This page contains all information pertinent to the Request for Proposals (RFPs) for the 2025 – 2030 Adult Education and Family Literacy Act (AEFLA) grant, which includes WIOA sections 231, 225, and 243. Visitors are encouraged to return regularly to view updates.
***announcement november 15, 2024***
On November 15, 2024, a small error was found on one sheet of the Kansas WIOA Title II Scoring Rubrics. One word has been updated to better reflect the state's intention. No action is needed from potential applicants. See Application Materials for more information.
Navigation
13 Considerations in Awarding Grants
Alignment with WIOA State Plan
Introduction
The Kansas Board of Regents Adult Education department will open a multi-year grant competition in August 2024 to eligible providers as required by WIOA Title II, 34 CFR 463.20, with a grant period of July 1, 2025 through June 30, 2030.
Proposals for funding will be received from eligible providers with demonstrated effectiveness.
- Funding under the Adult Education and Family Literacy Act (WIOA section 231) will be for developing, implementing, and improving adult education and literacy activities within the State by establishing or operating programs to provide a comprehensive service model for adult education and literacy services, including programs that provide such activities concurrently.
- Funding under Corrections Education (WIOA section 225) will be for eligible providers developing, implementing, and improving programs for Corrections Education and the Education of Other Institutionalized Individuals.
- Funding under Integrated English Literacy and Civics Education (IELCE, WIOA section 243) will be for eligible providers developing, implementing, and improving programs for eligible participants in IELCE activities.
timeline
|
Date |
Activity |
Description |
|
August 2, 2024 |
RFP announcement |
Application materials will be available on this webpage. |
|
August 21, 2024, 2:00 - 4:00pm September 12, 2024, 6:00 - 8:00pm September 27, 2024, 9:00 - 11:00am |
Open virtual training sessions for potential applicants |
Links to sessions will be available on this webpage. All sessions will be recorded and posted on this webpage. LINK TO AUGUST 21 SESSION: https://kansasregents-org.zoom.us/j/86576415513 LINK TO SEPTEMBER 12 SESSION: https://kansasregents-org.zoom.us/j/83438630103 LINK TO SEPTEMBER 27 SESSION: https://kansasregents-org.zoom.us/j/84212820209 All times are in U.S. Central Time. |
|
January 31, 2025, by 5:00pm Central Time |
Applications due |
All application materials must be received on or before this date and time, per instructions in the materials. |
|
March 3, 2025 |
Notification of eligibility or ineligibility to all applicants |
The designated committee will determine applicant eligibility based on Demonstrated Effectiveness, as described in application materials. All applicants will be notified if the committee has determined the application can move forward or if it does not meet the Demonstrated Effectiveness requirement. |
|
April 14, 2025 |
Notification to awardees and non-awardees |
Applications that have been moved forward from the previous step will be read and scored. These applicants will be notified of grant award or non-award. |
|
May 1, 2025 |
Estimated awards |
Notice of estimated funding will be sent to awardees. |
|
July 1, 2025 |
Start of grant |
The start of the five-year grant. |
Application materials
Application materials are available below. Supplemental informational materials are also available.
Kansas WIOA Title II Parts 1 - 3, Application Information and Applicant Eligibility (pdf)
Download the file. Parts 1 - 3 must be completed and submitted by all applicants.
Kansas WIOA Title II Parts 4 - 6, Section 231 AEFLA (pdf)
Download the file. Parts 4 - 6 must be completed and submitted only by applicants applying for funding under WIOA Section 231.
Kansas WIOA Title II Parts 7 - 9, Section 225 Corrections (pdf)
Download the file. Parts 7 - 9 must be completed and submitted only by applicants applying for funding under WIOA Section 225.
Kansas WIOA Title II Parts 10 - 12, Section 243 IELCE (pdf)
Download the file. Parts 10 - 12 must be completed and submitted only by applicants applying for funding under WIOA Section 243.
Kansas WIOA Title II Scoring Rubrics (xls)
Scoring rubrics will be completed by reviewers after applications have been submitted. They are provided for informational purposes only. Applicants will not enter information in the scoring rubrics. UPDATED OCTOBER 11, 2024: on the "Parts 1 - 3, Eligibility & Info" sheet, percentages in rows 16, 17, 25, and 26 were updated. No other changes were made. CORRECTION MADE NOVEMBER 15, 2024: On row 17 of the "Parts 1 - 3, Eligibility & Info" sheet, the word "and" was corrected to "or."
Kansas WIOA Title II LWDB Evaluation (pdf)
The LWDB evaluation will be completed by LWDB representatives. It is provided for informational purposes only. Applicants will not enter information in the LWDB evaluation.
Kansas WIOA Title II Practitioner Roles Descriptions (pdf)
These supplemental informational documents will help applicants complete Part 5.4, Part 8.4, and/or Part 11.4, as applicable.
Kansas WIOA Title II Section 231 AEFLA Service Area Census Data (xls)
This supplemental information will help applicants complete Part 5.2.2, if applicable.
