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Minnesota FastTRAC Program Design and Implementation Projects


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									                                          Minnesota FastTRAC1
                                        Adult Career Pathways 2011
                                           Request for Proposal

Problem and Solution
Minnesota faces a skills gap that is impacting our economic competitiveness. According to the latest
research2, by 2018, 70% of all jobs in Minnesota will require some postsecondary training beyond high
school while currently only 40% of working adults have postsecondary education. Current
demographics make it impossible for this need to be filled solely from new high school graduates. For
our workforce of today to become our workforce of the future, Minnesota needs adults to enter and
complete career pathways to postsecondary education and industry-recognized credentials. Not only is
this important for the economic health of our state, but it is important for individual workers and their
families. Research has shown that one year of postsecondary education and the completion of a
credential provide the best chance for earning a family supporting wage and continuing in a career
pathway (see Tipping Point3 study).

However, many adult workers do not have the basic skills required to enter and succeed in
postsecondary education. Thus adults with basic skill needs entering postsecondary and career &
technical education (CTE) programs are often at a disadvantage. Additionally, adult working learners
face a myriad of other challenges – the need to work, support a family, upgrade digital literacy skills –
that make persisting in education difficult. Bridge programs and integrated basic education and skills
training4 initiatives coupled with wrap around support services are proven to dramatically increase
success for Adult Basic Education (ABE) participants and to provide employers with needed talent.

In a collaborative effort to address these challenges, the Minnesota Department of Employment and
Economic Development (DEED)5, Minnesota Department of Education (MDE)6 – Adult Basic Education7,
Minnesota Department of Human Services (DHS)8, Minnesota State Colleges and Universities9 System
(MnSCU), and Greater Twin Cities United Way10 (GTCUW) are combining resources of up to $1.15 million
for this grant opportunity to increase systems’ capacity to serve Minnesota’s low wage and
educationally underprepared adult population in acquiring credentials that lead to career pathway
employment. Note: $300,000 of these funds will be dedicated to programming for low-wage,
educationally underprepared residents of North Minneapolis in response to the March 30, 2011
Economic Summit.

This grant opportunity is part of the Minnesota FastTRAC (Training, Resources and Credentialing)
Initiative. Minnesota FastTRAC is an adult achievement initiative leading to career pathway
employment. Minnesota FastTRAC includes points of access for all adults seeking career pathway
education and employment (see model on page 18). Minnesota FastTRAC meets the education and

training needs of adults and the economic needs of a region through building career pathways for
adults. The goal of this grant and all grantees is to increase the education, skills, and employability of
low-wage and educationally underprepared adults for occupations in demand in the grantee’s regional

Education/Training Activities
Grants will support programs that combine the two mandatory educational strategies A and B and
possibly the optional educational strategy C below in one career pathway. Additionally, central point of
contact and wrap around support services are mandatory activities in the Minnesota FastTRAC Adult
Career Pathway Model.

        A. ABE Bridge Program that prepares adults for an Integrated Program.
        B. Integrated Program that includes integrated ABE instruction in existing Career & Technical
            Education (CTE) courses through accumulation of six credits11. These six credits must be
            within a certificate program that leads directly to a diploma or degree program.
        C. Contextualized developmental education strategies (MnSCU) that support working learners
            and address student readiness in specific CTE programs of study.

Additionally, collaborations need to apply under one of two Activities:

          Activity 1: New career pathway: Development and delivery of bridge and integrated instruction
          model leading to an industry recognized credential

          Activity 2: Enhance existing FastTRAC program in one or both of these activities:

            2a. Enhance existing FastTRAC program through increased use of integrated instruction
            model. For example, use of integrated instruction in one or more “gateway” courses that
            embed in multiple certificate pathways (See visual on page 19).

            2b. Enhance existing FastTRAC program through build out of postsecondary options, including
            increased use of integrated instruction model in courses that embed in multiple certificates
            PLUS contextualized developmental education strategies to support students enrolled in
            subsequent CTE courses within the certificate, diploma, and degree pathway. NOTE: Limited
            grant funds are available for this expansion activity which focuses on students in the career
            pathway who have developmental education needs after completion of the initial integrated

   Ability to Benefit
HEOA section 485(a)(3) HEA section 484(d)(4)
Effective date: August 14, 2008
The HEOA adds a new provision that allows students without a high school diploma or its equivalent to become eligible to
receive Title IV funding upon satisfactory completion of six credit hours or the equivalent coursework that are applicable
toward a degree or certificate offered by the institution. Students are ineligible to receive Title IV aid while earning the six
credit hours.

