programs with passing scores on the RFP may not be funded if the money runs out due to programs submitting for large sums of money.  Is there anything that can be done about this?

A:        The relatively small amount of total funds available under this set aside makes allocating the dollars according to Workforce Investment Area impracticable. Some allocations would be too small to be meaningful.

Question 7:

In the past, our BOCES submitted one application for services in the three jails served by the BOCES.  Is this still allowed?

A:        Yes.

Question 8:

What happened to the One-stop funding in the prior WIA Title II RFP?

A:        Agencies may continue to provide services in a one-stop and receive funding if such services are reimbursable as agreed upon in the local WIB MOU.  Reimbursement will be provided outside of the RFP process.

Question 9:

The City University of New York (CUNY) wishes to include in its institutional submission a request for additional WIA funds for five of its campuses to provide literacy services at NYC's One Stop Career Centers.  Is this permissible?

A:        Yes, if there is a clear commitment from the One Stop to allow the service.

Question 10:

The City University of New York (CUNY) is considering forming a Consortium with the NYC Department of Small Business Services to apply for funds solely to enable five CUNY campuses to provide literacy services at NYC's One Stop Career Centers.  CUNY would be the lead agency in the Consortium.  CUNY would thus be submitting two WIA proposals.  One would request funds for five of its campuses to provide literacy services at the One Stops, and the second would request funds for the provision of literacy services on 14 of its campuses.  Is this permissible?  Would the two proposals be in competition with each other?

A:        It is permissible.  The proposals would be in competition with each other.

Question 11:

Will Family Literacy and Workplace Literacy be exclusively contained within the new ABE proposals?  Or will there be additional releases for Family Literacy and Workplace Literacy.

A:        There will not be a separate RFP for Family Literacy or Workplace Literacy.  Agencies may choose to include those programs as part of their base WIA or EL Civics proposals if appropriate.

Question 12:

Will there be any grant/funding opportunities in the area of health literacy?

A:        There will be no separate RFP for health literacy.  In the RFP under staff development, it states “up to 5% of teachers will be trained in at least one of the eighteen-hour health literacy study circle modules developed by the Harvard School of Public Health.” Applicants should plan/budget accordingly.

Question 13:

Under the staff development topic it states that up to 5% of teachers will be trained in at least one of the eighteen-hour health literacy study circle modules developed by the Harvard School of Public Health. Is the underlined segment correct?

A:        If you are referring to the underlined web address, yes.  Once you go to the site, you must scroll down to the heading Training Materials where you will see information regarding Study Circles, including those for Health Literacy.

Question 14:

If there are no limits, can a program who provided services funded by WIA request any amount for any of the four WIA programs in this RFP? For example, if a program was funded for ABE only, can they request over $100,000 of EL/Civics funding?

A:        If an agency was funded for base WIA, there is no limit to the amount it may request in base WIA.  However, if that same agency was not funded under EL Civics but is planning to submit a proposal for EL Civics funding under this RFP they are considered a new agency (for funding purposes only) and may only request up to $100,000 in EL Civics funding.  ELL transition has a funding limit of $100,000.  There are no funding limits on proposals to provide Corrections Education.

Question 15:

Are there funding limits for programs that were funded in the prior 2 years under WIA for the Adult Basic Education section?

A:        See the answer to Question #14 above.

Question 16:

The “Application Guidelines” says “Applicants who did not provide services funded by WIA in the previous program year may request up to $100,000.” There is nothing stated about those who DID provide services funded by WIA.  Is there a limit to how much programs that did provide services funded by WIA in the previous program year can request?

A:        See the answer to Question #14 above.

Question 17:

For programs funded under WIA-ABE last year, who didn't apply for EL-Civics but  who are applying for EL-Civics in this RFP, are there funding limits for these programs in applying for EL-Civics?

A:        Yes, see the answer to Question #14 above.

Question 18:

Is a new agency considered one that is not currently receiving WIA funding?

A:        For funding purposes, a new agency is one that is not currently receiving WIA funding.

Question 19:

Our agency currently has WIA funding to run a Family Literacy Program. Although there is no Family Literacy set aside in this year's RFP can we submit a proposal to continue that program through this RFP?

A:        Yes.

