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Bidders Conference�February 12, 2025-9 a.m. �Grant Funding RFP�Renewable AE Grant 2025-2030

Wyoming Community College Commission

Workforce Innovation and Opportunity Act-WIOA

Adult Education and Family Literacy Act-AEFLA

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Today’s Bidder’s Conference

Please mute yourself
Questions will be answered throughout the conference and again at the end
All questions and answers will be posted to the FAQ tab on the website
This Bidder’s Conference will be recorded and the recording placed on the Commission’s website.

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Introductions

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Section One

General Information and Schedule

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Housekeeping Details

(State) State Requirement
5 year renewable grants
Wyoming Community College Commission (WCCC) is the State Eligible Agency (SEA) for Adult Education grants

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Signed into law on July 22, 2014
Goal to improve job and career options
Utilizes an integrated workforce system
Focuses on collaboration among WIOA partners
Identified Core partners
One-Stop System
Unified State Plan

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WIOA

Workforce Innovation and Opportunity Act

Title I

a. Adult

b. Youth

c. Dislocated

Worker

Four Titles under WIOA

Title IV

a. Vocational

Rehabilitation

Title III

a. Wagner-

Peyser

Employment

Services

Title II

a. Adult Education

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AEFLA Adult Education and Family Literacy Act

Title II of WIOA
Principle source of funding for Adult Education
Office of Career, Technical and Adult Education (OCTAE)
National Reporting System

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Three Types of Awards

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Adult Education Programs

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IELCE (243)

Required Activities

Career Service Course (State)
ESL
Workforce Prep
Civics
IET must be offered
Digital/Financial Lit. (State)

Optional Activities

Distance learning
Workplace Literacy
Family Literacy

Corrections (225)

Required Activities

Career Service Course (State)
ABE
Digital/Financial Lit. (State), when applicable
Workforce Prep (when applicable)

Optional Activities

Distance Learning
IET

ABE (231)

Required Activities

Career Service Course (State)
Workforce Prep
Literacy (ABE, ESL, Transitions/Bridge, HSEC, etc)
Digital & Financial Literacy (State)

Optional Activities

IET
Distance Learning
Family Literacy
Workplace Literacy

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A Comprehensive AE Model must…

Be career pathways focused
Have instruction aligned to the CCRS
Be responsive to regional and local labor market and workforce needs
Be data driven to improve instruction
Have services provided by knowledgeable, well-trained staff
Use evidence-based teaching methodologies

Utilize technology to improve instruction
Provide for accelerated learning opportunities that include IET and Bridge programs
Collaborate with partners
Use data for professional development
Establish partnership with core and/or required partners

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Grant Process (34 CFR §463.20)

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Competitive multi-year grants

Direct & equitable access to apply

Same application process for all applicants

Funds must be used to serve eligible individuals

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Section Two

Proposed Scope of Work

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(1) 16 years of age or older�(2) not enrolled in school� -is basic skills deficient� -does not have a secondary school credential� -is an ESL learner�

Eligible Individuals

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Eligible Applicants (34 CFR §463.23)

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Demonstrated Effectiveness by:

A local education agency

A community-based or faith-based organization

A volunteer literacy organization

An institution of higher education

A public or private nonprofit agency

A library

A Public housing authority

A consortium or collation of agencies, organizations, institutions, libraries or authorities described herein

A partnership between an employer and an entity described herein

A non profit institution that is not described here and has the ability to provide adult education and literacy activities to eligible individuals

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Purpose (34 CFR 463.1)

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General Requirements

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Alignment to

WIOA 13 Considerations

Unified State Plan

State Activities

Monitoring

Reports

Fiscal

Comprehensive Monitoring

Career Services Course

Basic

Individual

Staffing

Federal

State

Career Pathways System

Students: Career Maps

Program: Strategic Plans

All applicants must demonstrate alignment to the 13 WIOA considerations found in Section 7: The Application narrative. Questions regarding alignment to the Unified State Plan and to State Activities are embedded within the 13 WIOA considerations.