Grant Award Information by Educational Activity

Activity 1: New career pathway (4-6 grants awarded)
Collaboratively designed and delivered bridge and integrated educational program
Individual grant awards will range from $50,000 - $95,000.

Activity 2: Enhance existing FastTRAC program through increased use of integrated instruction and/or
through contextualized development education of career pathway (3-5 grants awarded)
Individual grant awards will range from $50,000 - $75,000.

Funding Focus
Some of the funds in this solicitation are dedicated to a special focus. Specifically:
    DHS Temporary Assistance to Needy Families (TANF) funds will support work with Minnesota
       Family Investment Program (MFIP) or Work Benefit program participants, including teen parents
       who meet the FastTRAC Participant Eligibility Criteria.
    GTCUW Funds to support programming in the 9-county metro area.
    DEED WIA Title I funds to support programming for North Minneapolis residents with
       educational and employment needs.

The following dates are deadlines for the Minnesota FastTRAC Adult Career Pathways 2011 Request for

     April 22, 2011 – Issue FastTRAC RFP

     May 31, 2011 – Submit Minnesota FastTRAC Adult Career Pathway 2011 Work Plan. Electronic
       version due by 4:30 p.m. to Judy Mortrude, judy.mortrude@state.mn.us (see page 17 of this RFP
       for Proposal Format Instructions). Send hard copy with signatures postmarked May 31, 2011.

     June 10, 2011 – Awards announced

     July 1, 2011 – Notice of Grants Available (NGA) issued

     August 31, 2011 – First convening of awarded programs at DEED, St. Paul, MN in the Minnesota
       Training Room. Grantees will send a team to this all day professional learning event.

     March 31, 2013 – End of award period – work must be completed and invoices processed.

Questions regarding the RFP should be directed to Anne Marie Leland, anne.leland@state.mn.us 651-
259-7516 or Judy Mortrude, judy.mortrude@state.mn.us 651-259-7638.

Definitions of Bridge, Integrated and Contextualized Developmental Education Programming
Bridge, Integrated, and Contextualized Developmental Education Programs provide educational access
and support for Adult Basic Education (ABE) and English as Second Language (ESL) adults to progress
further, faster and more successfully along career pathways. Bridge, integrated, and contextualized
developmental education programs are described below. Each description includes required program
elements and suggested target populations, goals, duration, and program features. Applicants should

define these characteristics that best fit their particular programs; however, they should be close to or
similar to these suggested ranges.

Bridge Programming
Bridge Programs prepare adults for an Integrated Program. Effective Bridge Programs need to be built
by a partnership in order to ensure the bridge will “transport” learners to the right place.

Partners will meet required elements and then define characteristics within each category based on
the needs of their specific partnership.

  Required Program            Course(s) developed with partners, including employers and
  Elements                     workforce development
                            Course(s) designed in partnership between ABE and MnSCU CTE
                            Course(s) delivered by ABE
                            Provides foundational skills in reading, writing and math within
                               identified occupational or sector context
                            Introduces foundational concepts within a specific career pathway or
                            Course(s) linked directly to Integrated Program
  Target               High Intermediate Basic Education
  Participants              CASAS Reading 221-235; Math 221-235
                            TABE Reading 518 – 566; Math 506 – 565
                       High Intermediate ESL
                            CASAS Reading 211 – 220
                       Other Characteristics
                            With or without HS diploma/GED
                            Some work history; demonstrated motivation; desire to enter target
                            Deemed “Employable” (for MFIP/Work Benefit participants) as
                               indicated by state screening tool: Employability Measures
                            Declared interest to pursue postsecondary technical training or
  Goals                     Provide higher level instruction in basic skills (reading,
                               communication, applied math) integrated with teaching of basic
                               occupation-specific technical skills
                            Prepare for college occupational certificate and degree program

     Features                  Basic reading (reading for information), writing (paragraphs), speaking
                                (presentations), math (pre-algebra), and computer applications (word
                                processing, spreadsheet, presentation software) taught in the context
                                of an occupational sector
                               Training in industry-specific vocabulary and technical fundamentals
                                taught using workplace problems and tools and material from
                                introductory college-level classes
                               Learn success skills (education and employment), including note-
                                taking, study habits, time management, financial literacy, and test-
                               Build digital literacy skills and readiness for online learning systems
                                (D2L, Learner Web, etc)
                               Job shadowing and internships

Integrated programming pairs ABE/ESL and career and technical instructors in the classroom to
concurrently advance gains in basic and career and technical skills. Experience has shown that a
minimum of 50% overlap in instructional time between the college and ABE instructors is best practice.
This video12 provides a view into an integrated course.

