This page will contain 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.
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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 through October 2024 |
A minimum of three (3) open virtual training sessions for potential applicants |
Session dates will be announced no less than 30 days prior to the session. Links to sessions will be available on this webpage. All sessions will be recorded and posted on this webpage. |
January 3, 2025 |
Applications due |
All application materials must be received on or before this date, per instructions in the materials. |
January 31, 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. |
March 3, 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. |
March 31, 2025 |
Appeals due |
Unawarded applicants may file an appeal through the process detailed in application materials. |
April 14, 2025 |
Response to appeals |
Appeals will be reviewed. |
May 1, 2025 |
Grants awarded |
Grant award notice will be sent to final awardees. |
July 1, 2025 |
Start of grant |
The start of the five-year grant. |
Application materials
Application materials will be available here as of August 2, 2024.
Training sessions
Links to open training sessions will be available here no less than 30 days prior to each session.
Recordings
Recordings of training sessions will be available here within 72 hours after the conclusion of each training.
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. The 2024 Plan submitted in March 2024 is available below. Because this Plan has not yet been federally approved, changes are possible. Updates will be shared to this webpage. Published Plans are available at https://wioaplans.ed.gov.
WIOA Combined State Plan as of March 4, 2024: Kansas WIOA 2024 (pdf)
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 |
Questions and Answers Published April 30, 2024
No questions were received during this period.
Questions and Answers Published May 31, 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 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.