Table Of Contents
MontanaSlateLibrary
374.1
P11MSP
3 0864 1003 4789
2000
Montana's Plan
State
for
Adult Education
and Family Literacy
Title II of the Workforce Investment Act of 1998
Program Year 2001 through Program Year 2004
(July 1, 2000 through June 30, 2004)
Becky Bird, Director
Adult Basic Education
406-444-4443
[email protected]
Sue Webster, Consultant ^f
Missoula, Montana DOCUMthls Lull
• ?005
>
MONTANA
STATE,
Digitized by the Internet Archive
in 2012 with funding from
Montana State Library
http://archive.org/details/montanasstatepla3290webs
Introduction
This is a very important and exciting time forAdult Basic Education and Literacy in Montana.
The newWorkforce InvestmentAct of 1998, including Title II-Adult and Family Literacy Act of 998,
1
provides a tremendous opportunity to address the very important needs of adult learners in a manner
which will offer them economic opportunity into the next century.
Montana submitted a Transitional One-Year State Plan forAdult Basic Education and Family
Literacy for program year 2000. This transitional plan allowed the state agency to fully cooperate with
the new state workforce development planning process. The transitional plan is the foundation for
establishing a progressive system of Adult Basic Education and Literacy in Montana. During the
transitional year, activity focused on assisting the state agency to determine the direction ofMontana's
state plan for years two through five.
This document is Montana's State Plan for years two through five. The intent and focus of
Adult Basic Education programs continues to define the role ofeducation within a Workforce Devel-
opment System. This plan provides the direction and leadership forlocal programs and the state agency.
to assure that the role ofeducation is meaningful, visible, and accountable.
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111
Table of Contents
1.0 Adult Education and Family Literacy Act
1
1.1 Certifications
1
1.2 Assurances
1
2.0 Needs Assessment 3
2.1 Individuals Most in Need 4
2.2 Populations 4
3.0 Description ofMontana Adult Education and Literacy Activities 8
3.1 Description ofAllowable Activities 8
3.2 Special Rule 9
New
3.3 Descriptions of Organizational Relationships 9
4.0 Annual Evaluation ofAdult Education and Literacy Activities 10
4.1 Annual Evaluations 10
5.0 Performance Measures
1
5.1 Eligible Agency Performance Measures
1
5.2 Optional-Additional Indicators
1
5.3 Performance Measures Worksheet 12
6.0 Procedures for Funding Eligible Providers
1
6.1 Applications 17
6.2 Eligible Providers 19
6.3 Notice ofAvailability 19
6.4 Process 20
6.5 Evaluations ofApplications 21
6.6 Special Rule 22
7.0 Public Participation and Comment 22
7.1 Description ofActivities 22
7.2 Governor's Comments 23
8.0 Program Strategies to Serve Populations Most in Need of Literacy Services 24
9.0 Integration with Other Adult Education and Training 25
9.1 Description of Planned Integrated Activities 25
9.2 State Unified Plan 25
10.0 Description ofSteps to Ensure Direct and Equitable Access 26
10.1 Description of Steps 26
10.2 Notice ofAvailability 27
11.0 Programs for Corrections Education and Other Institutionalized Individuals 27
11.1 Types of Programs 27
11.2 Priority 28
11.3 Types of Institutional Settings 28
12.0 Description of Proposed State Leadership Activities 28
12.1 Description ofActivities 28
12.2 Description ofJoint Planning and Coordination for Unified Plan Only 29
12.3 Description ofActivities Under Section 427 ofthe
General Education Provisions Act (GEPA) 29
12.4 29
—
Appendix A Core Indicators of Performance and Outcome Measures Definitions
—
Appendix B Needs Assessment Information and Montana Map
—
Appendix C Organizational Charts for OPI, WIA Implementation and the Workforce System
.
1.0
United States Department of Education
Office of Vocational and Adult Education
Adult Education and Family Literacy Act
Enacted August 7, 1998 as Title II of the
Workforce Investment Act of 1998 (Public Law 105-220)
The Office of Public Insfruction of the State of Montana hereby submits its completed Five-Year State plan
to be effective until June 30, 2004. The eligible agency also assures that this plan, which serves as an agreement
between State and Federal Governments undertheAdult Education and Family LiteracyAct, will be administered in
accordance with applicable Federal laws and regulations, including the following certifications and assurances:
Certifications
1 1
.