Partners will meet required elements and then define characteristics within each category based on
the needs of their specific partnership.

      Required Program            Shared development of integrated course outcomes – CTE
      Elements                     course outcomes remain the same; ABE course outcomes are
                                   developed to support successful completion of CTE course
                                Shared instruction – ABE and CTE instructors working together
                                   in the classroom at least 50% of the time using a variety of
                                   teaching strategies
                                Shared student – the student is in both ABE and MnSCU systems
                                Courses are in programs that build toward certificates,
                                   diplomas, and/or degrees and lead to employment in high
                                   demand, high growth industries
                                Integrated Program model used for at least the first 6 credits in
                                   the career pathway
                                Integrated Instruction model used in introductory “gateway”
                                   courses that embed in multiple certificate pathways
      Target Participants   Low/High Adult Secondary Education
                                CASAS Reading 236 – 246+ ; Math 236 – 246+
                                TABE Reading 567 – 596+ ; Math 566 – 595+
                            Advanced ESL
                                CASAS Reading 221 – 235
                            Other Characteristics:
                                HS diploma/GED complete or nearly complete

                                   Some work history; readiness to take on independent learning
                                    required in college level coursework
                                   Completion of bridge program or demonstration of
                                    experience/knowledge of occupational sector
    Goals                          For program: Provide support in basic education (reading,
                                     communication, applied math) and college success skills
                                     integrated with teaching of occupation-specific technical skills
                                   For adult: Complete community college occupational
                                     certificate, diploma, degree program; obtain employment
    Features                       Previewing and reinforcing skill concepts facilitated by ABE
                                   Instructional support by ABE instructor during part of the skills
                                    training course
                                   Support with college and employment success skills, including
                                    technology, study habits, time management, and
                                   Placement into career pathway employment; continued
                                    counseling for career growth
                                   Training strategies should reflect the needs of both workers and
                                    employers; for example, integrating high school completion
                                    with certificate, diploma or degree coursework

Contextualized Development Education
A variety of developmental education strategies could be applied to continue to support the adult
student through the next level of the career pathway.

Partners will define characteristics within each category based on the needs of their specific

  Target               Assessment below college readiness levels – Accuplacer Reading below 78
  Participants         and/or Accuplacer Math below readiness for specific career pathway program

                       Other Characteristics
                           Successfully completed bridge and integrated program or a new
                              program applicant with a developmental education need.
                           Declared intent to pursue postsecondary technical training or
                           Financial aid eligible
                           Potential applicants may be TRIO eligible, already enrolled in
                              ESL/Developmental Education, or students who have not previously
                              succeeded in Developmental Education

  Goals                        Program provides contextualized reading, writing, or math instruction
                                to support next level “gateway” courses within the career pathway
                               Participant completes college occupational certificate, diploma or
                                degree program
  Features                   Course developed with employers and college career and technical
                              education instructors
                           Embedded college success skills
                       POSSIBLE MODELS:
                           Cohort models and Learning Communities
                           Supplemental instruction tailored to CTE course
                           Intrusive Advising & Success Strategies Curriculum
                           Replication of Integrated Instruction model with Developmental
                              Education instructor and CTE instructor in the classroom at least 50%
                              of the time
                           Modularization of developmental education curriculum
                              contextualized to CTE course and delivered through a blend of in-
                              person and on-line means

Central Point of Contact and Wrap Around Support Services
A critical component of the FastTRAC model is Central Point of Contact and wrap around support
services tailored to adults. These are comprehensive services that enhance planning and informed
decision making, and increase success in achieving both education and employment goals. Support
services might include formal social services needed to complete a program, including basic needs,
housing, childcare, transportation, crisis intervention, and social service navigation. Informal supports
might include peer support groups, mentor programs and job or life coaching.

FastTRAC programs with a well-organized Central Point of Contact or Single Point of Contact strategy
have seen greater retention and completion numbers. The Central Point of Contact is responsible for
helping FastTRAC participants connect to existing resources (workforce development, postsecondary,
community) rather than duplicating those resources. Central Point of Contact Navigators to connect
TANF or Work Benefit participants to necessary support services is a “promising practice” and is

Program Design – Core Components
FastTRAC Participant Eligibility Criteria
FastTRAC programs are designed for adults, sixteen (16) years old or older, who are not enrolled in
secondary school, who lack sufficient mastery of workplace employability skills and who qualify under
one or more of the following conditions:
        Lack recognized high school credential;
        Have a limited ability to speak, read, or write the English language;
        Lack sufficient mastery of core basic educational skills (math, reading, writing, listening,
           speaking below a 12th grade level) to function effectively in the workplace as measured by
           the National Reporting System (NRS) list of adult appropriate standardized assessments, as
           adopted by the Minnesota Department of Education – ABE Office; or

Note: Programs may apply additional eligibility requirements depending on the specific providers and
skill standards of the program.

