Grant Opportunities

Is this TCSG grant for just G.E.D I have my high-school Diploma?

The available adult education grant opportunities are for eligible organizations to receive funding to operate an adult education program, which may include offering GED preparation courses, ESL courses, or family literacy opportunities. The grants are not provided to individual students.

Is the day in Warner Robbins a day for individuals with skill deficiencies or for organizations who want to teach adult education?

The Technical Assistance Day in Warner Robbins (Central Georgia Technical College) is for those organizations that operate an adult education program that teaches classes. This day is not intended for potential adult education students or for individuals who wish to learn skills.

I am attending the help session for the grant this morning. If we are served and our teacher candidates are receiving services from WIOA, are we still eligible for this grant?

Per 34 CFR § 463.23, an organization that has demonstrated effectiveness in providing adult education and literacy activities to eligible individuals is eligible to apply for a grant. If the teacher candidates are considered eligible individuals under WIOA, meaning that they are --
• 16 years of age or older;
• Not enrolled or required to be enrolled in secondary school under State law; and
• Are basic skills deficient or do not have a secondary school diploma or its recognized equivalent or have not achieved an equivalent level of education or are English language learners
-- and your organization can demonstrate effectiveness in providing them adult education and literacy services, then your organization is eligible to apply. The specific requirements to demonstrate effectiveness are described in the grant guidelines.

For Dem. Eff. for previously funded providers, is eligibility per domain considered cumulatively for the prior 2 fiscal years or for each domain area per fiscal year? Is provider ineligible if an outcome area in one year is below the threshold regardless?

For Demonstrated Effectiveness, an applicant must meet the threshold for each fiscal year in each domain.

For the DE for previously funded providers table, can we have details on the measurement of "# of Students Enrolling in Post Secondary Education and Training"? Could we have examples of what should be included and what would be excluded? IET students?

All applicants, including those that were previously funded under AEFLA, should use their best judgement in determining which data to use for the Demonstrated Effectiveness table. Per 34 CFR § 463.24, previously funded applicants must use data required under WIOA Section 116 and 34 CFR 361.155. Those data can be located in the tables reported to the NRS. For example, Tables 4 and 4a contain data related to student progress and Measurable Skill Gains, which can be earned through different methods. Similarly, Tables 4 and 5 may have data related to the attainment of a high school equivalency.

For the DE for previously funded providers table, can we have details on the measurement of "# of Students Obtaining a Credential"? Could we have examples of what should be included and what would be excluded? IET credentials? Or something else?

All applicants, including those that were previously funded under AEFLA, should use their best judgement in determining which data to use for the Demonstrated Effectiveness table. Per 34 CFR § 463.24, previously funded applicants must use data required under WIOA Section 116 and 34 CFR 361.155. Those data can be located in the tables reported to the NRS. For example, Tables 4 and 4a contain data related to student progress and Measurable Skill Gains, which can be earned through different methods. Similarly, Tables 4 and 5 may have data related to the attainment of a high school equivalency.

If I am a previously-funded AEFLA provider, and I have not utilized a writing test for pre and post testing, how do I demonstrate effectiveness for the writing content domain?

All applicants, including those that were previously funded under AEFLA, should use their best judgement in determining which data to use for the Demonstrated Effectiveness table. Per 34 CFR § 463.24, previously funded applicants must use data required under WIOA Section 116 and 34 CFR 361.155. Those data can be located in the tables reported to the NRS. For example, Tables 4 and 4a contain data related to student progress and Measurable Skill Gains, which can be earned through different methods. Similarly, Tables 4 and 5 may have data related to the attainment of a high school equivalency.

The guidance for the Family Literacy grant indicates funds can be used for "costs associated with professional development". Does this include the district providing professional development to local early childhood providers in our county?

For this grant, professional development for early childhood educators may be allowable if the cost is allocable, reasonable, and necessary to accomplish the grant objectives. Specifically, (a) the educators would need to be involved in offering or developing plans for one of the Family Literacy components (children's education, parent education, or interactive parent and child activities), and (b) the professional development would need to directly relate to the grant activities. Per 34 CFR 463.26, professional development is considered an administrative cost. Funded adult education programs may use up to 5% of their grant on administrative costs. If this percentage is too restrictive, a program can negotiate a higher administrative cost limit with TCSG.

The Budget Templates only provide 13 lines for part-time payroll. I am unable to add lines in the General Adult Education or IELCE templates. May I provide the sum of salaries/benefits by position/title on each row instead?

