PRIA, Government Policy, Made Personal

Summary

Use the federal funds to make adult education and literacy better across the State or territory. The agency in charge must connect adult education with other job, training, and education programs and help create career pathways to jobs. It must run or support strong teacher training, including reading instruction for adults and training for volunteers and staff. It must give help to local programs on teaching methods based on solid research, on their role as partners with job and training centers, and on using technology. It must also check how well programs are working, help them improve, and share proven models and promising practices. The agency may also pay for things like networks of literacy centers, distance learning and translation tech, new curricula, integrated education-and-training models, help for providers to meet goals and performance targets, systems to move learners into college, tying literacy to job skills and employers, workplace education, setting clear curriculum and performance standards, teacher quality and retention efforts, programs for learners with disabilities or English learners, outreach, and other statewide activities that support these goals. Agencies must work together when possible to avoid doing the same work twice. If the State adds any extra rules beyond federal law, it must tell providers that those rules come from the State.

Title 29, §3303

Labor, Source: USLM XML via OLRC

(a)Activities

(1)Required

Each eligible agency shall use funds made available under section 3302(a)(2) of this title for the following adult education and literacy activities to develop or enhance the adult education system of the State or outlying area:

(A)The alignment of adult education and literacy activities with other core programs and one-stop partners, including eligible providers, to implement the strategy identified in the unified State plan under section 3112 of this title or the combined State plan under section 3113 of this title, including the development of career pathways to provide access to employment and training services for individuals in adult education and literacy activities.

(B)The establishment or operation of high quality professional development programs to improve the instruction provided pursuant to local activities required under section 3321(b) of this title, including instruction incorporating the essential components of reading instruction as such components relate to adults, instruction related to the specific needs of adult learners, instruction provided by volunteers or by personnel of a State or outlying area, and dissemination of information about models and promising practices related to such programs.

(C)The provision of technical assistance to eligible providers of adult education and literacy activities receiving funds under this subchapter, including—

(i)the development and dissemination of instructional and programmatic practices based on the most rigorous or scientifically valid research available and appropriate, in reading, writing, speaking, mathematics, English language acquisition programs, distance education, and staff training;

(ii)the role of eligible providers as a one-stop partner to provide access to employment, education, and training services; and

(iii)assistance in the use of technology, including for staff training, to eligible providers, especially the use of technology to improve system efficiencies.

(D)The monitoring and evaluation of the quality of, and the improvement in, adult education and literacy activities and the dissemination of information about models and proven or promising practices within the State.

(2)Permissible activities

Each eligible agency may use funds made available under section 3302(a)(2) of this title for 1 or more of the following adult education and literacy activities:

(A)The support of State or regional networks of literacy resource centers.

(B)The development and implementation of technology applications, translation technology, or distance education, including professional development to support the use of instructional technology.

(C)Developing and disseminating curricula, including curricula incorporating the essential components of reading instruction as such components relate to adults.

(D)Developing content and models for integrated education and training and career pathways.

(E)The provision of assistance to eligible providers in developing and implementing programs that achieve the objectives of this subchapter and in measuring the progress of those programs in achieving such objectives, including meeting the State adjusted levels of performance described in section 3141(b)(3) of this title.

(F)The development and implementation of a system to assist in the transition from adult education to postsecondary education, including linkages with postsecondary educational institutions or institutions of higher education.

(G)Integration of literacy and English language instruction with occupational skill training, including promoting linkages with employers.

(H)Activities to promote workplace adult education and literacy activities.

(I)Identifying curriculum frameworks and aligning rigorous content standards that—

(i)specify what adult learners should know and be able to do in the areas of reading and language arts, mathematics, and English language acquisition; and

(ii)take into consideration the following:

(I)State adopted academic standards.

(II)The current adult skills and literacy assessments used in the State or outlying area.

(III)The primary indicators of performance described in section 3141 of this title.

(IV)Standards and academic requirements for enrollment in nonremedial, for-credit courses in postsecondary educational institutions or institutions of higher education supported by the State or outlying area.

(V)Where appropriate, the content of occupational and industry skill standards widely used by business and industry in the State or outlying area.

(J)Developing and piloting of strategies for improving teacher quality and retention.

(K)The development and implementation of programs and services to meet the needs of adult learners with learning disabilities or English language learners, which may include new and promising assessment tools and strategies that are based on scientifically valid research, where appropriate, and identify the needs and capture the gains of such students at the lowest achievement levels.

(L)Outreach to instructors, students, and employers.

(M)Other activities of statewide significance that promote the purpose of this subchapter.

(b)Collaboration

In carrying out this section, eligible agencies shall collaborate where possible, and avoid duplicating efforts, in order to maximize the impact of the activities described in subsection (a).

(c)State-imposed requirements

Whenever a State or outlying area implements any rule or policy relating to the administration or operation of a program authorized under this subchapter that has the effect of imposing a requirement that is not imposed under Federal law (including any rule or policy based on a State or outlying area interpretation of a Federal statute, regulation, or guideline), the State or outlying area shall identify, to eligible providers, the rule or policy as being imposed by the State or outlying area.

Statutory Notes and Related Subsidiaries

Effective Date

Section effective on the first day of the first full program year after

July 22, 2014 (

July 1, 2015), see section 506 of Pub. L. 113–128, set out as a note under section 3101 of this title.

§3303 State Leadership Activities

Summary

Title 29, §3303

Notes & Related Subsidiaries

Statutory Notes and Related Subsidiaries

Effective Date

Citations & Metadata