Career and Technical Education (CTE)
MnSCU Career and Technical Education Programs of Study13 provide CTE and create opportunities to
enter high skill, high wage, and high demand employment in Minnesota for all learners. Integrated
Programs utilize the instructional strategy of integrating basic education development with career and
technical skill instruction. The Integrated Program can be built within an existing CTE course to serve
the ABE eligible adults within the same classroom as non-ABE eligible adults. Thus, the CTE course can
simultaneously serve both FastTRAC and non-FastTRAC participants. This blending of FastTRAC and
non-FastTRAC populations in one CTE course is HIGHLY RECOMMENDED in order to build a sustainable
campus model.

Bridge Program Instructional Model
A Bridge Program is developed by understanding the content and requirements of the Integrated ABE
Program. The bridge program prepares adults for success in the Integrated Program by building
foundational skills within an occupational context.

Integrated Program Instructional Model
During an Integrated Program, instructors from ABE and the CTE program must jointly teach in the same
classroom with at least a 50% overlap of instructional time. The design of the shared instructional time
will vary with each program. NOTE: The Integrated Program model is designed for at least the first six
credits in the adult career pathway.

See the Minnesota FastTRAC Integrated Programming Webinar for more detailed information on this
model of Integrated Instruction: http://my.brainshark.com/Minnesota-FastTRAC-Integrated-

Contextualized Developmental Education Program Models
During a Contextualized Developmental Education Program, instructors from Developmental Education
(DE) and the CTE program work together to build foundational reading, writing, ESL or math skills and
occupational skills. This proposal seeks innovative models including, but not limited to, integrated
instruction in which DE and CTE teachers must jointly teach in the same classroom with at least a 50%
overlap of instructional time, learning communities, cohorts, supplemental instruction models, and/or
modularized DE curriculum in occupational context.

Promising Practices
Interested applicants may access additional information about emerging FastTRAC ‘promising practices’
upon request to DEED. Please contact judy.mortrude@state.mn.us for more information.

Career pathway employment requires the ability to use technology to complement skills rather than
replace them. Therefore, FastTRAC programs will embed technology skill building into Bridge,

Integrated, and Contextualized Developmental Education Programs. MnSCU partners will need to
facilitate access to D2L for the ABE instructor in the Integrated Program and potentially ABE instructor
and students in the Bridge Program.

Articulation to Credit
FastTRAC requires credential programs which allow adults to earn college credit within the Integrated
Program. It is expected that the FastTRAC program will be developed with a credit bearing Career and
Technical Education program of study at the MnSCU institution.

High Growth/High Demand Industries
FastTRAC programs must be focused on high growth, high demand, and economically vital sectors of the
economy. According to the US Department of Labor14, targeted industries are those “projected to add
substantial numbers of new jobs to the economy or affect the growth of other industries; or they are
existing or emerging businesses being transformed by technology and innovation requiring new skills
sets for workers.”

FastTRAC programs are developed to meet the workforce and economic needs of regions in Minnesota.
FastTRAC Program Planning Tool (Occupations in Demand)15 is a modification of DEED’s Occupations in
Demand Tool, a list of all job titles reported in the state of Minnesota and in each Economic
Development Region, ranked by current demand. The FastTRAC Program Planning Tool filters all OID
lists to display only in-demand job titles which require education up to and including an Associate

The lists also display wage information, education requirements, employment projections and program
completers by each occupation. By comparing estimated job availability (long-term “demand”) with the
number of people who have recently completed an educational program to prepare them for the
selected job title (“supply”), it is possible to identify areas of improvement in program offerings that can
benefit FastTRAC target participants.

This tool is one way partners can begin the discussion on credentials valued by regional employers.
Additionally, DEED Regional Labor Market Analysts are available to assist with the effort:

          Regional Labor Market Analysts
               o DEED: Kyle Uphoff, kyle.uphoff@state.mn.us
               o Central and Southwest: Cameron Macht, cameron.macht@state.mn.us
               o Northeast: Drew Digby, drew.digby@state.mn.us
               o Northwest: Nate Dorr, nate.dorr@state.mn.us
               o Southeast and South Central: Brent Pearson, brent.pearson@state.mn.us
               o Twin Cities: Rachel Vilsack, rachel.vilsack@state.mn.us

Finally, partnerships may document regional evidence of demand through input from local business
community, MnSCU advisory boards, LWIB members, employer survey, business and labor

     Proposals for NEW FastTRAC Adult Career Pathway programs must provide information on sustainability
     considerations taken into account during program design;

     Proposals for ENHANCED FastTRAC Adult Career Pathway programs must provide evidence of use of the
     ABE funds generated during previous program; leveraged resources provided by MnSCU Office of the
     Chancellor or the local institution; and other sustainability efforts.