Training sessions
Links to open training sessions will be available here prior to each session.
LINK TO AUGUST 21 SESSION: https://kansasregents-org.zoom.us/j/86576415513
LINK TO SEPTEMBER 12 SESSION: https://kansasregents-org.zoom.us/j/83438630103
LINK TO SEPTEMBER 27 SESSION: https://kansasregents-org.zoom.us/j/84212820209
Session slides and transcript (same for all sessions): Kansas Adult Education Virtual Session (pdf)
Recordings
Recordings of training sessions will be available here within three (3) business days after the conclusion of each training. Session materials are available above, under Training Sessions.
Link to August 21 recording: https://youtu.be/mS_8aE7uhmo
Link to September 12 recording: https://youtu.be/QUXTPoV7RSg
Link to September 27 recording: https://youtu.be/7TjBUUDGdwo
13 considerations in awarding grants
In awarding grants or contracts for adult education and literacy activities to eligible providers, the eligible agency must consider the following:
(1) The degree to which the eligible provider would be responsive to—
(i) Regional needs as identified in the local workforce development plan; and
(ii) Serving individuals in the community who were identified in such plan as most in need of adult education and literacy activities, including individuals who—
(A) Have low levels of literacy skills; or
(B) Are English language learners;
(2) The ability of the eligible provider to serve eligible individuals with disabilities, including eligible individuals with learning disabilities;
(3) The past effectiveness of the eligible provider in improving the literacy of eligible individuals, especially those individuals who have low levels of literacy, and the degree to which those improvements contribute to the eligible agency meeting its State-adjusted levels of performance for the primary indicators of performance described in § 677.155;
(4) The extent to which the eligible provider demonstrates alignment between proposed activities and services and the strategy and goals of the local plan under section 108 of the Act, as well as the activities and services of the one-stop partners;
(5) Whether the eligible provider's program—
(i) Is of sufficient intensity and quality, and based on the most rigorous research available so that participants achieve substantial learning gains; and
(ii) Uses instructional practices that include the essential components of reading instruction;
(6) Whether the eligible provider's activities, including whether reading, writing, speaking, mathematics, and English language acquisition instruction delivered by the eligible provider, are based on the best practices derived from the most rigorous research available, including scientifically valid research and effective educational practice;
(7) Whether the eligible provider's activities effectively use technology, services and delivery systems, including distance education, in a manner sufficient to increase the amount and quality of learning, and how such technology, services, and systems lead to improved performance;
(8) Whether the eligible provider's activities provide learning in context, including through integrated education and training, so that an individual acquires the skills needed to transition to and complete postsecondary education and training programs, obtain and advance in employment leading to economic self-sufficiency, and to exercise the rights and responsibilities of citizenship;
(9) Whether the eligible provider's activities are delivered by instructors, counselors, and administrators who meet any minimum qualifications established by the State, where applicable, and who have access to high-quality professional development, including through electronic means;
(10) Whether the eligible provider coordinates with other available education, training, and social service resources in the community, such as by establishing strong links with elementary schools and secondary schools, postsecondary educational institutions, institutions of higher education, Local WDBs, one-stop centers, job training programs, and social service agencies, business, industry, labor organizations, community-based organizations, nonprofit organizations, and intermediaries, in the development of career pathways;
(11) Whether the eligible provider's activities offer the flexible schedules and coordination with Federal, State, and local support services (such as child care, transportation, mental health services, and career planning) that are necessary to enable individuals, including individuals with disabilities or other special needs, to attend and complete programs;
(12) Whether the eligible provider maintains a high-quality information management system that has the capacity to report measurable participant outcomes (consistent with section § 666.100) and to monitor program performance; and
(13) Whether the local area in which the eligible provider is located has a demonstrated need for additional English language acquisition programs and civics education programs.
alignment with wioa state plan
In addition to addressing the 13 Considerations outlined above, the state requires alignment with the Kansas WIOA Combined State Plan. Plans are available at https://wioaplans.ed.gov, or use this link to go directly to the Kansas 2024 - 2027 Plan.
Definitions and Information
Eligible Providers, 34 CFR 463.23
An organization that has demonstrated effectiveness in providing adult education and literacy activities is eligible to apply for a grant or contract. These organizations may include, but are not limited to:
(a) A local educational agency;
(b) A community-based organization or faith-based organization;
(c) A volunteer literacy organization;
(d) An institution of higher education;
(e) A public or private nonprofit agency;
(f) A library;
(g) A public housing authority;
(h) A nonprofit institution that is not described in any of paragraphs (a) through (g) of this section and has the ability to provide adult education and literacy activities to eligible individuals;
(i) A consortium or coalition of the agencies, organizations, institutions, libraries, or authorities described in any of paragraphs (a) through (h) of this section; and
(j) A partnership between an employer and an entity described in any of paragraphs (a) through (i) of this section.