Education Department General
Administrative Regulations
(34 CFR Part 76.104)
(1) The plan is submitted by the State agency that is eligible to submit the plan.
(2) The State agency has authority under State law to perform the functions of the State under the program.
(3) The State legally may carry out each provision of the plan.
(4) All provisions of the plan are consistent with State law.
(5) A State officer, specified by title in the certification, has authority under State law to receive, hold, and
disburse Federal funds made available underthe plan.
(6) The State officerwho submits the plan, specified by the title in the certification, has authority to submit the
plan.
(7) The agency that submits the plan has adopted or otherwise formally approved the plan.
(8) The plan is the basis for State operation and administration of the program.
1.2 Assurances
Workforce Investment Act of 1998
(Public Law 105-220)
[Section 224(b) (5), (6), and (8)]
1 Theeligibleagencywillaward notlessthanonegranttoaneligible providerwhooffersflexibleschedulesand
necessarysupportservices(suchaschildcareandtransportation)toenableindividuals, includingindividuals
withdisabilities,orindividualswithotherspecial needs,toparticipateinadulteducation and literacyactivities,
which eligible provider shall attempt to coordinate with support services that are not provided under this
subtitle priorto using funds foradult education and literacy activities provided underthis subtitle for support
services.
2. Funds received under this subtitle will not be expended for any purpose other than for activities under this
subtitle.
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3. The eligible agency will expend the funds underthis subtitle in a mannerconsistent with fiscal requirements
in Section 241.
Sec. 241. Administrative Provisions
(a) Supplement Not Supplant,--Funds made available for adult education and literacy activities under this
subtitle shall supplementand notsupplantotherStateorlocal publicfundsexpended foradulteducation and literacy
activities.
(b) Maintenance of Effort.--
(1) In general.--
(A) Determination.-Aneligibleagencymayreceivefundsunderthissubtitleforanyfiscalyearifthe
Secretary finds that the fiscal effort per student or the aggregate expenditures of such eligible agency for adult
education and literacy activities, in the second preceding fiscal year, was not less than 90 percent of the fiscal effort
perstudentortheaggregateexpendituresofsucheligibleagencyforadulteducationand literacyactivities, inthethird
preceding fiscal year.
(B) Proportionate reduction.-Subjecttoparagraphs(2), (3),and (4),foranyfiscalyearwith respect
to which the Secretary determines under subparagraph (A) that the fiscal effort orthe aggregate expenditures of an
eligible agency forthe preceding program yearwere less than such effort orexpenditures forthe second preceding
program year, the Secretary-
(i) shall determine the percentage decreases in such effort or in such expenditures; and
(ii) shalldecreasethe payment made underthissubtitleforsuch programyeartotheagency
foradult education and literacy activities by the lesser of such percentages.
(2) Computation.-In computing the fiscal effort and aggregate expenditures under paragraph (1), the
Secretary shall exclude capital expenditures and special one-time project costs.
(3) Decrease infederal support.-Iftheamount made availableforadulteducation and literacyactivities
underthis subtitle for a fiscal year is less than the amount made available for adult education and literacy activities
under this subtitle forthe preceding fiscal year, then the fiscal effort per student and the aggregate expenditures of
an eligible agency required in order to avoid a reduction under paragraph (1)(B) shall be decreased by the same
percentage as the percentage decrease in the amount so made available.
(4) Waiver.-The Secretary may waive the requirements of this subsection for 1 fiscal year only, if the
Secretary determines that a waiverwould be equitable due to exceptional or uncontrollable circumstances, such as
a natural disasteroran unforeseen and precipitous decline in the financial resources of the State oroutlying area of
the eligible agency. Ifthe Secretary grantsawaiver underthe preceding sentence fora fiscal year, the level of effort
required under paragraph (1) shall not be reduced in the subsequent fiscal year because of the waiver.