     Proposals must provide information on sustainability of central point of contact and wrap around
     support services throughout the adult career pathway model.

     Partner Involvement
     For the purpose of FastTRAC programming, a partner is defined as one who performs specific service
     functions and is responsible for the delivery of outcomes. FastTRAC programs require partners who
     perform key roles.

     Sample Partners and Roles
         Organization             Potential Roles
                                  Primary ABE and English as a Second Language (ESL) service provider.

                                       foundational skill building in reading, writing, communication, math, computer
     Approved Minnesota
                                          skills, etc. within occupational context
Department of Education – Adult
                                       recruitment of participants
   Basic Education Programs
                                       college and work readiness skills
                                       integrated instructional support for career and technical education
                                       placement and outcome assessment
                                       data management
                                       marketing and recruitment
                                       central point of contact; wrap around support services
                                       support services and support service navigation
                                       access to social services such as childcare, food support, energy assistance,
Community-Based Organizations             emergency assistance, etc.
                                       work readiness
                                       occupational training
                                       job placement
                                       job retention
                                       data management

                                        program review and feedback
                                        internships, work experience, OJT
          Employers                     instructors
REQUIRED: Please list specific          role models
 employer contacts who will             recruitment
 participate in your program            training facilities
         development                    equipment
                                        funding (tuition reimbursement)
                                        job advancement information
                                        job requirements
                                        industry and career pathway information
    Employer Associations               program review and feedback
                                        marketing
                                        employer recruitment and coordination
                                        identification of competencies and industry information
                                        program review and feedback
                                        referrals
         Labor Unions
                                        skills training
                                        apprenticeships
                                        certifications
                                        funding
                                   Primary postsecondary education and training service provider.

                                          Student Services – Provide orientation to postsecondary education; interest and
                                           capacity assessments; educational and career advising; participant referral; support
                                           service navigation; data management.
                                        Career & Technical Education Instruction – Specific courses that may utilize the
                                           integrated program framework; employer connections; faculty and/or adjunct
 Minnesota State College and
                                           instructors and trainers. Associate and Applied Associate degree programs;
Universities System Institutions
                                           occupational certificates, and preparation for industry-recognized credentials
                                        Developmental Education – Development of new strategies for supporting working
                                           learners through career pathway program following Integrated Instruction courses
                                        Financial Aid & Scholarship – Information and application assistance
                                        Perkins Program – Align Perkins with FastTRAC. Provide resources to improve
                                           Career and Technical Education, readiness and student success.
                                        Access & Opportunity Grants – Coordinate Access & Opportunity Grant work with
                                        co-investment
                                        technical assistance
                                        Labor Market Information and analysis
      State Agencies –
                                        economic and workforce trend analysis
 FastTRAC Initiative Partners
                                        identification of target industry sectors
                                        connections to employers
                                        evaluation
                                        adoption of program policies that support FastTRAC

                                           Primary grant applicant and fiscal agent (LWIBs/WSAs).

                                                identification of sectors of importance to regional economy
                                                convene partners
                                                plan and budget
                                                policy development
                                                recruitment of participants
 Workforce Development System                   job search skills
            Partners                            assessment
                                                training vouchers
                                                central point of contact and wrap around support services
                                                program design assistance
                                                develop best practice models
                                                advocacy
                                                resource development
                                                conduct focus groups
                                                data management
Partnership table adapted from Women Employed with Chicago Jobs Council and UIC Great Cities Institute, "Women Employed." Bridges to Careers for
Low-Skilled Adults: A Program Development Guide. Women Employed Institute, 2005. Web. April 2, 2010.

        All FastTRAC program providers will use assessments consistent with program requirements to place
        adults into the appropriate courses and to measure progress. All providers will use quantitative and
        qualitative management information systems (i.e., MABE/MARCS, ISRS, Workforce One) to collect and
        analyze key information about FastTRAC program participants and graduates. Educational progress is to
        be evaluated jointly by ABE/ESL and career and technical instructors. Program effectiveness is to be
        evaluated jointly by all partners.