Yes, you may provide the sum of salaries/benefits in the budget table. For clarity, you can indicate the number of part time positions.

Where do we locate the recordings from the Technical Assistance Days?

Applicants can access the recordings by cutting and pasting the links below into their web browser.

January 16: Technical Assistance Day Session: https://tinyurl.com/tcsgta
January 23: Family Literacy Virtual Interest Session: https://tinyurl.com/taday

I missed the first Family Literacy Virtual Interest Session due to inclement weather. How can I get the information?

The recording from the January 23 Family Literacy Virtual Interest Session is available here: https://tinyurl.com/taday

TCSG will host another Family Literacy Grant Virtual Interest Session on January 30 from 12:30 - 2:00 pm. This session will also be recorded and posted on the site. Interested applicants can register by cutting and pasting the link below into their web browser: https://tinyurl.com/tadaytwo.

In the section for "Partnerships", the Note says if we are applying for a supplemental grant, we do not need to discuss those partners in this section. Do we need to discuss other partners not related to supplemental grants in the general application?

Yes, applicants should discuss any partners that will support the adult education program as a whole in the general adult education grant application. The only partners that should not be discussed are ones that will explicitly support family literacy or corrections education as those partners would be included in the supplement. If a partner will support both family literacy and/or corrections students, as well as the general adult education grant, then the applicant should discuss the partner in both sections. For example, if a program is partnering with a local school district that will provide classroom space and referrals for ESL classes, as well as partner with the district on parent education for family literacy, the applicant would discuss the ESL classroom space component in the general adult education application, and the parent education component in the family literacy partnership. In this case, the same statement of commitment could be uploaded in both the general grant application and the family literacy supplement.

If Family Literacy grant recipients pay for literacy partner participants to attend P.D., are expenses reimbursed using per diem and receipts or by an agreed upon set fee per event?

Per 2 CFR 200.475, travel expenses may be paid on a reimbursement basis or a per diem basis but must be consistent with the organization's written travel policies and procedures.

If our organization has partners listed in the supplemental applications, do we need additional partners listed in the General Adult Education or Integrated English Literacy & Civics Ed applications?

The General Adult Education Grant application and the IELCE grant application should include information about any partners that support the adult education program as whole. The supplemental grant applications should include information about partners that support family literacy and/or corrections education specifically. An applicant can discuss the same partner in both the general adult education or IELCE grant and the supplements, but they should tailor their answer to discuss how the partner will support specific aspects of the work.

In addition, per 34 CFR 463.20, states must take into account 13 considerations when funding adult education programs. Consideration 10 is:
"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."

If an applicant does not list any partners in the General Adult Education Grant application or the IELCE grant application, it may result in a lower score on that section of the application as that state would not have the information needed to address the consideration listed above.

Do we have to apply for the entire amount of the Family Literacy Grant?

The funding methodology provides a per student cost for family literacy participants that are eligible adults under AEFLA, not a set amount for the total family literacy grant award. Applicants should use prior enrollment data to estimate the number of students that will be served annually through the family literacy program. The amount of funding associated with that number with populate in the budget spreadsheet.

Please note that, as mentioned in the RFA, the exact amount of funding provided to applicants may change based on the number of providers that receive funding within a service delivery area, the availability of state and federal funds, and whether the applicant provided enough evidence to support their anticipated enrollment request in the grant application.

The IELCE grant opp states CASES will be the assessment. We are piloting TABE Class E while phasing out BestPl. With a marked learning curve & commitment of resources, is this negotiable?

All funded IELCE providers must use the CASAS assessment for FY26. TCSG will provide guidance and technical assistance on the change in assessments. Funded local programs will not have to cover the cost of the CASAS Assessment out of their budgets. Programs that receive a General Adult Education grant to offer ESL classes will still be required to utilize TABE CLAS-E.

Should Brooks County be included on the rural counties list?

TCSG has defined rural counties in accordance with the Section I designations from the Office of Rural Health Policy, which are available here: https://data.hrsa.gov/Content/Documents/tools/rural-health/forhpeligibleareas.pdf. Based on these designations, Brooks County is not considered a Section I Rural County in accordance with these designations.

We are about to get our first audit. Could we submit financial statements in its place?