OFFICE OF PUBLIC INSTRUCTION
State Agency
Address
By:_
Signature of Agency Head
Title
2.0 Needs Assessment
This section provides an overviewofthe keypopulation groupsthatrequire servicesfromMontana's
adult education system, and the capacity ofadult education programs in Montana to provide neces-
sary services. It is based on findings ofa study conducted by members ofthe staffat Montana State
University titled, "Needs and Models forA New Era, An Assessment ofthe Needs forAdult Basic
Education and Literacy in Montana and Recommendations Based on the Assessment." The infor-
mation was gathered from relevant data from existing state, regional, and national studies; focus
groups with practitioners; questionnaires sent to key players in adult basic education and literacy
during the months ofMarch through November 1998; and student intake data from local programs.
collected during the first halfofprogram year 2000.
Two focus group and two regional teleconferences were conducted with specific questions to which
participants responded. Two of the focus groups were held at sites with adult basic education
programs. The first focus group was held in Poison in western Montana and included individuals
from several Indian reservations, literacy providers, adult basic education instructors and adminis-
trators. The second focus group was held in Billings, drawing participants from that area of the
state. The regional teleconferences were conducted using MetNet, Montana's system ofinteractive
classrooms connecting sites in Bozeman, Miles City, and Glendive in one focus group; Helena,
Havre, and Great Falls at the other site.
The specific areas that wereexamined included professional development needs and program stan-
dards, learner outcomes and funding issues. The results were analyzed; then relevant information
from existing studies was incorporated. Finally, public meetings were held to discuss the recom-
mendations before finalizing the results ofthe assessment and the recommendations. As programs
began working with their local management teams, additional curriculum needs developed. In-
struction in basic and workplace education needed to focus more on communication skills, prob-
lem solving ability, and critical thinking in addition to the reading, writing and computational skills
that had been taught previously. Basic technology skills, the ability to work in teams, and the skill
oflearning how to learn should be stressed.
The addition of student focused data taken from intake interviews at the local program level pro-
vided information to programs about student expectation and reason for enrolling in the program.
Participants indicated their short-term or learning goals were the following:
Earning a GED 72%
Acquiring Basic Skills 11%
Computer Literacy 4%
ESL 5%
Participants indicated the following long-term goals:
Employment 41%
Additional Education 38%
Other 23%
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1
Ofthose who indicated "Other" as a long-term goal, the following were specified: personal growth.
acquiring a Commercial Drivers License, quality time with family, careerexploration, finding bet-
ter employment, and interest in technology.
Participants were assessed for program placement by using the TABE, and 38 percent tested at
Level I, while 20 percent tested at Level II.
It is clear that in Montana, the priority for programs is to increase the basic skills level of program
participants in support of their potential to earn a GED as a means to employment and further
education.
After further analysis, it was determined that the addition of student needs data to this plan along
MSU
with the results ofthe Provider study would be sufficient to provide a comprehensive picture
for determining the Adult Basic Education priorities for the state.
At this time the Office of Public Instruction is submitting the remaining four years of a five-year
plan forAdult Education and Family Literacy. There is no indication that Montana will be submit-
ting a state Unified Plan.
2.1 Individuals Most In Need
According to the Synthetic Estimates ofLiteracy, 13 percent ofthe adult population of Montana is
at NALS LEVEL 1, and 39 percent of the population is at Level 1 or 2 (on the National Adult
Survey or NALS). In 1997, the Office of Research and Analysis found that the population of
Montana was estimated at 878,800 people. This reflects a slight growth consistent with current
trends, with most ofthe growth in the western part ofthe state. According to the statistics provided
by the Office of Public Instruction, Division of Adult and Vocational Education, the number of
participants who entered at the literacy level or at the adult basic education level has increased the
last three years from 3,639 participants to 4,248.
Volunteer literacy programs used other resources to provide literacy instruction to more than 75
additional adult students during 1998. The number of students served by programs not receiving
ABE
funds underscores the need for additional services for those at the lowest literacy level.
The poverty level in Montana as reported by the U.S. Census Bureau stated that 22 percent ofthe
population under 18 lived in poverty in July of 1996, and 19. 1 related children lived in families in
poverty, with 30 percent of people under age 5 in poverty. The median household income during
this time was estimated to be $27,889, which was a decrease from the $28,044 median income in
1989.
2.2 Populations
Unemployed or public assistance recipients
Local programs are responsible for developing effective and appropriate instructional activities for
the target population identified through a community planning process that ensures that there will