Demonstrated Effectiveness, 34 CFR 463.24
An eligible provider must demonstrate past effectiveness by providing performance data on its record of improving the skills of eligible individuals, particularly eligible individuals who have low levels of literacy. This must be demonstrated in the following content domains:
• reading,
• writing,
• mathematics,
• English language acquisition, and
• other subject areas relevant to the services contained in the State's application for funds.
An applicant must also provide information regarding its outcomes for participants related to—
• employment,
• attainment of secondary school diploma or its recognized equivalent, and
• transition to postsecondary education and training.
There are two ways an eligible provider may meet the requirements:
(1) An applicant that has been previously funded under AEFLA, as amended by WIOA must submit performance data required under section 116 to demonstrate past effectiveness.
(2) An applicant that has not been previously funded under AEFLA, as amended by WIOA 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 above.
Adult Education and Literacy Activities, 34 CFR 463.30
The term “adult education and literacy activities” means programs, activities, and services that include:
(a) Adult education,
(b) Literacy,
(c) Workplace adult education and literacy activities,
(d) Family literacy activities,
(e) English language acquisition activities,
(f) Integrated English literacy and civics education,
(g) Workforce preparation activities, or
(h) Integrated education and training.
Section 225 Programs for Corrections Education and the Education of Other Institutionalized Individuals, 34 CFR 463.60
(a) Authorized under section 225 of the Act, programs for corrections education and the education of other institutionalized individuals require each eligible agency to carry out corrections education and education for other institutionalized individuals using funds provided under section 222 of the Act.
(b) The funds described in paragraph (a) of this section must be used for the cost of educational programs for criminal offenders in correctional institutions and other institutionalized individuals, including academic programs for—
(1) Adult education and literacy activities;
(2) Special education, as determined by the eligible agency;
(3) Secondary school credit;
(4) Integrated education and training;
(5) Career pathways;
(6) Concurrent enrollment;
(7) Peer tutoring; and
(8) Transition to re-entry initiatives and other post-release-services with the goal of reducing recidivism.
Section 243 IELCE Participants and Activities, 34 CFR 463.70, 34 CFR 463.73
What is the Integrated English Literacy and Civics Education program?
(a) The Integrated English Literacy and Civics Education program refers to the use of funds provided under section 243 of the Act for education services for English language learners who are adults, including professionals with degrees and credentials in their native countries.
(b) The Integrated English Literacy and Civics Education program delivers educational services as described in § 463.33.
(c) Such educational services must be delivered in combination with integrated education and training activities as described in § 463.36.
Eligible providers receiving funds through the Integrated English Literacy and Civics Education program must provide services that—
(a) Include instruction in literacy and English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation; and
(b) Are designed to: (1) Prepare adults who are English language learners for, and place such adults in, unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency; and (2) Integrate with the local workforce development system and its functions to carry out the activities of the program.
questions and answers
Questions and Answers Information
Questions should be submitted in writing to
Personal or identifying information should not be included in questions; such information will be redacted if necessary. When submitting questions, please phrase as clearly as possible. If necessary, KBOR staff will request clarification. Both the original and final questions will be shared publicly, along with the response.
All questions will be answered publicly on this webpage. Kansas Board of Regents staff members are unable to discuss the RFP non-publicly.
NOTE: Prior to the release of application materials, no questions about the content of materials can be answered. Any such questions will be acknowledged as received but will need to be resubmitted after application materials are available if the question has not been resolved by the application materials themselves.
Questions received by 5:00pm three (3) business days prior to the publish date will be answered in the scheduled Questions and Answers. Questions received after that date and time will be answered in the next scheduled Questions and Answers.
| Questions Received by 5pm Central Time | Questions and Answers Published |
| Thursday, April 25, 2024 | Tuesday, April 30, 2024 |
| Tuesday, May 28, 2024 | Friday, May 31, 2024 |
| Tuesday, June 25, 2024 | Friday, June 28, 2024 |
| Friday, July 26, 2024 | Wednesday, July 31, 2024 |
| Tuesday, August 27, 2024 | Friday, August 30, 2024 |
| Tuesday, September 3, 2024 | Friday, September 6, 2024 |
| Tuesday, September 10, 2024 | Friday, September 13, 2024 |
| Tuesday, September 17, 2024 | Friday, September 20, 2024 |
| Tuesday, September 24, 2024 | Friday, September 27, 2024 |
| Tuesday, October 1, 2024 | Friday, October 4, 2024 |
| Tuesday, October 8, 2024 | Friday, October 11, 2024 |
| Tuesday, October 15, 2024 | Friday, October 18, 2024 |
| Tuesday, October 22, 2024 | Friday, October 25, 2024 |
| Tuesday, October 29, 2024 | Friday, November 1, 2024 |
| Tuesday, November 5, 2024 | Friday, November 8, 2024 |
| Tuesday, November 12, 2024 | Friday, November 15, 2024 |
| Tuesday, November 19, 2024 | Friday, November 22, 2024 |
| Friday, November 22, 2024 | Wednesday, November 27, 2024 |
| Tuesday, December 3, 2024 | Friday, December 6, 2024 |
| Tuesday, December 10, 2024 | Friday, December 13, 2024 |
| Tuesday, December 17, 2024 | Friday, December 20, 2024 |
| Thursday, December 26, 2024 | Tuesday, December 31, 2024 |
| Monday, January 6, 2025 | Thursday, January 9, 2025 |
| Monday, January 13, 2025 | Thursday, January 16, 2025 |
| Tuesday, January 21, 2025 | Friday, January 24, 2025 |
| Wednesday, January 29, 2025 (FINAL Q&A) | Thursday, January 30, 2025 (FINAL Q&A) |
Questions and Answers Published April 30, 2024
No questions were received during this period.