You may upload financial statements; however it may not allow for the reviewers to accurately answer the question on the risk assessment (Do the applicant's most recent audit reports contain any findings that may impact its ability to appropriately manage AEFLA grant funds?). In the case an applicant has not had an audit, it should upload a statement explaining the reasons the organization has not had an audit and if there are any local, state or federal policies that would have required an audit to be conducted. For example, per 2 CFR 200.501, non-federal entities that expend over $1,000,000 per year in federal funds must have a single or program-specific audit conducted for that year. In this case, if the organization expended over $1,000,000 in federal funds but not have an audit in accordance with 2 CFR 200.501, it would increase the applicant's risk score for that question.

Is this grant affected by the Pause from the OMB office?

The Office of Management and Budget issued a memo on January 29, 2025 that rescinded Memo M-25-13, which directed the pause of federal funds. If there are future changes that will affect the grant, TCSG will communicate that information.

The templates are not downloading. Is there a help ticket we need to submit for assistance?

The templates are available on TCSG's website as well as Survey Monkey Apply, the online application site. If you are unable to download the templates from either location, please email oaeaccountability@tcsg.edu and TCSG can provide the templates via email.

In applying for funding, how does an organization evidence " record of pass success" especially for fairly newer organizations?

All applicants should use their best judgement in determining which data to use for the Demonstrated Effectiveness table. Applicants that did not receive AEFLA funding for Fiscal Years 2023 and 2024 will complete the New Provider Demonstrated Effectiveness Table using the data they have available to demonstrate effectiveness. You may also refer to the recording of the January 16, 2025 Technical Assistance Day that discussed Demonstrated Effectiveness and Past Effectiveness at length. The recording can be found here https://tinyurl.com/tcsgta.

Will the CPH colleges receive separate funding to cover CPH-related expenses and salaries?

Institutions that are awarded AEFLA, Title II and State Funds and are permitted under Georgia law and the policy of the State Board of the Technical College System of Georgia to offer the Career Plus High School Program may receive additional funds for Career Plus related costs.

Using the rural counties designated by Section 1 from the Office of Rural Health Policy, I have three counties that are not rural and two that are rural. However, for Bartow County, the web page says it is partially rural. How do I designate this county?

For purposes of this grant competition, Bartow County is not considered a rural county.

For Question 12 on the Risk Assessment, my VPA has provided a pdf copy of the TCSG Policies and Procedures Manual. Is this acceptable to upload as supporting documentation for this question?

Unless additional college-specific fiscal internal controls exist to supplement the TCSG Policies & Procedures Manual, uploading the TCSG Policies & Procedures Manual is acceptable for organizations that are subject to the Technical College System of Georgia Policy Manual. If additional local policies govern the organization’s fiscal internal controls, please upload them.

I am attempting to submit the Grant Selection Form without luck. The CLCP question automatically selects no. If I select yes, then both fields are selected.

This technical issue has been submitted to the appropriate team for correction. However, you should also be able to unselect "no" or unselect "yes" to ensure you choose only one answer.

Under Grant Funding Methodology, IELCE lists $1,000 base per student (total anticipated students). Is this in addition to the amount allowed for General Adult Education Grant if we are applying for both?

The funding methodology for the IELCE grant is $1,000 base per student for all applicants, regardless of whether they are applying for a general adult education grant or not.

I submitted the Grant Eligibility Form in the portal. I thought the process was that we submit the eligibility form and then we may proceed once it has been received/reviewed. I am worried now that I submitted the application already.

TCSG will not review the eligibility information until the application closes on March 13, 2025. However, once you submit your eligibility information, you can navigate to the remaining grant application questions by clicking the "My Applications" button located at the top of the screen. From there, select "continue" and the system will take you to a Grant Selection Form. Once you complete the Grant Selection Form, the grant applications for the grants you selected will appear on the side of the screen.

To view a video providing an overview of this process, please cut and paste this link into your web browser: https://tinyurl.com/grantsteps

As a reminder, applicants should thoroughly review the process and threshold for applicants to demonstrate effectiveness. Per 34 CFR 463.24, applicants that do not demonstrate effectiveness will be considered ineligible, and TCSG will not review or score their grant application.

Could you please share the links to the videos you shared in your presentation on the tech assistance day for the grant?

The links to the videos are within the Technical Assistance Day PowerPoint available on this website. The link to the PowerPoint is also here: https://www.tcsg.edu/wp-content/uploads/2025/01/Adult_Education_Grant_Technical_Assistance_Day_Presentation.pdf.

Can the program Administrator also serve as the Data Manager?