Monitoring is a comprehensive process for these grants and takes multiple forms: monthly, quarterly, EOY reports, drawdowns, and complex State Monitoring protocols to verify compliance to NRS, WIOA and other mandatory requirements.

The State’s Career service course is outlined in policy and is available on the website. This is a front loaded course and has common required elements which are aligned to WIOA legislation for all core partners.

Staffing of AE programs must follow two guidelines: Federal which require that “well-trained instructors and other staff’ are employed. State staffing requirements are identified as a program director, one instructor per site, data entry individual, intake and assessment specialist (one per site), and a distance learning facilitator.

Providers must utilize the State’s Career Pathways system as outlined in policy by utilizing State approved student career maps and a career pathways strategic plan found in appendix S.

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Instruction

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Classrooms

Synchnous
Asynchonous
Distance learning
Labs
Small groups/workshops, structured classes; leveled or multi-leveled

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Standards Based

CCRS
ESL
Social Capital
Employability

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Career Pathways

in-demand industries
Careeer maps
Career assessments
Career planning

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Activities

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ONE-STOP SYSTEM PARTICIPANT

WRAP AROUND SERVICES

CONCURRENT ENROLLMENTS

PARTNER COLLABORATIONS

CAREER PATHWAYS

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02

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Statewide Initiatives

Next Generation Sector Partnership
Educational Attainment Initiative
Perkins V
DWS Training Grants

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Section Three

Accountability Practices & the NRS

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Common Reporting Elements

Measurable Skill Gains

Employment-2^nd Quarter After Exit

Employment-4^th Quarter After Exit

Median Income-2^nd Quarter After Exit

Credential Attainment

Effectiveness in Serving Employers

All core partners have common reporting elements and AE data for these elements is to be entered into LACES.

Measurable Skill Gains. There are multiple ways in which MSG can be demonstrated. A) through pre/post testing following the guidelines outlined in the State Assessment Policy; B) HSEC completion; C) Milestones; D) entry into post secondary: E) successful completion of an HSE subtest. Only ONE MSG can be counted per participant per period of participation.
Employment-2^nd Quarter After Exit. This measures the number of qualified participants who are employed in the 2^nd quarter after exit for each PoP. Data for this measure is typically conducted through State level data match using SSN’s. In cases where a participant does not provide a SSN OR when the participant is employed in an industry that does not report earnings to UI (such as farmers, ranchers, self-employed, federal employees and railroad workers), the local provider must collect this data using the federally approved survey form and this data must be entered into LACES as appropriate.
Employment-4^th Quarter After Exit. This measures the number of qualified individuals who were employed in the 4^th quarter after exit for each PoP. This follows the same protocols as 2^nd quarter after exit data.
Median Income in the 2^nd quarter after exit- This collects the median quarterly income earned by employed participants in the 2^nd quarter after exit. Local level surveys must be conducted on students who do not provide SSN’s. Quite often, students do not wish to share this information with a provider. In these cases, the provider MUST enter $1 so that the program can show a positive outcome for the survey.
Credential Attainment: This outcome measures the percentage of participants enrolled in an education or training program who attain a recognized postsecondary credential or a secondary school diploma, or its recognized equivalent, during participation in or within one year after exit from the program. A participant who has attained a secondary school diploma or its recognized equivalent is included in the percentage of participants who have attained a secondary school diploma or its recognized equivalent only if the participant is also employed or is enrolled in an education or training program leading to a recognized postsecondary credential within one year after exit from the program;
Effectiveness in Serving Employers: This is a new measure for AE in 2024/25 and we are still awaiting federal guidance on how this information is to be captured.