Questions and Answers Published May 31, 2024
No questions were received during this period.
Questions and Answers Published June 28, 2024
No questions were received during this period.
Questions and Answers Published July 31, 2024
No questions were received during this period.
Questions and Answers From Session August 21, 2024
No questions were received during this session.
Questions and Answers Published August 30, 2024
Q: Is the state requesting a Letter of Intent for applicants intending to submit an application?
A: The state is not requesting a Letter of Intent from potential applicants intending to submit an application. All application materials are due on or before January 31, 2025, as detailed in application instructions.
Questions and Answers Published September 6, 2024
No questions were received during this period.
Questions and Answers From Session September 12, 2024
Q: Can you clarify that for programs that currently serve in Correctional institutions through non-WIOA funds, they can apply and receive additional WIOA Section 231 funding as it states in the application. If programs are not seeking additional funding, do they then skip the Corrections sections even if they are serving Correctional institutions through non-WIOA funds.
A: If applicants are serving Correctional Institutions with non-WIOA funds and plan to continue serving that population with non-WIOA funds, it is not necessary to complete the application for WIOA Section 225 (Parts 7 – 9). Only applicants intending to use WIOA Title II funds to serve Corrections and Other Institutionalized Individuals need to complete Parts 7 – 9.
Questions and Answers Published September 13, 2024
Q: We understand that the AEFLA grant is more complex and has many requirements. We were advised to acquire a copy of the 2021 grant application from our school and the (annual?) continuing funding applications (CFAs). Who should we reach out to to acquire those?
A: Local providers should have copies of any previous applications. KBOR cannot provide individual assistance to any potential applicant, but providers can request copies of documents they previously submitted if those documents cannot be found at the local institution. Email Susanna Lee at
Q: I do plan to attend one of the future presentations about this grant, sometime this month.
A: Potential applicants are welcome to attend some, all, or none of the virtual training sessions, as desired. All sessions contain identical content. Slides and transcripts are available on this webpage under the header “Training Sessions.” Links to recordings are available under the heading “Recordings.”
Questions and Answers Published September 20, 2024
Q: Why do we [Adult Education programs] have to fill out applications?
A: Per 34 CFR 463.20(a), states receiving WIOA Title II funds are required to award competitive multiyear grants. The current grant expires June 30, 2025, which means a competition must be run to award new multiyear grants that begin July 1, 2025.
Q: Regarding the Risk Assessment Questions: A few questions ask about the “agency” and some ask about the “organization.” Our Adult Ed program is affiliated with our community college, which is the sponsoring institution. Are all risk assessment questions (with the exception of 3.12.13) referring to the sponsoring institution?
A: In Part 3.12, Pre-Award Risk Assessment Tool, the terms “organization” and “agency” are used interchangeably. All questions are asked about the sponsoring institution. In question 3.12.13, the “Program Administrator” is the head of the Adult Education program, who is employed by the sponsoring institution.
Q: Question 3.12.15 asks for the “agency’s” staff turnover rate. Is this referring to the sponsoring institution or the Adult Ed program?
A: The “agency” or “organization” in each question in Part 3.12, Pre-Award Risk Assessment Tool, is the sponsoring institution, which includes Adult Education staff employed by the sponsoring institution.
Q: Are we understanding that EACH consortium partner [for currently funded providers] has to be listed and the numbers for each location tabulated separately? Which reports [in AESIS] do we use to breakout MSG's since all of our data is tabulated as one entity, currently?
A: KBOR’s response to this question has been sent to OCTAE to ensure federal compliance. We are awaiting review and will provide a response with the questions published next Friday, September 27. Thank you for your patience.
Q: Is there a report [in AESIS] that shows Period of Participation (PoP) if the data for each partner has to be tabulated separately?
A: Application materials do not require information about individual Periods of Participation (PoPs).
Q: Who should be involved in writing the grant application?
A: Signatures are required from the head of the sponsoring institution and the chief financial officer. Beyond that, no requirements are set regarding which personnel can or should be involved in the application process. Examples of involved parties are listed here, but these examples are not requirements. Examples include, but are not limited to, sponsoring institution leadership, business office personnel, grant writing personnel, Adult Education leadership, Adult Education personnel, WIOA core partners, one-stop operators, employer partners, and community partners.