Per state requirement, funded adult education programs must have a full-time (40 hours per week) Program Administrator, unless the program has an approved waiver from TCSG. If the Program Administrator is also fulfilling the duties of a Data Manager, the program must submit a waiver, as the Program Administrator would not be dedicating 40 hours per week solely to Program Administrator duties. The waiver request should include an estimate of the number of hours per week the Program Administrator will spend on Data Manager responsibilities.

Can you please confirm that Pike County is not a rural county? The entire county has 2 traffic lights. It is not on the list and I was thinking it might be a mistake.

TCSG has defined rural counties in accordance with the Section I designations from the Office of Rural Health Policy, which are available here: https://data.hrsa.gov/Content/Documents/tools/rural-health/forhpeligibleareas.pdf. Pike County is not considered a Section I Rural County in accordance with these designations.

On the Grant Selection Form, it will not let "Mark as Complete" without answering the last 2 questions even though they don't apply.

Other Public Agency Type
An answer to this question is required.

Other Public Agency Type, please list
An answer

This issue has been resolved on the application site. If you encounter future difficulties, please submit another question through the portal.

Question 7 notes that we should refer to the Programmatic and Instructional Requirements of the Grant Guidelines. Because these guidelines are lengthy and address many different topics, what should be the focus of these requirements for this question?

Applicants should thoroughly review the requirements and ensure they indicate their understanding and approach to meeting these requirements in the appropriate questions. For example, Sections 3.4.1.1 and 3.4.1.3 of the Data and Reporting Requirements outline the information programs need to collect and the timing for administering NRS-approved assessments. This information is relevant to question eight of the General Adult Education Grant Application. Similarly, Section 3.3.6 of the Programmatic and Instructional Requirements provides guidance on supporting students, which is relevant to questions nine and ten of the General Adult Education Grant Application.

Question 8 notes that we should refer to the Programmatic and Instructional Requirements of the Grant Guidelines. Because these guidelines are lengthy and address many different topics, what should be the focus of these requirements for this question?

Applicants should thoroughly review the requirements and ensure they indicate their understanding and approach to meeting these requirements in the appropriate questions. For example, Sections 3.4.1.1 and 3.4.1.3 of the Data and Reporting Requirements outline the information programs need to collect and the timing for administering NRS-approved assessments. This information is relevant to question eight of the General Adult Education Grant Application. Similarly, Section 3.3.6 of the Programmatic and Instructional Requirements provides guidance on supporting students, which is relevant to questions nine and ten of the General Adult Education Grant Application.

Question 9 notes that we should refer to the Programmatic and Instructional Requirements of the Grant Guidelines. Because these guidelines are lengthy and address many different topics, what should be the focus of these requirements for this question?

Applicants should thoroughly review the requirements and ensure they indicate their understanding and approach to meeting these requirements in the appropriate questions. For example, Sections 3.4.1.1 and 3.4.1.3 of the Data and Reporting Requirements outline the information programs need to collect and the timing for administering NRS-approved assessments. This information is relevant to question eight of the General Adult Education Grant Application. Similarly, Section 3.3.6 of the Programmatic and Instructional Requirements provides guidance on supporting students, which is relevant to questions nine and ten of the General Adult Education Grant Application.

Question 10 notes that we should refer to the Programmatic and Instructional Requirements of the Grant Guidelines. Because these guidelines are lengthy and address many different topics, what should be the focus of these requirements for this question?

Applicants should thoroughly review the requirements and ensure they indicate their understanding and approach to meeting these requirements in the appropriate questions. For example, Sections 3.4.1.1 and 3.4.1.3 of the Data and Reporting Requirements outline the information programs need to collect and the timing for administering NRS-approved assessments. This information is relevant to question eight of the General Adult Education Grant Application. Similarly, Section 3.3.6 of the Programmatic and Instructional Requirements provides guidance on supporting students, which is relevant to questions nine and ten of the General Adult Education Grant Application.

Question 11 notes that we should refer to the Programmatic and Instructional Requirements of the Grant Guidelines. Because these guidelines are lengthy and address many different topics, what should be the focus of these requirements for this question?

Applicants should thoroughly review the requirements and ensure they indicate their understanding and approach to meeting these requirements in the appropriate questions. For example, Section 3.3.4 of the Programmatic and Instructional Requirements provides guidance on the minimum number of hours classes can be scheduled for per week, as well as requirements for distance education. This information is relevant for question 11 of the General Adult Education Grant Competition.

I have added a collaborator on the grant; however. they have not received an invitation yet.
Perhaps this is a firewall issue.
Any assistance you may give is appreciated. Thanks!

