Sec. 331. Grants and contracts for eligible providers
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From grant funds made available under section 322(a)(1), each eligible agency shall award multiyear grants or contracts, on a competitive basis, to eligible providers within the State or outlying area to enable the eligible providers to develop, implement, and improve adult education and literacy activities within the State. The eligible agency shall require that each eligible provider receiving a grant or contract under subsection
(a)use the grant or contract to establish or operate programs that provide adult education and literacy activities, including programs that provide such activities concurrently. Each eligible agency receiving funds under this title shall ensure that— all eligible providers have direct and equitable access to apply and compete for grants or contracts under this section; and the same grant or contract announcement process and application process is used for all eligible providers in the State or outlying area. Not later than the second program year following the date of enactment of the Workforce Investment Act of 2013, the Comptroller General shall conduct a study to determine how the provisions of paragraph
(1)have been implemented and whether such provisions accomplished the purposes of such paragraph. Each eligible agency awarding a grant or contract under this section shall not use any funds made available under this title for adult education and literacy activities for the purpose of supporting or providing programs, services, or activities for individuals who are not individuals described in subparagraphs
(A)and
(B)of section 303(4), except that such agency may use such funds for such purpose if such programs, services, or activities are related to family literacy activities. In providing family literacy activities under this title, an eligible provider shall attempt to coordinate with programs and services that are not assisted under this title prior to using funds for adult education and literacy activities under this title for activities other than activities for eligible individuals. In awarding grants or contracts under this section, the eligible agency shall consider— the degree to which the eligible provider would be responsive to— regional needs as identified in the local plan under section 118; and serving individuals in the community who were identified in such plan as most in need of adult education and literacy activities, including individuals— who have low levels of literacy skills; who have learning disabilities; or who are English language learners; capacity, including past effectiveness in improving the literacy of eligible individuals of the eligible provider, to meet State-adjusted levels of performance for the primary indicators of performance described in section 131 for eligible individuals, especially with respect to eligible individuals who have low levels of literacy; 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 118, as well as the activities and services of the one-stop partners; whether the eligible provider’s program— is of sufficient intensity and quality, and based on the most rigorous research available so that participants achieve substantial learning gains; and uses instructional practices that include the essential components of reading instruction; whether the eligible provider’s activities are built on a strong foundation of the most rigorous research available, including scientifically valid research, and effective educational practice; whether the eligible provider’s activities effectively employ advances in technology and delivery systems, including distance education; 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; whether the eligible provider’s activities are delivered by well-trained 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; whether the eligible provider’s activities coordinate 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 workforce investment boards, one-stop centers, job training programs, and social service agencies, business, industry, labor organizations, community-based organizations, nonprofit organizations, and intermediaries, for the development of career pathways; whether the eligible provider’s activities offer 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; the capacity of the eligible provider to provide integrated education and training; whether the eligible provider maintains a high-quality information management system that has the capacity to report measurable participant outcomes (consistent with section 131) and to monitor program performance; whether the local areas in which the eligible provider is located have a demonstrated need for additional English language acquisition programs and civics education programs; whether reading, writing, speaking, mathematics, and English language acquisition instruction delivered by the eligible provider is based on the best practices derived from the most rigorous research available and appropriate, including scientifically valid research that is available and appropriate; whether the eligible provider’s applications of technology and services to be provided are sufficient to increase the amount and quality of learning and how such technology and services lead to improved performance; and the capacity of the eligible provider to serve eligible individuals with disabilities, including individuals with learning disabilities.