Question 20:

If an agency is currently funded for a WIA Adult Education Program and a Family Literacy Program can the agency submit one proposal this year for the combined total of the two program budgets from FY 2008?

A:        Yes.

Question 21:

Can an agency submit more than one proposal for English Language/Civics if the agency is collaborating with multiple partners?

A:        Yes but the applicant must follow the guidelines established under the Consortium policy and provide detailed information regarding each consortium member’s roles and responsibilities, as well as detailed budget information for each partner agency.  Also, the proposals would be in competition with each other.

Question 22:

In the Traditional Adult Education Instruction table, for EL-Civics do we indicate the projected number of students and contact hours under ESOL or some other category?

A:        Projected students and contact hours should be reported as ESOL for agencies applying for EL Civics.

Question 23:

If a consortium of agencies is collaborating, do you need two target performance worksheets?

A:        The agency acting as fiscal agent is responsible for the program performance, and submission of all fiscal and participant data.  Therefore, only one target performance worksheet is required.

Question 24:

If a consortium of agencies is collaborating, do you need program information forms covered by WIA or for the entire program(s)?

A:        See the answer to Question #23 above.  Only one program information form is required.

Question 25:

If two school districts are collaborating on this grant, which agency’s educational gain scores will be used for the performance points? Are the scores averaged, or is the lead agency's score the one that is used?  (i.e. educational gain)

A:        In the case of consortium applications the previous status and the performance of the lead agency/fiscal agent will be used to determine how the application is handled. 

Question 26:

Is there an age minimum or maximum for the population to be served by this rfp?

A:        Eligible program participants include individuals who have attained 16 years of age and are not enrolled or not required to be enrolled in secondary school under NYS law or those who are unable to speak or read or write the English language.  There is no maximum age but all students should be able to demonstrate an ability to benefit from the instruction provided.

Question 27:

The RFP states that 85% of the cost must be instructional costs and Administrative costs including indirect costs are limited to 5% of the budget so what are the other 10% of the costs supposed to be spent on?

A:       Agencies may spend funding on allowable costs which are in support of the instructional program, e.g. counselors. It should be noted that agencies are permitted to exceed 85% for instructional costs and could spend as much as 100%.

Question 28:

Are rental costs for classrooms considered Administrative costs or Instructional costs?

A:        Classroom rental is considered an instructional cost.

Question 29:

Is the cost of counseling, assessment, social worker, supplies and equipment limited to 10% since 85% must be instructional and administration is limited to 5%?

A:        Counselors and social workers are considered part of the 10% “other than instruction”.  Supplies and equipment (note: equipment is only those items which have a unit cost of more than $5,000) which are used in the instructional program are considered instructional costs.  Expenses associated with NRS reporting and compliance, such as assessment, are considered instructional costs.

Question 30:

Are pupil personnel services (i.e. a guidance counselor, social worker, transition counselor, case manager, etc.) considered instructional staff to be counted in the 85% of the funding being used for instruction or would these services listed under the other 15% of the budget?

A:        Counselors and social workers are considered part of the 10% “other than instruction” unless they are directly associated with NRS reporting and compliance.

Question 31:

For ELL Transition is a one year certificate program required or can it be less than a year if it leads to employment, post secondary education or apprenticeship?

A:        Any certificate program that leads directly to employment, post-secondary education or apprenticeship may be funded.

Question 32:

Are vocational programs allowable under this RFP providing they have a required literacy component and integrated academics?

A:        Vocational programs are allowed but the purpose of this set aside is not Vocational Education for Speakers of Other Languages (VESOL). The instructional model used must employ two teachers who provide ELL and vocational instruction in the same classroom.

Question 33:

For ELL transition do we have to match 100% of the total grant received or just the cost of professional/technical instruction?

A:        The match must be equal to the grant received.

Question 34:

Where do we find the Matching Contribution Worksheet for ELL Postsecondary Transition?

A:        A Matching Contribution Worksheet was not included in the RFP.  Agencies need to report the matching contributions so that it is clear the amount of funds being used as a match, their source and how they will be used to support the proposed program.  Agencies should not use base WIA or EL Civics to match ELL Transition funding.  The matching contributions worksheet should be attached to the budget narrative.
 