An invitation has been resent to the collaborator. If the collaborator still does not receive it, please contact Survey Monkey Apply's technical support team. You can contact them by clicking the "i" icon located on the top of the screen and selecting: "Having technical issues with this site? Fill in a support request form."

Should we use the DUNS number found on Dnb.com for our organization or the Unique Entity ID found on Sam.gov for Application Information?

Applicants should use the Unique Entity ID found on SAM.gov.

The Supplemental Corrections Education Grant Application Form section (question number 1, table) does not provide enough rows for the Facility/Programs we plan to serve. Can more rows be added? In my case, I need one more row.

Rows have been added to the table to accommodation additional facilities.

On the paper version of the general adult education questions, (given to us at the in-person session), number 16 (a-f) allowed for a 750-word answer but on the online grant questions, number 16 is only allowing for 300 words.

The word count has been adjusted to 750 words in the online application system.

The grant requires submitting letters of commitment from partners. Can current, signed, MOUs count as a letter of commitment, or do we need a separate letter from each partners, even though we have an established MOU?

When reviewing the partnership section, reviewers will determine if:
(a) the program has strategic partnerships—where each partner has clearly defined roles and responsibilities—that support a variety of student needs, and
(b) the extent to which the applicant’s statements of commitment clearly demonstrate how each partner will support students and that each partner fully understands its roles and responsibilities.

Per state requirements, if a signed MOU provides the information needed for reviewers to evaluate the application, it can be uploaded in lieu of a statement of commitment. However, if a signed MOU does not contain the necessary information, the applicant should upload a separate statement of commitment.

Can a student be served by both General Adult Education funds and IECLE funds, meaning could we be awarded $1,000 from each grant for a total of $2,000 to provide services to a single student?

A student can only be served in both categories if they participate in distinct and separately funded activities offered by each grant. For instance, an IELCE participant might be in a family literacy program funded under a General Adult Education grant, as IELCE funds cannot provide family literacy programming per the U.S. Department of Education. However, an IELCE student should not also receive ESL services through a General Adult Education grant, since ESL is an allowable and required component of an IELCE program.

The guidelines say in section 3.1.5.1 on IETs, that IELCE Grant recipients may spend up to 4% of their grant, capped at $17,000 to cover training costs for IETs, but the IELCE Budget Template says 2% capped at $15,000. What is the cap for IETs in IELCE?

IELCE Grant recipients may spend up to 4% of their grant, capped at $17,000 to cover training costs for IETs,

If we are applying for both the Adult Ed General Grant and the IELCE Grant, and are awarded maximum funding for both, would that allow up to $32,000 for IET Training between both budgets?

Yes, per state policy:

General Adult Education grant recipients may use up to 2% of their grant award, capped at $15,000, of their adult education grant funds on training and certification costs necessary and associated to achieve the purposes of the IET program as described in 34 C.F.R. §§463.36-463.38. IELCE grant recipients may use up to 4% of their grant award, capped at $17,000 to achieve the purposes of the IET program as described in 34 C.F.R. §§463.36-463.38.

If an applicant received a General Adult Education Grant of $750,000 or more, then it could receive $15,000 for training expenses for IET. If an applicant received an IELCE grant of $425,000 or more, it could receive $17,000 for training expenses for IET.

On the correctional supplement, after you get done with all three pages of questions and uploads it is only giving you 66% complete. When you click "Mark as Complete'" will this give you the remaining percentages to be at 100%?

After you answer the questions, select the blue "Mark as Complete" button at the bottom of the screen. This step will complete the application.

Our online application is only showing 1 of 1 tasks? We've uploaded the Demonstrative Effectiveness table and cannot go any further. We cannot see any of the questions or risk assessment documents. We're stuck at 1 of 1 tasks completed.

Once you submit your eligibility information, you can navigate to the remaining grant application questions by clicking the "My Applications" button located at the top of the screen. From there, select "continue" and the system will take you to a Grant Selection Form. Once you complete the Grant Selection Form, the grant applications for the grants you selected will appear on the side of the screen.

To view a video providing an overview of this process, please cut and paste this link into your web browser: https://tinyurl.com/grantsteps

To get further clarification on a question asked earlier: I understand that if my program if awarded an IELCE grant, then my program must use the CASAs assessment. May we also use CASAs for ESL students served under the General Adult Education Grant?

Programs that receive a General Adult Education grant to offer ESL classes will still be required to utilize TABE CLAS-E and will not be able to use the CASAS assessment for ESL student served under the general adult education grant.

is cost-share required for the grant opportunity? If so, are there specific amounts or other requirements?