Q: Should we hire a professional grant writer?
A: Statutes and regulations neither require nor prohibit the use of a dedicated grant writer for the WIOA Title II applications. Applicants are permitted to use the services of a professional grant writer or grant-writing group, but applicants are not required to do so.
Questions and Answers From Session September 27, 2024
No questions were received during this session.
Questions and Answers Published September 27, 2024
Q: Are we understanding that EACH consortium partner [for currently funded providers] has to be listed and the numbers for each location tabulated separately? Which reports [in AESIS] do we use to breakout MSG's since all of our data is tabulated as one entity, currently?
A: OCTAE is continuing to review and intends to have a response by next Friday, October 4. Thank you for your continued patience. Potential consortium applicants are encouraged to work on other sections of the application materials, if possible, while awaiting this response.
Q: In comparing the current funding formula with the new one in the RFP application. Can you explain why the fourth quarter has been excluded from funding when this is such a necessary time of year for programs regarding GED completers and IET programs?
A: The fourth quarter is not excluded from the funding formula. It is included in the subsequent year(s). This is to prevent the year-long delay that currently exists in counting program enrollment and outcomes.
Q: Can you explain the rationale for not including performance outcomes with Corrections and IELCE within the funding formula?
A: WIOA Section 225 and WIOA Section 243 have smaller funding streams. Simpler formulas will be used for these Sections. It should be noted if applicants are awarded funding under both WIOA Section 231 and either WIOA Section 225 or WIOA Section 243 (or all three), all student enrollment and outcomes are aggregated for program performance in the WIOA Section 231 formula.
Q: How is this application different from the Continuation Funding Application (CFA)?
A: The Continuation Funding Application (CFA) was a noncompetitive annual application completed by current providers during the five-year grant cycle that started July 1, 2020, to continue to receive funding for awarded grants. The application materials on this webpage are for grants open to all potential applicants, meeting the requirement of 34 CFR 463.20(a) for states receiving WIOA Title II funds to award competitive multiyear grants. These application materials are longer and more detailed than the annual noncompetitive applications.
Questions and Answers Published October 4, 2024
Q: Are we understanding that EACH consortium partner [for currently funded providers] has to be listed and the numbers for each location tabulated separately? Which reports [in AESIS] do we use to breakout MSG's since all of our data is tabulated as one entity, currently?
A: OCTAE is reviewing its response before sharing. Thank you for your continued patience. OCTAE’s response will be published as soon as possible. Potential consortium applicants are encouraged to continue working on other sections of the application materials, if possible.
Questions and Answers Published October 11, 2024
Q: Are we understanding that EACH consortium partner [for currently funded providers] has to be listed and the numbers for each location tabulated separately? Which reports [in AESIS] do we use to breakout MSG's since all of our data is tabulated as one entity, currently?
A: OCTAE has clarified that each member of a consortium must complete individual reporting tables in the application, and all members must meet the level of demonstrated effectiveness for the application to advance to the reviewing phase to be considered for award. For currently funded providers, this will require deeper data tracking at the local level to complete Part 2.2.1. Suggested resources, beyond program records, include AESIS Student Reports (SR) section D, Educational Gain Summaries, disaggregated by advisor or class.
In acknowledgement of the potential difficulty in collecting all possible information, the threshold for Demonstrated Effectiveness has been adjusted. Please see the announcement at the top of this page.
Q: [A local agency] gives us space to hold ESL classes. Do we need to apply as a consortium?
A: Donating space alone does not make the agency a consortium partner. A consortium is an association or partnership of two or more eligible applicants who enter into an agreement to administer a grant program and to provide services under the grant.
Questions and Answers Published October 18, 2024
Q: Do resumes need to include the person's current position or the resume they submitted when hired for their current position?
A: Résumés should demonstrate an individual’s qualifications for a position and be clearly labeled with the individual’s expected role(s). Beyond that, the state does not impose requirements regarding format or content of résumés.
Q: If the program is not submitting the Correction section of the grant, do you list your Corrections locations in Parts 4-6?
A: Locations using WIOA Section 231 funding should be included in Parts 4 – 6 (question 5.5.1).
Q: When we submit the grant, do we upload all of the parts and send them in one email? I am assuming you would like them separated but in the same email. Will our emails be able to send all of the documents in the same email without the file size or imitations?
A: Each relevant application section should be sent, along with each group of attachments. This is up to a total of seven (7) PDFs, depending on applications being submitted:
- Parts 1 – 3
- Parts 4 – 6 (if applying for WIOA Section 231)
- Parts 4 – 6 attachments
- Parts 7 – 9 (if applying for WIOA Section 225)
- Parts 7 – 9 attachments
- Parts 10 – 12 (if applying for WIOA Section 243)
- Parts 10 – 12 attachments
See Part 1.5, Application Instructions, for naming conventions for documents.