Question 35:

Please define what can be used as a "local match" for ELL postsecondary transition.  Is it permissible to use other government funding (city or state sources) as a part of a "local match?"

A:        Any federal, state local or private funds can be used as the match.

Question 36:

My organization is preparing the Workforce Investment Act Title II application due April 11 for our adult ESOL classes.  We are a little unclear as to whether we should be writing a proposal narrative for "Adult Basic Education and Literacy Services" or "EL/Civics."  Can you please clarify this for me?

A:        Applicants that provide either ABE or ESOL or both can apply under the Adult Basic WIA application.  Only applicants who provide ESOL, which includes civics instruction should apply under EL Civics.

Question 37:

In the last WIA RFP you stated that volunteer "agencies that provide one-to-one tutorial services can meet the program intensity and duration requirement if they offer a minimum of 75 hours of tutorial services annually, per student, offered at least two hours per week." Does this same criteria apply to the 08- 13 RFP?

A:        Agencies that provide one-to-one tutorial services can meet this requirement if they offer a minimum of 75 hours of tutorial services annually, per student, offered at least two hours per week.

Question 38:

There is reference to Bonus Points for providing family literacy in the application, however, the 100 total points includes the bonus points. Is that correct?

A:        Yes.

Question 39:

The RFP asks the applicant to describe how the program provides learning in real-life contexts to ensure that an individual has the skills needed to compete in the workplace and exercise the rights and responsibilities of citizenship. Does this mean actually putting them in a real life context or giving them examples of real life contexts such as in Workplace Essential Skills?

A:        It can be either.
           
Question 40:

How can we determine which is our Local Workforce Investment Area?

A:        There is a chart in the RFP that lists the LWIB’s.  Agencies should look at the chart to determine in which LWIB they plan to provide services.  LWIB’s are either a single county or a multi-county area.  All five boroughs in NYC are in the NYC LWIB.

Question 41:

The NYSED AEWD web site includes a link to the U.S. Civics for Immigrants curriculum developed by LV Westchester. Can agencies proposing a WIA funded EL Civics program use any curriculum that emphasizes contextualized instruction, e.g., EL Civics for ESL Students, EL Civics Online, Tennessee ESOL Curriculum, CASAS/ OTAN curriculum, etc?

A:        Applicants can select the curriculum of their choice but it is expected that the agency will incorporate research-based practices into their programs.

Question 42:

For the budget narrative, do we have to restrict ourselves to the space allocated for the narrative? Or can our narrative continue on a second page?

A:        Agencies should include the necessary pages to ensure that proposed expenditures have been adequately described.

Question 43:

In the WIA Title II application, there are separate applications for Adult Basic Education and  Literacy Services and El/Civics. However, under "Section IX”, Specific Program Requirements, there is no listing for program requirements for "Adult Basic Education and Literacy Services". What are the Specific Program Requirements for Adult Basic Education and Literacy Services?

A:        There are no specific program requirements for ABE beyond the general program requirements for adult education and family literacy programs.  The “Specific Program Requirements” listed for EL Civics are required components for that program only.

Question 44:

If we received ALE funding in FY 06-07, but not in FY 07-08, will we be eligible to lose/gain points for "performance"?

A:        An agency which submitted performance data to ALIES for 06-07 performance will have its data used to lose/gain points for performance.

Question 45:

Do letters of support count in the 10 pages?

A:        Applicants are discouraged from submitting letters of support as they will not be read or used to award points.  Commitment letters from each member agency in a consortium are required.  The letters should not include information that is not otherwise addressed in the proposal.  Commitment letters do not count in the 10-page limit.

Question 46:

Will any of the points in the Program Budget section be awarded based on lowest per participant costs or contact hour costs?  Will any points be awarded to agencies proposing a lower contact hour or per participant cost?

A:        No points will be awarded based on contact hour rate.

Question 47:

In the Required Documents section of the Application Form it says that the Budget Summary Form (FS-20), Program Information Form, and Payee Information Form must be submitted as separate documents.  Can you confirm that you want these documents stapled together, but stapled separately from the Application Cover Page, Application Checklist, Proposal Narrative, Performance Target Worksheet, Program Component Worksheet, Program Component Information Sheet, Budget Category and Narrative Forms, and Assurances?

A:        That would be fine.