Title II of the Workforce Innovation and Opportunity Act (WIOA) requires states to provide a 25% match for the federal funds it receives. Currently, Georgia meets this matching requirement at the state level. Therefore, there is no cost-share required for local programs that receive an adult education grant.

In the correctional supplement questions, question 4 asks that you "Please upload statements of commitment from any employer partners," but there is not a place to upload. Would you like for us to upload them to question# 3?

An upload option is now available in the grant application.

I selected IELCE under the grant forms, not realizing that ELA was already included in the General Grant. Could you please guide me on how to remove this selection and make the necessary adjustment?

The Grant Selection Form for your organization does not currently include the IELCE grant, and the IELCE grant does not appear as one of your grant application tasks. If you are having continued difficulty, please let us know.

My organization has already submitted the Demonstrated Effectiveness Table (DET) on which the IELCE grant box was checked. However, after further review, we will not apply for IELCE. Do I need to request the DET be sent back so that I can change it?

There is no need to redo the Demonstrated Effectiveness Table, even if you checked IELCE but no longer intend to apply for that grant. If you do not select IELCE on the Grant Selection Form and do not complete an IELCE application, the reviewers will know that you do not intend to apply for IELCE funds.

For previously funded programs, if a student took the TABE 11/12 assessment but speaks another language at home, born in a foreign country, and speaks English as a second language, is their data allowed to meet the criteria for ELA in DE table?

For demonstrated effectiveness in the specific content domains, applicants should ensure the data provided is for individuals who are eligible for adult education services under AEFLA and who received instruction in that content domain.

Based on some additional information received about the Demonstrated Effectiveness Table, can edits be made once submitted? If so, how do we go in and retract the document and resubmit?

Your application has been moved back to the eligibility stage. You should now be able to log in, make changes, and resubmit the demonstrated effectiveness table.

What should we take into consideration when determining which funding source to request for English language learners in our program, since there are both ELA and IELCE funds available for this demographic of student?

The main consideration is which type of programming the student will participate in. The IELCE grant requires programs to offer ESL instruction as well as instruction on the rights and responsibilities of citizenship and civic participation (34 CFR § 463.33). Per state requirement, IELCE instruction must also align with the IELCE Content Competencies, which include: Government and Law, Consumer Economics, Education, Community Resources, Health, Employment and Community Engagement. If a student is just going to receive ESL instruction, then the student should not be considered an IELCE participant.

On the correctional supplement application, the chart for Question #1 only shows me a piece of the column after "# of Students Served Annually". When I try to Save and Continue editing, I am getting an error for not answering the column I can't see.

You should be able to scroll to the final column using the scroll bar at the bottom of the chart. For reference, the final column asks if the facility or program serves students who will be released within five years. Applicants can answer this question by selecting yes or no from the drop-down menu.

On the Staffing chart, I have fulltime instructors who work multiple instructional positions. For example, I have a corrections instructor who is split funded and partially works as an ESL instructor. How would I identify this instructor on this chart?

In this scenario, we recommend selecting "other" from the Staff Position drop down menu and listing the position name as "Split-Funded Instructor (Corrections/ESL)" or whichever name best describes the position's workload.

On the Risk Assessment Portion, the questions in my application are numbered incorrectly. Numbers 5 and 6 repeated but are different questions. There is no 7 or 8. This is more of a statement rather than a question.

Thank you for your statement. The numbers have been corrected.

On the Budget tab labeled FTE and Staffing Qualifications, what is the difference between Full Time Positions and Full Time Equivalent?

Full Time Positions includes the number of employees who work full time (40 hours per week or whatever your organization categorizes as full time) on grant activities. Full Time Equivalent (FTE) includes both full time and part time positions and provides a measure of total full-time hours worked, For example, one full time employee equals 1 FTE, one part time employee that works 20 hours per week equals .5 FTE, and one part time employee that works 10 hours per week is considered .25 FTE.

Hello!

I am curious if this is a price match type of grant, in that we would need to pay then you would match it?

The grant does not provide a matching amount for funds spent by a local provider. The funding amounts are based on a funding methodology that includes the following factors: anticipated enrollment, the extent to which the applicant will serve rural counties, and the scope of services the applicant will provide. More information regarding the funding methodology is available in Section 2.5 of the Grant Guidelines, which begins on page 15.