Per Part 1.6, Submission Process, “All documents for an applicant should be sent in the same email.” and “If documents cannot be sent in the same email due to size restrictions, multiple emails may be sent with the subject lines denoting the total number of emails to be sent and the number of each email.” See Part 1.6 for more information about submitting applications.
Q: In your answer to the first question [on 10/11/24], you mentioned that the announcement was at the top of the page. However, I don't see any announcements. Can you please clarify?
A: After scrolling up to the top of the webpage, visitors should see a heading that says ADULT EDUCATION REQUEST FOR PROPOSALS (RFP) 2025 – 2030. Just below that is a heading which says ***ANNOUNCEMENT***. The text of that announcement is copied here:
On October 11, 2024, the Kansas WIOA Title II Scoring Rubrics were slightly modified in the thresholds of Demonstrated Effectiveness. No action is needed from potential applicants, but potential applicants are encouraged to download the updated spreadsheets for reference. See Application Materials for more information.
Questions and Answers Published October 25, 2024
Q: WIOA section 231 states that there is 3% funding for corrections services if grantees are awarded and that 3% comes from AEFLA funding. If awarded will that 3% be from each program's federal dollar amount? For example, if a program receives $100,000.00 in federal funds the corrections amount will be 3% of that at $3,000. Is this correct?
A: No. The state will set aside 3% of the funding the state receives for WIOA Section 231. For example, if the state receives $4,000,000 in WIOA Section 231 funding, $120,000 will be dedicated to WIOA Section 225 and will be distributed among WIOA Section 225 awardees.
Q: If no corrections funding is awarded or a program chooses not to apply can programs still use AEFLA funds for corrections purposes?
A: Applicants must apply for and be awarded funding under WIOA Section 225 to provide services to Corrections and Other Institutionalized Individuals in FY2026. All funds dedicated to WIOA Section 225 must be spent on Section 225 services. WIOA Section 225 awardees who are also awarded WIOA Section 231 funding can use additional Section 231 funding to support Section 225 services, coordinating with the State to ensure compliance with federal statutes and regulations.
Questions and Answers Published November 1, 2024
Q: As a consortium, our data to date has been entered collectively as one entity. We have been informed that we are required to report the data collected by partner location, short of doing this by hand, are there any reports that can be generated for this grant by location by KBOR?
A: The state has discussed this extensively with the Office of Career, Technical, and Adult Education (OCTAE) and been advised that the state must comply with federal regulations to require that each consortium member individually meet the threshold of Demonstrated Effectiveness for a consortium application to be eligible. As stated in the October 11 Q&A, suggested resources in AESIS include Student Reports (SR) section D, Educational Gain Summaries, disaggregated by advisor or class. Current providers can also access the Follow-Up Collection in AESIS for previous years and quarters.
Questions and Answers Published November 8, 2024
No questions were received during this period.
Questions and Answers Published November 15, 2024
Q: On Section 2.2.1 that requires consortium members to breakout Participants and MSG Percentages by location, in the middle of that form it asks for Employment 2nd Quarter after Exit and 4th Quarter After Exit; how are we supposed to separate by location the percentage achieving outcome without access to the data match follow-ups? Is there another report that would be more helpful to see the employment 2nd quarter after exit and employment fourth quarter after exit by location?
A: The Board of Regents data team is working to find a method to access post-exit employment percentages. Updates will be shared as soon as possible. Applicants are encouraged to continue compiling the most accurate information they can with the currently available data.
Questions and Answers Published November 22, 2024
Q: Can you clarify the budget requested in part 4? Should the budget be the projected budget for the first year of the grant, or an average of all five years of the grant? The concern is with inflation, increases to salaries, materials, etc, the estimated budget for the first year may be drastically different than the budget for year five.
A: Estimated budget projections in Part 4.1, Part 7.1, and Part 10.1 are for the first year of the grant (July 1, 2025 – June 30, 2026). It is expected that budgets for awardees will be updated annually. The purpose of the projected budget in application materials is to describe how awarded funds will be spent consistent with the requirements of WIOA Title II, as required in 34 CFR 463.22.
Q: Can you offer more clarification regarding projecting the number of participants [in Part 5.7]? It states, “do not duplicate participants who might be served under multiple funding streams”, but then in the box it says to combine participants in 231, 225, and 243. Therefore, should we put 225 and 243 in the projection in part 5.7 or only list them in 8.7 (225) and 11.7 (243)?
A: In Part 5.7, include all projected participants that will be served under Section 231, Section 225, and Section 243 (i.e., the applicant’s projected total enrollment). The instruction not to duplicate refers to the fact that one individual participant might receive both services that are funded under Section 231 and services that are funded under Section 243, for example. This example participant would be counted only one time in Part 5.7, even though the participant might receive services under multiple funding streams. This example participant would also be counted one time in the total for Part 11.7.
Q: Is KBOR planning to cut programs from the new grant?