Question 48:

Is the Payee Information Form required for agencies that have received NYSED funding and have NOT had a name, address, or other significant change?

A:        Yes.

Question 49:

In the Project Description for both Adult Basic Education and Literacy Services and EL/Civics it says that 5 bonus points will be awarded for programs that have a family literacy program that integrates the following components: adult literacy training; interactive activities between parents and their children; training for parents regarding how to be the primary teacher of their children and full partners in their children's education, and age appropriate education for children.  If an agency has all four components available to participants, is there a minimum on how many students are required to be enrolled in family literacy?  Will making provisions for those participants who have family literacy or children's education goals to participate in all four components sufficient to gain the 5 bonus points?

A:        No minimum numbers of family literacy participants was stated in the RFP. Programs making provisions for family literacy will be awarded the 5 points.
 
Question 50:

The Project Description for both Adult Basic Education and Literacy Services and EL/Civics it says that 5 bonus points will be awarded for programs that have a family literacy program that integrates the following components: adult literacy training; interactive activities between parents and their children; training for parents regarding how to be the primary teacher of their children and full partners in their children's education, and age appropriate education for children.  If the applying agency has a link with an Even Start program where we would provide the adult literacy training, and they provide the remaining three components for families we have in common, and if these two organizations communicate regularly concerning these joint families, would that qualify for the 5 bonus points, or must ALL four components be provided by the applying agency?

A:        The services can be provided in partnership with another agency. The proposal must make it clear what services each agency provides and what the funds awarded in this RFP will be used for.

Question 51:

On the Program Budget Section of the Application Form, it says that 85% of the budget must be instructional costs.  Are any of the following Instructional costs?

• Counseling and case management time spent to help participants achieve NRS core outcomes?  For example if a case worker helps a student with entering training as a goal enter a training program, can that case worker's time be counted as an instructional cost?
• Administrative staff salaries used to track, document and enter NRS outcomes?
• Time spent by an employment counselor to track and document NRS employment core outcomes?
• Time spent by an employment counselor to help participants reach job retention outcomes?
• An Academic Coordinator's time spent on curriculum development incorporating scientifically based research?
• An Academic Coordinator's time and teaching staff time spent on incorporating scientifically based research into the classroom?
• An Academic Coordinator's time and teaching staff time spent on staff development on NRS outcomes and reporting?
• A supervisor's time spent on direct classroom observation, and discussing the results of that observation with the teacher?

A:        All the above-captioned activities can be included in the application. However, it   is the intent of this RFP that 85% of the funds in any award are devoted to classroom instruction in GED preparation, adult basic education or English language learning. Only those costs related to pre and post testing and tracking clients to document NRS outcomes as well as direct supervision of instructional staff are considered instructional costs.  Curriculum development is an administrative cost.

Question 52:

You have clearly listed all the allowable expenses.  Which of the  allowable ones are also considered to be "instructional" for the purposes of  this RFP:

1. family/parenting workshops for adult  ESOL students?
2. Best Plus testing? Best Plus training and general staff  development and supervision?
3. follow-up activities after students leave program? 
4. counseling, referrals, coordination, and networking on behalf of students? 
5. curriculum development?

A:        Instructional costs include expenses associated with NRS reporting and compliance, direct supervision of instructional staff.  Counseling is not considered an instructional cost.  Staff development is an allowable instructional cost. Staff development costs that can be considered instructional include: salary of the staff developer, time of the instructional staff to attend the staff development activities and substitute teachers.  Curriculum development is an administrative cost.

Question 53:

In the Program Budget section of the Application Form for EL Civics, it says that programs that can leverage a minimum of 25% of local funding or in kind contributions in addition to the requested WIA amount will receive 5 bonus points.  Is this also true for agencies applying for WIA Adult Basic Education and Literacy Services Funding?

A:        No.  The bonus points reference for EL Civics was an error.  No bonus points will be awarded for local match for WIA or EL Civics.  However, under the ELL Postsecondary Transition program, agencies must still provide a matching contribution worksheet describing the matching amount of funds to cover the professional/technical instruction.

Question 54:

In the Program Budget section of the Application Form for EL Civics, it says that programs that can leverage a minimum of 25% of LOCAL funding or in kind contributions.  Will funding from other state agencies, such as the NYS Department of Health, or OTDA be considered a local funding?