        Program and Participant Outcomes
         Basic skills acquisition – Attainment of Educational Functioning Level gain as outlined by the
           National Reporting System. Data provided by the local ABE partner through the Minnesota ABE
           Management Information System.
         Retention in program – Mid-range retention of adults in programming, including information on
           attrition, identification of program challenges, etc. Data provided by local partners.
         Credential attainment – Industry recognized certification including a certificate, diploma, credential
           or degree with academic credit from an accredited postsecondary institution. Provided by local
           MnSCU institution.
         Job placement in career field – Participant obtained a job in field of study. Provided by workforce
           development system partners through use of DEED’s wage detail data.
         Job retention – Participant retains job for 12 months after exiting the training program. Provided by
           workforce development system partners through use of DEED’s wage detail data.
         Wage progression – Pre- and post- program completion (survey, annual reporting, versus data
           match), increased earnings after job placement. Provided by workforce development system
           partners through use of DEED’s wage detail data.
         Continuation of career pathway training – Participant enrolls in next level of career pathway courses
           within a program in the career pathway. Provided by local MnSCU institution.
         Participant satisfaction and other process goals. Provided by local partners.

   For MFIP/Work Benefit participants: self-sufficiency and public assistance avoidance as measured by
    state Self-Sufficiency Index.

Applicant Information
Planning Requirements
FastTRAC programming takes considerable planning and coordination before, during, and after adults
step into the classroom.

       Grantees are required to incorporate a rigorous planning process involving ABE, CTE, workforce
        development, and organizations providing employment services and support services to ensure
        the success of the program.

       For new programs, the Integrated Program must begin no later than January 2012. This means
        Bridge Programs must begin during Fall 2011.

       For enhanced programs, show evidence that your existing Bridge and Integrated Program will
        continue without pause. Begin secondary phase of postsecondary build out by January 2012.

       Planning includes coordination with other partners including workforce development,
        employers, and community organizations and social services where appropriate.

       Administrators and instructors from ABE and CTE participate as partners in creating a joint
        program of instruction. Instructors should plan on weekly planning meetings together.

       For optional Contextualized Development Education Programs, DE participates as partner in
        creating a joint program of instruction.

Planning activities include, but are not limited to

       Partnership building
       Coalition building
       Development of a partner agreement, such as, an Memorandum of Understanding
       Procurement
       Hiring and training staff
       Development of coursework
       Shared planning time between college and ABE instructors.

Technical Assistance
Local programs are required to accept state level technical assistance as Minnesota FastTRAC seeks to
establish codified definitions of each FastTRAC activity across the state.

Each FastTRAC partner team will participate in local and statewide planning and professional
development activities.

Partner teams including ABE, CTE, workforce development, and community based organizations among
others will agree to the following:

     attend two in-person trainings (August 31, 2011 and Spring 2012) to meet with other FastTRAC
     hold monthly local meetings of partner teams throughout the planning and initial implementation
      process; and
     participate in monthly online convening sessions of state partners.

Eligible Applicants
Local Workforce Investment Boards (LWIBs) or Workforce Services Areas (WSAs) may submit the
Minnesota FastTRAC Adult Career Pathways 2011 proposal and only LWIBs/WSAs may act as fiscal
agents. Note: Some Minnesota FastTRAC Adult Career Pathways 2011 project funds are paid out of
Workforce Investment Act (WIA) Title I, Title II, and Incentive funds that can be used at the governor’s
discretion. An entity is eligible to apply and receive WIA funds if they can demonstrate effectiveness
and are willing to subscribe to the appropriate audit requirements (WIA Regulations 20CFR 667.200).

Eligible Service Providers
Local WIBs, WSAs and/or DEED are required to partner and contract with ABE, MnSCU institutions and
CBOs (if applicable in your region). An explanation of the roles and responsibilities of these partners is
required in the proposal work plan.

Public Data
Minnesota FastTRAC conforms to the following public data statutes:
Minn. Statutes 2010 Chapter 13.599
Subd. 2 “Data created by a granting agency to create a request for proposal is classified as nonpublic
until the request for proposal is published…At publication, the data in the request for proposal is

Subd. 3. “Once the responses are opened, the name and address of the grantee and the amount
requested is public. All other data in a response is private or nonpublic data until completion of the
evaluation process. After a granting agency has completed the evaluation process, all remaining data in
the responses is public with the exception of trade secret data as defined and classified in section

Subd. 4. “Data created or maintained by a granting agency as part of the evaluation process referred to
in this section are protected nonpublic data until completion of the evaluation process at which time the
data are public with the exception of trade secret data as defined and classified in section 13.37.”
All entities doing business for the state are held to the Minnesota Government Data Practices Act Minn
Stat chapter 13

Minn Stat 13.05 subd 6 Contracts
Except as provided in section 13.46, subdivision 5, in any contract between a government entity subject
to this chapter and any person, when the contract requires that data on individuals be made available to
the contracting parties by the government entity, that data shall be administered consistent with this
chapter. A contracting party shall maintain the data on individuals which it received according to the
statutory provisions applicable to the data.