A: KBOR does not “cut” Adult Education programs from a new grant. The current grant ends June 30, 2025. Per 34 CFR 436.20, the state is required to hold a grant competition for future years. Any entity wanting to use WIOA Title II funds to provide Adult Education services in Kansas must apply for and be awarded a new grant that will begin July 1, 2025. The state cannot speculate which entities might apply and which of those applicants might be awarded. All applicants, whether awarded a previous grant or not, will be evaluated using the same process and methods and will be awarded or not awarded based solely on review of the application materials. Part 1.7 describes how applications are evaluated for eligibility. Part 1.8 describes how groups of reviewers score eligible applications. More information about scoring is available in the Scoring Rubrics.
Q: Don’t [current providers] have to fill out the application?
A: Any entity wanting to use WIOA Title II funds to provide Adult Education services in Kansas starting July 1, 2025, must complete the application process described on this page. No entity “has to” apply if the entity does not intend to provide services funded under WIOA Title II. Entities can only be awarded and funded by completing the application process, meeting the thresholds for eligibility, and achieving the necessary scores from reviewers.
Q: In addressing Part 6.13: Our service area’s current data doesn’t indicate a need for English language acquisition services, although our Adult Education program is continually monitoring requests. Given our negative response to question 6.13.1, how do we proceed with the others in that section (6.13.2-6.13.5)? Can we respond with n/a?
A: Applicants are advised to answer each question as fully as possible unless application materials specify that “not applicable” alone is an acceptable response. For Parts 6.13.2 – 6.13.5, applicants might describe the need or lack of need for each service listed (civics, financial literacy, health literacy, and digital skills).
Q: Can school districts apply for the WIOA grant money as well? I wasn't sure if K-12 school districts would be able to do that or not.
A: Per federal guidance, the state does not limit organizations that may apply for WIOA grants. As shared in Part 2.1, 34 CFR 436.23 describes who is eligible to apply.
Questions and Answers Published November 27, 2024
PENDING
KBOR OER Discipline Liaisons serve as a resource for their discipline colleagues across Kansas Higher Education institutions. In addition to being a point of contact for their colleagues, liaisons lead community-building activities to support the use of OER within their discipline.
If you are a Kansas faculty member and are interested in OER adoption, please feel free to contact one of the liaisons by clicking a name in the table below.
If you are interested in serving as a KBOR OER Discipline Liaison, please contact
KBOR 2023 Discipline Liaisons
(email linked to Liaison name)
| Discipline | Liaison | Institution | Term |
| Mathematics (Ed or GenEd) | Fort Hays State University | 22-24 | |
| English | Butler Community College | 22-24 | |
| Biology | Dodge City Community College | 22-24 | |
| Chemistry | Pittsburg State University | 22-24 | |
| Chemistry | Fort Hays State University | 22-24 | |
| Health & Nutrition | Kansas State University | 22-24 | |
| History | Labette Community College | 22-24 | |
| Theatre | Fort Hays State University | 22-24 | |
| Teacher Education | Fort Hays State University | 22-24 | |
| French | Kansas State University | 22-24 | |
| Economics | Pittsburg State University | 22-24 | |
| Languages | University of Kansas | 22-24 | |
| Educational Technology | Pittsburg State University | 22-24 | |
| Graphic Communications | Pittsburg State University | 22-24 | |
| Geography | Pittsburg State University | 22-24 | |
| Educational Leadership | Emporia State University | 22-24 | |
| Management | Emporia State University | 22-24 | |
| Sociology | Emporia State University | 22-24 | |
| Library Science | Emporia State University | 22-24 | |
| Communications | Pittsburg State University | 22-24 | |
| Microbiology | Emporia State University | 22-24 |
1. How is the completion of the Systemwide GE documented?
An institution that verifies that the student has completed all seven GE buckets shall note “KS Systemwide General Education Completed” on its official transcript.
2. If a student completed the systemwide GE at one institution and subsequently transfers, is the receiving institution required to put the “KS Systemwide General Education Completed” notation on its transcript too?
The policy only explicitly requires the institution where the student completes the systemwide GE to include the “KS Systemwide General Education Completed” notation on the official transcript. While the receiving institution is not required to post the transcript notation, it may also be helpful for the receiving institution to post the notation “KS Systemwide General Education Completed at (insert institution)” on its transcript to signal to academic advisors and registrar/records personnel that the GE was completed at a previous institution.
3. What if an institution cannot put the “KS Systemwide General Education Completed” notation on its transcript for those students who have completed the systemwide GE?
If this is a concern at your institution, please contact Academic Affairs at the Board Office as soon as possible.
4. When looking specifically at GE course credit, what is required when a student provides official documentation of Advanced Placement scores, CLEP scores, International Baccalaureate, and Cambridge International scores?
