Adult Education and Family Literacy Act Program

General Education Provisions Act (GEPA)

Applicants requesting WIOA Title II funding in Indiana as part of the PY 18 grant continuation were required to acknowledge compliance with the General Education Provisions ACT (GEPA). This requirement will be a part of all future WIOA Title II grant applications or continuations.

General Education Provisions Act (GEPA) Consideration

Consideration XIV

(14) Whether the applicant is in compliance with §427.1.2.b of the General Education Provisions Act:

. . . To ensure equal access to education and to promote educational excellence throughout the Nation [sic], by—

1. Ensuring equal opportunities to participate for all eligible students, teachers, and other program beneficiaries in any project or activity carried out under the applicable program; and

2. Promoting the ability of such students, teachers, and beneficiaries to meet high standards.

b. The Secretary shall require each applicant for assistance under an applicable program to develop and describe in such applicant’s application the steps such applicant proposes to take to ensure equitable access to, and equitable participation in, the project or activity to be conducted with such assistance, by addressing the special needs of students, teachers, and other program beneficiaries in order to overcome barriers to equitable participation, including barriers based on gender, race, color, national origin, disability and age.

All applicants are required to attach a description of the steps the applicant organization proposes to take to ensure equitable access to, and participation in, its federally assisted program. Failure to address the GEPA consideration (Consideration XIV) will result in the non-consideration of the submitted application.

All future WIOA Section 223 State Leaderships funds utilized for professional development will include steps to ensure equitable access to, and participation in, the federal grant program by local adult education personnel, including administrators, teachers, aides, coaches, and other staff who participate.

As an example, the state adult education office identified inconsistent implementation of improvement strategies and the need for targeted professional development offerings among teachers at the local level. The state utilizes State Leadership funds to formulate a local network of teachers to determine effective strategies for engaging them in improvement efforts. This activity will continue to address barriers to equitable participation for students based on academic achievement to satisfy the GEPA requirement.

Additionally, the state adult education office identified a need for cultural competency in instruction, specifically in regard to the social, emotional, and academic success of students. Indiana will utilize State Leadership funds to provide professional development opportunities, in part, for teachers to address culturally responsive instructional practices. Cultural diversity training will be available beginning with the 2018-19 program year to address barriers of equitable participation based on national origin to satisfy the GEPA requirement.