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Approved Provider Data Match Requirements

Pre/post testing for MSG’s as outlined in State Assessment Policy
Quarterly data matches for postsecondary through the National Student Clearinghouse and through local community college
Monthly/Quarterly post-exit follow-up surveys on participants without a SSN and on special populations

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Meeting State Accountability Practices

Required data entered into LACES on weekly basis
Pre/post testing follows State policy and is recorded in LACES
Career Service Course

Data validity is verified at least monthly
Student intake utilize State approved forms
WIOA core program co-enrollments

Required reports are submitted by deadlines
Risk Assessments
Program Self-Evaluations

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Exclusions to Performance

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Incarcerated

24 hour support facility

Medical Treatment

More than 90 days

Deceased

Active Duty

For at least 90 days

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Program Monitoring

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Risk Assessment

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As part of the federal compliance process, the State is required to conduct a Risk Assessment on all providers before grant funds can be awarded.
Purpose is to provide state staff with information that can help in monitoring potential risk factors

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Self-Evaluations

Data Quality Checklist
Summative
Formative
Internal
Data dives

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Evaluations are to be used to develop a local system to monitor and evaluate the WHOLE program.

Data quality checklist (on website). You need to know what is on it and be sure that your program has the capability to meet the requirements at the superior or exemplary levels.

Summative evaluations are such things as reports which measure/discuss program outcomes, program effectiveness, program challenges, etc. (examples: Pre/post test results,

Formative evaluations are a method used for judging the worth of a program while the program activities are in progress. This focuses on the ‘processes’ in place and is a range of formal and informal assessment procedures conducted by the program during the learning process in order to modify teaching and learning activities to improve student attainment. Examples can include: career assessments, learning styles inventories, program specific reports, informal assessments, SMARTER plans, Integrated learning plans/maps, etc.

Internal self evaluations are evaluations that the program uses to evaluate how well the program (in all its different parts) is working. Examples might include: student surveys, instructor surveys, assessing professional development needs, management competencies, data dives, etc.

Data dives are an evaluation tool that local providers need to utilize at least two times per year to evaluate and perhaps identify areas of concern to a local program.

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Section Four

Cost Guidelines

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Local Applications

Available funding

Adult Ed.-$1.7 million
IELCE-$60,000
Corrections-$135,000

Supplement/supplant
Duration of grant
Payment of grant funds
Program Income
Anticipated Service Levels

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Funds: once approved, funds can be expended beginning July 1, 2025 and must be consistent with AEFLA requirements. All budget forms have been provided as attachments in the RFP. Applicants will create a budget for each application project being submitted (i.e. AE general, IELCE, Corrections). Your full cost budget looks at the big picture and will include cash match and in-kind for each project.

Available funding: approximately $1.7 million. IELCE-$60,000 and Corrections: approximately $135,000. WCCC anticipates application requests to exceed this amount.

Requested funds must supplement not supplant.

Grant duration: This RFP is a five year renewable grant application. The project cycle begins July 1, 2025 and will end June 30, 2030. After the first year, providers may reapply utilizing a continuing grant application that will be made available in the spring of each year. However, in this packet there are some things that only pertain for to the initial year: budgets and other financial forms, professional development plans, instructor information, and performance level projections.

Payment of grant funds utilizes a monthly draw down system using a portal available through the WCCC’s website. Two drawdowns will be done each month; one for federal dollars and another for state dollars.

Program income: approved applicants can charge fees for allowable costs to their AE program; however, the charges must not impose a barrier to participation and they must be necessary and reasonable. Any program income collected within a fiscal year must be spent within that same year. Income CANNOT be used by the applicant organization as general funds. They must be used for adult education. Any program that collects program income must report both collected amounts and expenditures on their FFR at the end of the year. Income over expenditures must be ZERO. These amounts are then reportable to OCTAE on Wyoming’s end of year reports.

Anticipated service levels reported in this RFP are the levels anticipated for FY 2025-26. Approved applicants will be required to submit this information in each subsequent year of the grant cycle with the reapplication forms.