Under the budgeting section, where would any allocations towards Workplace Literacy programs fall? Would it be under General Adult Education or IELCE? Additionally, is it tied in with IETs, or treated as a separate program regarding funding sources?

Workplace literacy costs should be budgeted separately from Integrated Education and Training (IET) expenses, as these are separate activities. Applicants should budget workplace literacy costs under the appropriate line item—e.g., instructor salaries under salary costs, and materials under supply costs.

If part of an IELCE program, costs should be included in the IELCE budget. However, all activities funded with IELCE grant funds must integrate English language instruction, civics participation, and IET (34 CFR § 463.33). Workplace literacy cannot be solely English instruction. If offered to ESL or general adult education students, costs belong in the General Adult Education budget.

If a program is seeking to applying for both 243 IELCE funding and the Family Literacy Supplemental, is it also required to apply for 231 Adult General Education funding? Does FL funding require ESL and/or ABE services and IELCE alone is not sufficient?

Per recent U.S. Department of Education guidance, Integrated English Literacy and Civics (IELCE) grant funds cannot support family literacy programs. To offer family literacy, applicants must apply for a General Adult Education grant with a family literacy supplement. General Adult Education grant applicants may choose to offer English language acquisition services and/or adult basic education services but are not required to offer both.

Are workplace literacy, IET, and family literacy instructors considered ABE instructors? Or should they be listed as other?

For specificity, we recommend listing specialized instructor positions as other.

The President does not have sign off on anything, right now? Is that correct?

The Risk Assessment Questionnaire requires a signature to certify the following statement: I certify that the information provided in the risk assessment questionnaire is true and correct to the best of my knowledge. I understand that knowingly providing false or fraudulent statements or concealing information in the risk assessment or within my application narrative and documents may result in termination of the grant, if awarded.

The Family Literacy application requires a signature to certify understanding of the professional development requirements.

Applicants should ensure that these application sections are signed by the appropriate designee at their organization.

Does an existing CLCP have to start from scratch and complete the entire packet or is there something different for an existing CLCP?

CLCPs need to complete the 2025 CLCP Application and provide it, as a word document or PDF, to the adult education partner to upload in the online application system. The CLCP application is available here: https://www.tcsg.edu/adult-education/adult-education-certified-literate-community-program/.

I have made changes to the DE Table. I did not submit but marked complete. How can I remove the current DE Table and upload the updated one?

If you have not yet submitted the Demonstrated Effectiveness table, you can edit it by clicking the three dots in the top corner of the screen and clicking "edit" to update it or "reset" to completely reset the form.

1, We are unable to input .5 or .25 FTE amounts for part-time employees. They automatically convert to 1.0 – are we required to complete this column?
2. Cell B18 in the Budget Summary is still red. All amounts entered are correct. Should it be green?

1. If you are unable to get the spreadsheet to show .5 or .25 in the staffing table, you can adjust the number format in excel. To do so, left click the cell you would like to change. Then change the box next to "decimal places" to 2. A version of the spreadsheet with this formatting is also available here: https://tcsg.smapply.io/protected/nr/CbCnx/General_Adult_Education_Budget_Template_FY26.xlsx

2. Cell B18 in the Budget Summary should match cell B10 in the Funding Formula worksheet to show that the budget includes the entire amount of funds requested. If you have continued difficulty, please let us know.

Can a program serve a county in an online-only format or do they have to have a physical presence in each county?

Per 34 CFR 463.22, applicants for adult education grant funds must provide a “description of how the eligible provider will provide services in a manner that meets the needs of eligible individuals” and “information that addresses the 13 considerations listed in § 463.20.” One of those considerations is “the degree to which the eligible provider would be responsive to . . . 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 or are English language learners.” In addition, GEPA Section 427 and question 10 of the grant application require applicants to describe potential barriers to participation and how the program intends to address these barriers.

Applicants should ensure that participants, regardless of functional level, throughout their proposed service delivery area have access to high quality instruction that is of sufficient and intensity and duration for them to make learning gains.

I need to make some edits to the Demonstrated Effectiveness Table that has already been submitted. Is there a way to delete the one that has already been uploaded?

Your application has been moved back to the eligibility stage so that you can update your Demonstrated Effectiveness table. To do so, click the three dots at the top right of the screen. Then click "edit" or "reset." Once you upload the new form, you will need to mark as complete and submit it again to move back into the grant application stage. If you have any issues, please let us know.

Has the Federal shutdown of grants affected this program? Are you still able to make grants in keeping with your published guidelines?