As detailed in Chapter III.18.b, state universities and participating coordinated institutions award credit based on students achieving requisite scores on Advanced Placement, CLEP, International Baccalaureate exams, and Cambridge International exams consistent, with the provisions established in the Board’s Credit by Exam policy, for general education courses in:
- the subjects detailed in the six discipline buckets; and
- any applicable subjects within the institution’s institutionally designated bucket.
Unless an exception has been approved in accordance with the Credit by Exam policy, this requires institutions to award credit for an equivalent GE course or courses based on the following scores:
| Credit Type | Requisite Score |
| Advanced Placement (AP) | 3 or above |
| CLEP | 50 or above |
| International Baccalaureate (IB) | 4 or above |
| Cambridge International (CI) (A level & AS level) | E/e or above |
Thus, in practice, this means:
The exceptions in which a higher requisite score is acceptable are detailed here.
A compliance report detailing the requisite AP, CLEP, IB and CI scores and the corresponding GE credit that a student is eligible for at each institution will be presented to the Board in Fall 2024. Thus, if institutions are not currently applying these requisite scores in awarding credit in equivalent GE courses, it will be necessary to make changes soon to ensure compliance.
5. What if a transfer student provides an official transcript from a Kansas public institution that includes at least one GE course that was earned through credit by exam? What does this mean for the receiving institution?
Once recorded on a Kansas public institution’s transcript, credit earned by exam in GE courses is transferable on the same basis as if the credit had been earned through completing the course(s) at the awarding Kansas public institution. When a Kansas public institution awards credit by exam in any general education subject detailed in one of the six discipline buckets, the receiving Kansas public institution shall not be permitted to require the transfer student to provide official copies of the exam scores.
6. Does KBOR expect Degree Maps for all of academic programs?
Yes, guidance is detailed here.
1. When would the receiving institution be permitted to exclude a systemwide transfer course from satisfying a credit-hour requirement in an applicable discipline bucket area?
A systemwide transfer course may be excluded from satisfying a GE requirement in an applicable discipline bucket when the student:
- pursues a major for which the Board President and CEO has granted permission to continue requiring – and not waive – a specific course requirement that is classified in the discipline bucket area; or
- pursues a major at the receiving Kansas public institution for which the Board President and Chief Executive Officer has granted permission to deviate from the systemwide GE requirements;
2. If a student did not complete the systemwide GE and transfers, can the receiving institution go through and check the transcript and apply the GE grading and performance course standards that all its native students are required to meet?
Yes. When an incoming transfer student did not complete the systemwide GE, the receiving institution can apply the GE grading and performance course standards that apply to its native students. Here are more specifics.
Grading
- If a receiving institution requires all its native students to earn a “C” or higher in a specific GE course, it can require a transfer student who did not complete the systemwide GE to retake and ultimately earn a higher grade in such a course when he/she earned a “D” grade.
Performance Courses (see the Arts and Humanities Bucket)
- If a receiving institution prohibits its native student from applying a performance course (e.g., piano I) toward the six-credit-hour arts and humanities bucket, it can enforce the same standard when a transfer student did not complete the systemwide GE.
Additionally, it should be noted that if the student is pursuing a program with a grade standard that is required to meet selective admission criteria or is necessary to meet programmatic accreditation or licensure standards, the student may be required to retake such a course and ultimately earn a higher grade.
3. When a transfer student has not completed the Systemwide GE but has completed systemwide GE transfer courses, how will the receiving institution apply the systemwide transfer courses toward completing the GE buckets?
The Systemwide Transfer Courses by GE Bucket Resource identifies the systemwide transfer courses that apply in each discipline bucket.
1. When would the receiving institution be permitted to require an incoming transfer student who completed the systemwide GE to complete additional GE?
An incoming transfer student who completed the systemwide GE can be required to complete additional GE when the student:
- pursues a major for which the Board President and CEO has granted permission to continue requiring – and not waive – a specific course requirement that is classified in the GE area of the degree; or
- pursues a major at the receiving Kansas public institution for which the Board President and CEO has granted permission to deviate from the systemwide GE requirements.
2. If a student completed the systemwide GE, can the receiving institution go through and check the transcript and apply the GE grading and performance course standards that all its native students are required to meet?
No. The goal of the systemwide GE was to create a system in which the receiving institution could not unpack a completed GE and enforce its own GE standards. Here are some more specifics.
Grading
- If a receiving institution requires all its native students to earn a “C” or higher in a specific GE course(s), it cannot require a transfer student who completed the systemwide GE to retake and ultimately earn a higher grade in such a specific GE course in which he/she earned a “D” Grade; however, it should be noted that if the student is pursuing a program with a grade standard that is required to meet selective admission criteria or is necessary to meet programmatic accreditation or licensure standards, the student may be required to retake a GE course and ultimately earn a higher grade.
Performance Courses (see the Arts and Humanities Bucket)
- If a receiving institution prohibits native students from using a performance course (e.g., piano I) to apply toward the six-credit-hour arts and humanities bucket, it cannot enforce the same standard when a transfer student completed the systemwide GE.