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Financial Requirements

Grantees must:

Follow WIOA Title II and Uniform Grant Guidance regulations
Submit drawdowns by the 5^th of each month
Follow federal procurement standards when purchasing
Complete State budget forms as required

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Financial Requirements

5% administrative cost limit (Attachment B5)
25% provider cost match requirement (Cash match + in-kind)

Attachment B6 AND
Supporting documentation showing how each in-kind contribution/service was fairly evaluated

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Administrative cost limits: WIOA places a 5% cap on the total amount any provider can spend on planning, administration, professional development, promoting concurrent enrollments, fulfilling the responsibilities of the one-stop partner. If applicant finds this cap to be too restrictive, may submit a Waiver to increase Administrative costs (attachment B5) to negotiate a higher rate with the state. This form must contain statements explaining why the waiver is being requested.

Projected Match funding: This RFP requires that all applicants provide documentation and track in-kind and cash match funds to 25% of the approved grant award to cover maintenance of effort for the state. The 25% requirement is cash match plus in-kind match. Applicants are required to complete attachment B6 showing in-kind sources. Along with this attachment, applicants must submit documentation showing: 1) how the in-kind contribution/service has been fairly evaluated in support of the value and 2) a brief statement or description (i.e excel spreadsheet) as to how the dollar value is calculated

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Infrastructure Costs

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“All required partners that carry out their program in the local area must contribute toward infrastructure costs based on their proportionate use of the one-stop delivery centers and relative benefits received. (WIOA sec. 121(b) and 121(h); 20 CFR 678.400, 678.410, 678.415, and 678.700(c); 34 CFR 361.400, 361.410, 361.415, and 361.700(c); and 34 CFR 463.400, 463.410, 463.415, and 463.700(c))”

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One-Stop Infrastructure Costs in Wyoming

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REFERRALS

Infrastructure costs for the one stop are a mandated component of WIOA legislation. In Wyoming, the WWDC , under the direction of the Governor, has implemented the Infrastructure Agreement which mandates that all WIOA core partners make referrals. Under this agreement, each referral has a dollar value and that dollar value is applied to the overall infrastructure cost to the One-Stop system in Wyoming.

It was the original intent of all WIOA core partners in Wyoming that there would be no exchange of funds between the core partners to support infrastructure costs for the One-stop system in Wyoming.

At present, this system of referrals is in lieu of local programs having to absorb any fiscal responsibilities for the One stop system. However, this could change in upcoming years if the system of referrals is not effective. Should this occur, then each local program would have to pay DWS for its share of operational costs for the one-stop system in Wyoming.

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Section Five

Content and Requirements for a Proposal

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Preparing & Submitting the application

-Due March 28, 2025 by 4:00

-1 hard copy & one electronic copy

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Formatting the Narrative

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Times New Roman: 12 font

Double spaced

Right-sided page numbers

One inch margins

Page limit-45 pages (not including attachments and appendices)

Cover page, TOC, Demonstrated Effectiveness, Assurances, GEPA- paging ‘i’

Only ONE Electronic File per application can be accepted. Applications which contain more than one file will not be accepted

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Common Elements to all Applications

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Cover Page

TOC

DE

General & Program Assurances

GEPA

13 Consider-ations

Attachments / Appendices

Appendix #1

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General Education Provisions ACT (GEPA)

Questions/answers

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GEPA

Q: What is GEPA?

A: GEPA contains a broad array of statutory provisions that are applicable to the majority of federal education programs administered by the U.S. Dept. of Education, as well as provisions related to the powers and responsibilities of the U.S. Dept. of Education

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GEPA

Q: How does GEPA apply to recipients of AEFLA funds?