Minnesota Repository of Coursework (MnROC)
As a part of the final report, grantees will be required to share information on their programming in the
MnROC16 online inventory.

MnROC is an online organization and dissemination tool for adult education materials used in ABE,
workforce development, bridge and integrated programming, and more. MnROC will provide end users,
such as ABE and MnSCU instructors and workforce development staff, the ability to search the online
inventory for coursework and/or workshops developed by ABE, workforce development and other
education and training providers.

Coursework and workshop examples will include how the course was developed, partnerships, syllabi,
course descriptions, associated costs, and other pertinent information for easier replication by
education and workforce development providers throughout the state.

Newly developed ABE instructional support materials and other materials created through these funds
will be required to be shared through MnROC. For MnSCU institutions and because grant money is
coming from the federal government, newly developed instructional support materials and other
materials created or licensed through these funds will be considered sponsored work and will be shared
and/or placed in open source repositories.

How Funds Can Be Used
Funds from this grant will be used to convene the required partners listed below to develop and
implement a Minnesota FastTRAC Adult Career Pathway Program 2011.

For purposes of this grant, partners are defined by the coordinated services provided at the local level
through agreements, arrangements and activities between:
      Adult Basic Education (ABE) providers,
      the Minnesota State Colleges and Universities (MnSCU) System,
      the Workforce Development System Partners, and/or
      Community-Based Organizations (CBOs)
      Social Services.

Evidence of partnership can be demonstrated by a signed Memorandum of Understanding (MOU)
between the applicant and the partner agency. The MOU should describe the role(s) and responsibilities
of each entity.

Fiscal Requirements
      Administration may not exceed 10% of total award.
      Awards will be announced by June 10, 2011.
      Applicants with current FastTRAC programs applying for funds to enhance programming must
        show use of previously generated ABE contact hour reimbursement funds. Other than that,
        there are no matching funds required for this award; however, cost containment and a
        program’s ability to leverage current and new funding to lower costs will be strongly considered.
        An ability to use existing funding, leverage new funding through innovation, and braid funding
        streams to create programs that complement service delivery is highly valued.

Reporting Requirements
     A template will be provided for quarterly reporting and a final report to DEED staff. More
       information will be provided on reporting.
     Financial Status Reports (FSR) or invoices are required to be submitted monthly.
     Final project information will be recorded in the Minnesota Repository of Coursework (MnROC).

Monitoring and Evaluation Requirements
DEED monitoring and/or FastTRAC staff will provide desk and field monitoring. Additionally, FastTRAC
staff involvement may include the following:

         1.   Provide consultation and will review and approve the work plan for the project and any
              revisions made to the work plan during the budget/project period.

         2.   Collaborate with (GRANTEE) in the selection of the working group and will attend work group
              meetings (as appropriate).

         3.   Organize periodic consultations, meeting, briefings, teleconferences, and other forums, as
              necessary, with (GRANTEE) to review current and planned activities, share information, and
              promote statewide coordination.

         4.   Provide opportunities for and will facilitate coordination and collaboration with the
              (GRANTEE), and to the extent necessary, other contractors or grantees funded by FastTRAC.

Budget and Eligible Expenses
Proposed projects must provide direct training and/or education, and related activities that prepare
individuals for career pathway employment. Direct training and/or education costs include, but are not
limited to, the following types of costs: instructors, including salaries and fringe benefits; in-house
training staff; support staff such as lab or teaching assistants; for MFIP participants: case managers and
navigators; classroom space; and books, materials, and supplies used in the training course, including
specialized equipment such as uniforms and stethoscopes.

According to federal funding guidelines, grant funds may be used to purchase equipment specifically
related to FastTRAC training and education activities, applicants are strongly encouraged to utilize
matching funds to support these costs to maximize the use of their grant funds. Matching funds are
those that are expressed as a dollar figure, acquired or utilized during the project period that supports
the project.

Applicants are strongly encouraged to leverage resources from other sources. See guidance on the use
of Perkins and WIA Title IB, II (Adult Education and Family Literacy Act) III (Wagner-Peysner) and IV
(Vocational Rehabilitation) funds for supporting career pathways programming in “Funding Career
Pathways and Career Pathway Bridges: A Federal Policy Toolkit for States”17 developed by the Center for
Law and Social Policy. See guidance on the use of federal Workforce Investment Act (WIA) Title II funds
in Integrated Education and Training, Office of Vocational and Adult Education guidance letter from June
8, 201018.