A:        The bonus points reference for EL Civics was an error.  No bonus points will be awarded for local match for WIA or EL Civics.

Question 55:

In the Program Budget section of the Application Form for EL Civics, it says that programs that can leverage a minimum of 25% of local funding or in kind contributions.  If our EL Civics classes will be supported by New York City funded GED in Spanish, ESL or BENL classes, can that count as a source of our local funding match?

A:        The bonus points reference for EL Civics was an error.  No bonus points will be awarded for local match for WIA or EL Civics.

Question 56:

In the Program Budget section of the Application Form for EL Civics, it says that programs that can leverage a minimum of 25% of local funding or in kind contributions.  If counseling and case management activities for students are being supported by foundation funding will that count as the in-kind contribution towards the match?

A:        The bonus points reference for EL Civics was an error.  No bonus points will be awarded for local match for WIA or EL Civics.

Question 57:

In the Program Budget section of the Application Form for EL Civics, it says that programs that can leverage a minimum of 25% of local funding or in kind contributions.  Will the 5 bonus points be awarded solely on the basis of the Matching Contribution Worksheet, or should this be discussed in the narrative.  If it should be discussed in the narrative, in which section should it be discussed?

A:        The bonus points reference for EL Civics was an error.  No bonus points will be awarded for local match for WIA or EL Civics.
 
Question 58:

Is the NYSED Indirect rate 2.6%?

A:        Since 08-09 indirect cost rates have not yet been established, the 07-08 restricted indirect cost rate should be used.   School Districts and BOCES are notified annually of their approved rate.   Agencies other than school districts and BOCES should use 2.6%.
  
Question 59:

Will any priority be given to programs that have at least 60% of their participants at ABE and ESL levels 1 and 2?

A:        The rating criteria did not provide for this.
     
Question 60:

Should the Performance Targets be discussed in the narrative in the Proposed Outcomes and Accountability section or is filling out the Performance Target Worksheet sufficient?

A:        Applicants should complete the Performance Target Worksheet.  It is not necessary to repeat them in the narrative though agencies should address how the agency intends to meet the performance targets.
  
Question 61:

On the Program Component Information Sheet of the Application Form is it allowable to list Instructional Type and Level and then give a total.  For example:
  Program Type
  ESL NRS 1
  ESL NRS 2
  ESL TOTAL
  Or would you prefer to just see the total for ESL without having it broken down into levels?

A:        The RFP asks only for the total served in ESL.
  
Question 62:

Do we need to include copies of all the assurances attached to the document, or is the Executive Director's signature on the Cover Page sufficient for satisfying the Assurance section on the Application Checklist?

A:        Applicants must include both copies of all the assurances and the Executive Director's signature on the Cover Page in their application.
 
Question 63:

In the Page Limits and Standards section of the Application Instructions, if paragraph headings take up more than one line, can they be single-spaced?

A:        Yes.
  
Question 64:

In the In the Page Limits and Standards section of the Application Instructions, regarding the use of graphs: do the axis labels, legends, subtitles and other labels have to adhere to the 12 point font size requirement?

A:        No.
  
Question 65:

In the Page Limits and Standards section of the Application Instructions, are the graph axis labels, subtitles and other labels required to be double spaced?

A:        No.
  
Question 66:

Do graphs have to stand alone with a double space between them and the rest of the text, or can they be embedded in the text? 

A:        They can be embedded in the test.
 
Question 67:

As our agency is planning to apply in two categories (Adult Basic Education and Literacy Services and EL Civics) would it be acceptable to have a footer 1/2 inch from the bottom edge of the page that listed the agency's name and the grant category we are applying for in 10 point gray Times Roman in the Proposal Narrative? 

A:        Yes.

Question 68:

Since our target populations reside in all boroughs and neighborhoods, it is unworkable for us to provide a family literacy component.  Are there any options or alternative components that would allow programs that serve a city-wide population to be awarded the additional 5 bonus points?

A:        In order to receive the 5 bonus points agencies must provide a family literacy component.

Question 69:

Do you have any guidelines as to your expectations regarding the size of the program, how many families (adults and children) to be served, number of contact hours, etc.?