A: Section 427, which requires applications for federal funds to include a description of:

-Steps the applicant proposes to take in order to assure equitable access to, and participation in, its federal-assisted program for students, teachers, and other program beneficiaries

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GEPA: Types of barriers

Statute and guidance highlight the possible types of barriers that must be identified

Must complete Attachment C

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Possible Barriers to Equitable Access or Participation

Gender

Race

National Origin

Color

Disability

Age

Other

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Demonstrated Effectiveness

Attachment D

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Demonstrated Effectiveness

34 CFR §463.24

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“An eligible provider must demonstrate past effectiveness by providing performance data”

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“

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Two ways to meet the requirement

Previously funded applicants

Must provided performance data required under WIOA § 116 to demonstrate effectiveness (DE 1.1A)

Previously non-funded applicants

An eligible provider that has not been previously funded under Title II of the Act must provide performance data to demonstrate its past effectiveness in serving basic skills deficient eligible individuals, including evidence of its success in achieving outcomes listed in §463.24 (DE 1.1B)

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performance outcomes

outcome measures

Send to readers

Demonstrate 2 Years

Effectiveness in:

Application NOT read / NOT accepted

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Passing Demonstrative Effectiveness

YES

EFL Gains - 2 yr average=35% or higher
Employment

2^nd & 4^th quarter after exit=2 year average=10% or higher
Median Income=$1 or higher
Credential Attainment – 2 year average = 20% or higher
Transitions

231 & 243-2 year average = 10% or higher
225- 2 year average = 2 or more enrollments

NO

Any category disqualifies an application

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Goals

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Attachment E1
Goals 1-4
Goal 4: program specific

Attachment E2
Goals 5-8
Goal 8: program specific

Attachment E3
Goals 9-12
Goal 12: program specific

AEFLA

CORRECTIONS

IELCE

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Required Attachments

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Budget Documents

AEFLA (231)

Attachments B1, B2, B3

Corrections (225)

Attachments C1, C2, C3

IELCE (243)

Attachments I1, I2, I3

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Common to All (only one completed form required)

Attachment B4: Benefits Detail Worksheet
Attachment B5: Waiver to Increase Administrative Costs
Attachment B6: Projected Match Funding (Amounts shown must match full cost budget)
Attachment B7: Professional Development Worksheet

Full costs budgets reflect the amount of funding being requested PLUS local cash match AND local in-kind match so that the full cost of the local program is represented. Full cost budgets are Attachments B1, C1, and I1.

Initial Budgets outline the funding being requested in the RFP for the first year of the grant. The total cost shown on this budget must match the first column costs on the Full Cost Budget and must match the costs shown on the Budget Narrative. Initial budget forms are B2, C2, and I2.

The Budget Narrative requires that applicants list by name, all individual positions paid a salary and/or benefits from this grant, including the individual’s primary position, the FTE status, total annual salary and total annual benefits. The narrative also includes a short narrative that describes other planned expenditures for this grant, such as software, equipment, professional development, materials and supplies, office space/rent, contracted services and other allowable costs.

When planning budgets, applicants must not exceed the 5% federal cap for professional development and administration unless Attachment B5 has been completed to increase the federal cap. Waiver requests will be negotiated and approved by the State prior to grant awards being made. Revised budgets with approved waiver amounts will be required once contracts are awarded. Waiver requests are for the entire grant cycle and cannot be modified in subsequent years within the grant cycle, so please plan carefully.

Budget forms must be submitted for each grant an applicant is seeking funding for. Amounts shown on the forms must match across the three primary documents Full Cost>Initial>Narrative.

Revised budgets will be required once funding levels are established.

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Show how each program location will be of sufficient intensity so that participant gains can be made

Attachment F: Intensity & Duration

Info used in funding formula
List each satellite site and distance from main site

Attachment G: Rural Mileage Chart

Need for DL
How funding will be used to support DL activities

Attachment I: Distance Learning Application

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Yearly self-evaluative process

Attachment J: Internal Self-Evaluation

Forms must be completed by each individual employed by the program
This is a new grant so new forms must be submitted for ALL staff, not just newly employed

Attachments K & L: Staff Information forms

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Outlines application protocols & required forms for Corrections funding
Requires narrative responses to the 13 Considerations AND four additional questions.