Administrative costs cannot exceed 10%. These costs include administrative salaries, rent, supplies, etc.,
and are not specific to programming.

Programs under consideration for funding may be asked to modify budget lines at the request of the
review committee as a condition of funding. It is recognized that the budgets submitted in the
proposals are subject to change. Awardees must get approval from DEED for any significant changes
(over 10 % in any budget line item category) during the award period. Send budget modification
requests to Judy Mortrude judy.mortrude@state.mn.us .

Additional resources for consideration when developing a budget:
    “Coordinated Funding Streams” developed by the National Adult Education Professional
        Development Consortium.

Proposal Format
Applicants must submit the Minnesota FastTRAC Adult Career Pathway 2011 Program that includes
three sections.

 I.       Cover Page – requires both the Director’s contact information and signature and information for
          the Primary Contact Person overseeing this project.

II.       Narrative & Charts – Minnesota FastTRAC Adult Career Pathway 2011 Work Plan

III.      Budget Template and Narrative – includes fiscal administrative contact information and proposed
          budget for FastTRAC funds; includes narrative to specifically describe each grant expenditure
          requested and any in-kind or cash match.

Application must be completed in Work Plan format provided to be considered for review.

Application Process and Due Dates
Applicants must submit an electronic copy via email of their application no later than 4:30 p.m. on May
31, 2011. Late proposals will not be considered. Applicants must also submit one hard copy (with
original signatures) either postmarked by May 31, 2011 or hand-delivered to the second floor lobby of
DEED20 by the 4:30 p.m. deadline. Both electronic and hard copies should be submitted to:

Judy Mortrude
Minnesota Department of Employment and Economic Development
332 Minnesota Street, Suite E200
St. Paul, MN 55101

Review Process – The interagency review team may comprise staff from DEED, MDE – ABE, the
Governor’s Workforce Development Council (GWDC), the Minnesota State College and University
system (MnSCU), Department of Human Services (DHS), Department of Labor and Industry (DLI), Greater
Twin Cities United Way, and the Minnesota Workforce Council Association (MWCA). Award
notifications will be made via email on or before June 10, 2011.

NOTE: This request for proposal does not obligate DEED to award any or all grants, and DEED reserves
the right to cancel the solicitation if it is considered to be in its best interest.

FastTRAC Program Model:

                                             INTEGRATED         INDUSTRY
                                             BASIC             RECOGNIZED
                                             EDUCATION         CREDENTIAL
                                             AND SKILLS



                                                       INTEGRATED SUPPORT:
                                                      RESOURCES THAT MAKE IT
                                                      POSSIBLE FOR ADULTS TO
                                                    SUCCESSFULLY COMPLETE THE

Advanced Manufacturing
Career Pathway
Lake Superior College
Model for FastTRAC “build out” through
diploma and degree program


                                                              Manufacturing Initiative
        •    Quality Control                                   •   Designed in “6 Key
        •    CNC Programmer                                        Elements” framework –
             $32.47/hr                                             DOL Career Pathways
                                                               •   Enhanced employer
                                                               •   Collaborative project
                                                                   design and delivery:
                                                                   workforce investment
                                                                   board, workforce
                                                                   development, community
        •    Computer Numerically                                  college, adult basic
             Controlled Programmer                                 education, community
             $25.18                                                based organizations
        •    Manufacturing Production                          •   Integrating basic education
             Technician $24.06                                     and skills training: Adult
                                                                   Basic Education integration
                                                                   in initial coursework in all
                                                                   Developmental Education
                                                                   integration in subsequent
                                                               •   Work/life skills infusion into
                                                                   career & technical
    •       Computer Numerically                                   education curriculum
            Controlled Machine                                 •   Wraparound support
            Operator $17.00                                        services
                                                               •   FastTRAC Navigator

                                                             Core “Gateway” Courses for
                                                             Integrated Instruction Model:
                                                             Intro to College               1 Credit

                                                             Solid Works 1                  3 Credits
        •    Manual Machinist                                Intro to Manufacturing Tech    4 Credits
        •    Machine Tool Cutting                            Mechanical Blueprint Reading   3 Credits
             Setter $11.50
                                                             Design Application Concepts 1 3 Credits

                                                        19   Gas Metal Arc Welding 1        3 Credits

 *2010 4th Qtr Job Vacancy Survey (Jan 2011) MN Dept.
 of Employment and Economic Development

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