A:        There are no guidelines for contact hours.  However, in order for programs to receive the full five points, applicants must fully describe how they or their partner agencies will provide all four family literacy components.

Question 70:

When providing "age appropriate" activities for the children, do you have an expectation of the number of contact hours they are to be engaged in programming?

A:        We have not established minimum numbers of contact hours for any of the four components of family literacy. Be advised that WIA, Title II funds can only be used for activities for WIA, Title II eligible adults.

Question 71:

What elements of the family literacy program will you be tracking?

A:        See answer to Question 73.
 
Question 72:

What will the reporting requirements be for services provided to children?

A:        Only the two indicators listed in the answer to Question 73 will be required and there are no state targets for them.

Question 73:

The Performance Target Worksheet does not include Family Literacy Targets.  Do you want us to add them to the bottom of the Performance Target Worksheet, discuss them in the narrative, or will you be issuing an updated Performance Target Worksheet?

A:        Yes. The following targets should be added.

            Additional Targets For Family Literacy Programs

Question 74:

Can WIA funds be used to underwrite interactive literacy activities between parents and their children, such as after-school programs involving children & parents together?
 
A:        Yes. That is an allowable activity.

Question 75:

If our ABE program will have 180 students and we project that 15 will also participate in a family literacy program how should the students be accounted for on the Program Component Worksheet?  For example: (a) in the column for Number of Students Projected For 2008-09, do we write "180" under ABE and "15" under family literacy? or (b) write "165" under ABE and "15" under Family Literacy with SED understanding that the total number of ABE adult students will be 180?  Using the same example,(a) in the column Number of Contact Hours Projected for 2008-09; for participants in the Family Literacy program do we just enter the additional (beyond the ABE contact hours all students will achieve) contact hours the 15 ABE adult students will have?  or (b) should we provide the total (ABE and other family literacy) number of contact
hours for those 15 adult students?

A:        There should be no duplicate counting of students.  The applicant should determine where to place students on the form so that the totals reflect total number of students and hours.
 
Question 76:

When completing the Program Component Worksheet for Traditional Adult Education Instruction form, who is considered a "student" for a Family Literacy program-only the adult learner or the adults and children?   If children are to be included in the form as students, do we do that in combination with the adults or do we reflect those numbers separately on the form?

A:        Only the adult students should be included on the form.
  
Question 77:

Are the hours provided to children only in the Family Literacy component included in our contact hours?

A:        No.
 
Question 78:

Are Family Literacy services to be included on Program Component Information Sheet?  If so, are we to report what is being done exclusively with children on this form or are we to be reporting only on what is done with adult learners? Do we need to reflect all 4 family literacy components on this form?

A:        Only those Family Literacy Services which include adult learners should be included on the form. 
 
Question 79:

How is the Adult Literacy Educational Core Curriculum (ALECC) through RAEN different from the Pre-Service institute to be provided by RAEN?  If a staff member participates in the Pre-Service Institute, will they be required to also participate in the ALEC?

A:        ALECC includes modules, like Indicators of Program Quality, that are not included in the
Pre-Service Institute. However, teachers that have gone through the entire Pre-Service  Institute would not be required to attend ALECC, unless directed by their program manager.
 
Question 80:

For agencies previously funded by SED, are the Payee ID form and the Vendor Responsibility Questionnaire needed?

A:        Yes.

Question 81:

What is managed enrollment?

A:        In a program that uses managed enrollment, students must begin instruction on a certain day and every student in that class is at the same Educational Functioning Level. Generally, the class is set for a certain duration, in terms of weeks. 

Question 82:

Is it required that managed enrollment be used in order to receive a full 2 points on the rating criteria?

A:        Yes.

Question 83:

It is clear that there are additional budgetary requirements for the ELL Transitional funding (equal funds from other sources for professional training in a team-teaching approach with ESOL teachers).  If an agency incorporates civics instruction and instruction and counseling for smooth transitions to post-secondary education and training programs within its ESOL program, do you recommend our writing three separate proposals, or should we focus on the ABE and Literacy Services  component, indicating these "extra" areas of focus?

A:        The agency must determine which is the best approach to their application/s.
 
