Adult Education and Family Literacy Act Program

Section 427 of the General Education Provisions Act (GEPA)

The Division of Career and Adult Education (DCAE) in the Florida Department of Education is charged with administering WIOA Title II Adult Education and Family Literacy and actively demonstrates commitment to Section 427 of GEPA through utilization of the following strategies:

Funding of Eligible Recipients

During the 2020-2021 eligible applicants will compete to provide AEFLA instructional services and as part of the competitive process the state will consider the ability of the eligible provider to serve eligible individuals with disabilities, including eligible individuals with learning disabilities in accordance with WIOA Section 231(e)(2).  As such, applicants are required to describe the policies adopted by the eligible provider to accommodate students and staff with disabilities, including learning disabilities, as described in the American Disabilities Act of 1990 (42 U.S.C. 12102) and WIOA Section 3(25).   Additionally, applicants are required to describe how the program will identify and provide services to students with physical, emotional, mental and learning disabilities. Responses are weighted and external evaluators will assign points based on the comprehensive nature of the responses. 

Eligible recipients are required (annually) to provide a concise description of the process to ensure equitable access to, and participation of students, teachers, and other program beneficiaries with special needs in accordance with the guidance provided at http://www.ed.gov/fund/grant/apply/appforms/gepa427.pdf and sign an assurance statement as well.

Quality Assurance and Compliance

DCAE administers quality assurance and compliance through established on-site and desk monitoring protocols. Compliance with Section 427 of GEPA is embedded in its policies and procedures (http://fldoe.org/academics/career-adult-edu/compliance/).  The purpose of monitoring is to identify the specific areas in which a provider is in compliance or non-compliance with federal law and regulations, state statutes and rules Uniform Grant Guidance (UGG), Federal Register Part III, Office of Management and Budget (OMB) 2 CFR Chapter I, Chapter II, Part 200, et al. Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards; Final Rule. The timely identification of non-compliance provides a framework to make changes to result in programs becoming more efficient and effective. A comprehensive and multi-dimensional Quality Assurance and Compliance System is a foundation for continuous improvement of services and systems both internally and externally. Our commitment to excellence supports accountability, collaboration, targeted technical assistance, continuous improvement and positive systemic change.

The Quality Assurance section of the Bureau of Grants Administration and Compliance is responsible for the design, development, implementation and evaluation of a comprehensive system of quality assurance including monitoring. The role of the Quality Assurance and Compliance System is to ensure financial accountability, program quality and regulatory compliance. As stewards of federal and state funds, it is incumbent upon the DCAE to monitor the use of federal funds and regulatory compliance of providers on a regular basis including fidelity of Section 427 of GEPA implementation.

Evidence-Based Professional Development

DCAE implements with fidelity its commitment to Section 427 of GEPA through its statewide professional development offerings which consistently provide research-based instructional strategies for serving adults with disabilities in AEFLA funded instructional programs.  The Institute for Professional Development for Adult Educators (IPDAE), which is currently administered by Indian River State College, Adult and Community Educators (ACE) of Florida professional organization and the Florida Literacy Coalition are the approved statewide professional development providers. Regional workshops and webinars are conducted on professional development priorities identified by the State advisory committees for ESOL, ABE and GED/Adult High School, results from statewide needs assessments, and the DCAE staff. Priorities identified for implementing this state plan are research-based reading strategies, integrated education and training, math training for ABE and GED® preparation and implementation of college and career readiness standards in adult education and ESOL and 504 plan development.