The Office of Management and Budget issued a memo on January 29, 2025 that rescinded Memo M-25-13, which directed the pause of federal funds. If there are future changes that will affect the grant, TCSG will communicate that information. Per Section 2.5.1 of the Grant Guidelines, TCSG reserves the right to adjust allocations based on the number of providers that receive funding within a service delivery area, the availability of state and federal funds, and whether the applicant provided enough evidence to support their anticipated enrollment request in the grant application.

Can full time employees who serve both ABE and IELCE receive funding under both grants?

A full-time employee could serve both ABE and IELCE participants if the employee's salary is split between the IELCE and General Adult Education Grants. IELCE grant funds could cover salary for time related to IELCE grant activities, and General Adult Education grant funds could cover salary for time related to General Adult Education Grant activities, such as ABE instruction. The employee would also need to complete Time and Effort per 2 CFR § 200.430 and TCSG’s Time and Effort Policies and Procedures. More information about split funded positions is available in Section 3.3.2 of the grant guidelines.

In GALIS, we can indicate if a staff member has an Adult Education Certificate, but this option is not listed on the FTE and Staffing Qualifications tab. Can we add this option as a column to the table?

Yes, you can add a column if you would like to capture that information in the FTE and Staffing Qualifications tab.

We uploaded our DE table to open the application, but we did not select the services we are applying for because we were were still finalizing those decisions. Is there a way to replace the DE table with one indicating the services we're now applying for?

Your application has been moved back to the eligibility stage so that you can update your Demonstrated Effectiveness table. To do so, click the three dots at the top right of the screen. Then click "edit" or "reset." Once you upload the new form, you will need to mark as complete and submit it again to move back into the grant application stage. If you have any issues, please let us know.

The the "Instructional Programming" portion of the Corrections Supplemental grant, question 5 and 6 are both labeled as #5 and flip-flopped when compared to the printed version. The programming question only shows 300 words and should be 500 words.

The application system should now match the printed version.

Since this is a competitive grant year and we are changing some of our funding requests and amounts, can we move positions previously funded through state to federal funds (IELCE, for example) since state funds would now cover different services?

For the General Adult Education grant application, applicants do not have to designate funds as federal or state. If funded, all awarded applicants will receive an allocation that may include state or federal funds or both. During the post award budget process, funded applicants will receive further guidance on moving positions from state to federal funding sources to ensure they do not supplant funds. For additional guidance on supplanting, please consult this program memo: https://www.tcsg.edu/wp-content/uploads/2020/05/OAE-Memo-20.5.7_State-Budget-Reduction-FAQs.pdf.

Hello. I need to resubmit my DE table. How can I do that?

Your application has been moved back to the eligibility stage so that you can update your Demonstrated Effectiveness table. To do so, click the three dots at the top right of the screen. Then click "edit" or "reset." Once you upload the new form, you will need to mark as complete and submit it again to move back into the grant application stage. If you have any issues, please let us know.

Hello. In the corrections column for number 1, what do you mean by Services Facility/Program Offers? I know what Adult Ed offers but I am not sure what you mean by what the facility offers. Thank you.

In this section of the table, applicants should describe any services the correctional facility or program already provides to students. For example, many facilities or programs offer services such as training, counseling, career coaching, parenting classes, or other academic courses. This question aims to ensure that the adult education program and the correctional facility/program coordinate effectively rather than duplicate services. If the correctional facility or program does not offer any services, indicate that in the column.

If I plan to provide adult education classes in the local jails in our SDA, do I need to complete both the Corrections Grant and the Corrections Supplemental Education Grant?

If an applicant is applying for a General Adult Education grant, then it can complete the Corrections supplement. If an applicant is not applying for a General Adult Education grant, it would need to complete the full Corrections application.

I understand the deadline for asking questions closed on March 7th, but I am having technical difficulties with my application. What do I do?

If you are having a technical difficulty with the site, you can submit that difficulty as a question through the portal. Please note, you can also contact Survey Monkey Apply support directly by clicking the circle icon with an "I" on the top right corner of the screen.

Can the demonstrated table of effectiveness be uploaded as a PDF or must it be in excel.

Applicants can upload the Demonstrated Effectiveness table in either PDF or Excel format. If uploading as a PDF, please ensure that all parts of the table are clearly visible.

How do I access and download a previously submitted application?

You can access and download a previously submitted application by selecting "My Applications" at the top of the screen. Your submitted applications will then appear. In the top right corner of the application's box, click the three dots and select "Download."