Question 84:

Several areas of the "required" Secondary Outcome Measures are not appropriate to ESOL students who are documented but "newly-arrived": voting behavior, if students are not yet eligible for citizenship; general involvement in community activities, if students don't yet speak adequate English and either have no money (not yet working) or no time/energy (working and studying and possibly parenting simultaneously).  What is the impact on our agencies if 
students cannot achieve these secondary outcomes?

A:        For the purposes of this RFP, agencies will only be judged on their performance with respect to core measures.
 
Question 85:

Until now, "citywide" agencies have not been eligible for "family literacy" funds because there's no single early childhood program where our adults have enrolled their students; instead, their children are in schools throughout the city.  Our counselors must interact with myriad teachers and school administrators around the city on behalf of parents and their children,  and our parents are involved in speaking English with their children, helping  them with their homework, etc.  Are we going to lose five points because "family literacy" proposals have limited their funding to neighborhood ABE programs coupled with neighborhood children's  programs?

A:        Yes. We have always encouraged family literacy as part of the array of activities funded under the Adult Education and Family Literacy Act. Agencies are not disqualified from applying for funding if the circumstances of their program prevents family literacy from being included in their offerings but we will continue to support family literacy.

Question 86:

The City University of New York (CUNY) wishes to submit an institutional
application to provide WIA literacy services at 14 of its constituent campuses.  Is this permissible?

A:        Yes.

Question 87:

Does the Adult Basic Literacy Education program include ABE, GED, and ESOL? Or should we apply for ESOL funding under the EL/Civics program area?

A:        ABE, GED and ESOL are allowed under the base WIA program.  Applications for EL Civics programs must include a civics focus.

Question 88:

The RFP states for the English Language Learner Postsecondary Transition program option that students must be pre and post-tested on the BEST Plus and/or BEST Literacy.  Is it allowable to enroll ESL students, who pre-test above 540 on the BEST Plus or test out of the BEST Literacy, in an ELL Postsecondary Transition program?  If so, will these students be tracked using the TABE or some other instrument? 

A:        For the purposes of the ELL/Postsecondary transition set aside, non-native English speakers who score above 540 on the BEST Plus and BEST Literacy can be served. Academic progress must be tracked though the use of the TABE.

Question 89:

The RFP states for the English Language Learner Postsecondary Transition program option that all students must meet WIA, Title II eligibility requirements and be pre and post-tested on the BEST Plus and/or the BEST Literacy at the start of the program and must be post-tested upon program completion, or at the end of the academic year, whichever occurs first.  Results must be recorded in ASISTS.         Can programs apply for funds to serve non-native or non-standard English speakers who have exceeded 540 on the BEST Plus and are therefore not designated as ESOL students, but who have been or will be TABE tested and are considered BE students?

A:        See the answer to Question #91 above

Question 90:

The RFP states for the English Language Learner Postsecondary Transition program option that the intent of this set aside is to pair ELL and professional-technical instructors in the classroom to concurrently advance student gains in English language acquisition and professional-technical skills. Can programs apply for funds to pair ELL instructors with professional-technical instructors that are providing workforce contextualized GED instruction?

A:        This set aside provides for instruction that leads directly to employment-related certificates training, post-secondary training or apprenticeship.

Question 91:

Can applicants apply to fund classes in programs that build toward degrees, certificates and/or entry into or advancement in registered apprenticeship programs to prepare students for employment in high-demand occupations under the English Language Learner Postsecondary Transition program?

A:        Yes. Provided that the participants meet the WIA, Title II eligibility requirements stated in the RFP.

Question 92:

Can programs apply for funds to provide contextualized GED instruction to prepare students for college entry and degrees and certificates associated with college enrollment that will prepare them for high-demand occupations under the English Language Learner Postsecondary Transition program?

A:        See the answer to Question #91 above.

Question 93:

Are there any criteria for scoring that are connected to cost per contact hour or instructional hour? 

A:        No.

Question 94:

How much is the average price per contact hour?

A:        There is no average price per contact hour. Contact hour cost vary widely in different areas of the state.

Question 95:

For the ABE program, can we still provide BENL classes for immigrants with low English proficiency and are illiterate in their own native language?

A:        BENL may not be offered as a stand-alone program and must be offered as part of an ELL program. There are no assessments currently approved by the U.S. Department of Education to measure academic progress in a strictly BENL program.