Attachment M: Corrections

Outlines application protocols and required forms for IELCE funding
Requires narrative responses to the 13 Considerations AND four additional questions.

Attachment N: IELCE

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Outlines application protocols & required forms for Consortium applications

Attachment O: Consortium Application

Outlines application protocols and required forms for providers who wish to have a family literacy program

Attachment P: Family Literacy Application

Outlines requirements for providers who wish to have a workplace literacy program of study

Attachment Q: Workplace AE & Literacy Application

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Integrated Education & Training (IET)

A service approach that provides AE and literacy activities simultaneously and contextually with workforce preparation and workforce training for a specific occupational cluster for the purpose of educational and career advancement
IET checklist

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IET Quality Indicator Assessment (Attachment R)

One assessment for each IET is required
A yearly evaluative assessment tool

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IET Syllabus (Attachment S)

All applicants who have or will have must submit
Must clearly outline ‘a Single Set of Learning Objectives’ (SSLO’s) between AE and the training provider
One syllabus is required for each IET program of study

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Career Maps

(Attachment T)

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CORRECTION to Attachment T Submission

Submit as Attachment T, not as an Appendix
Should follow Attachment S in the application

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Section Six

Application Review & Evaluation Process

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Competitive process
Narrative MUST address 13 Considerations for Title II
Complete the application as required
Submit all forms in the order outlined in Appendix #1

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Alignment Team

READERS

Compliance Team

Demonstrated Effectiveness Team

Readers for the RFP

Demonstrated Effectiveness Team: Committee members review DE applications only and score Yes/No. All yes applications will have their full RFP application submitted to Alignment and Compliance Teams of Readers. Scoring Rubrics can be found in Appendix #6.

Alignment team: 3 members from the Wyoming Workforce Development council. Committee members review applicant’s alignment to the Governors Vision, goals, & Strategies and alignment to Statewide initiatives. This group of readers will read FOUR questions: 1, 4, 6 & 10 and will utilize the rubrics found in Appendix #6/ . Readers will provide a ‘Fail/needs improvement/pass/high pass score for each question. Readers are also required to comment on how well the applicant has answered the question in alignment to the initiative/strategy. Applicants who are not successful with a particular question, may have the opportunity to revise responses.

Compliance team: 4 members: one representative from AE, DWS, fiscal, and a grant reader/writer. This team will score all questions and will utilize the rubrics found in Appendix #6.

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Recompete area in which there was a failed application OR
Award the area to another approved provider

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Section Seven

The Application Narrative

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Consideration #1: The degree to which the eligible provider is responsive to— a) regional needs as identified in the Unified State Plan

b) serving individuals in the community who were identified in the Unified State Plan as most in need of Adult Education and literacy activities, including individuals who—

(i) have low levels of literacy skills or (ii) are English language learners

•Describe the eligible provider’s local and/or regional workforce needs (demographics – race/ethnicity, socio-economic status and economic development)

AEFLA

Corrections:

IELCE

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Thirteen Statutory Considerations

The applicant must:

Document the need in serving individuals in the community
Demonstrate the ability to serve those eligible with disabilities
Demonstrate past effectiveness in improving literacy skills of adults
Propose allowable services and activities that are aligned with local plans including those in the one-stop
Demonstrate the use of research based instructional practices
Demonstrate effectiveness in providing allowable instructional activities including reading, writing, speaking, ESL and are based upon CCRS

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Thirteen Statutory Considerations

The applicant must:

Propose the use of technology in instruction
Propose activities that facility learning in context
Propose activities that are delivered by well trained instructors and staff
Propose to coordinate services and activities within the community
Offer supportive services
Maintain a high quality information system
Document the need for English Literacy and Civics Education programs

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May 30, 2025

Announce grant recipients and awards

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Questions?

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