1. 2016-2017 FICAPS Funding Opportunity Webinar - July 19, 2016
Division of Career and Adult Education
Rod Duckworth, Chancellor

2. Funding Webinar
July 19, :00 AM – 11:00 PM (EDT) Call number: Conference Code: then # 2

3. Welcome and Introduction
Gloria Spradley-Brown
Bureau Chief
Grants Administration and Compliance

4. Please help minimize background noise during the webinar.
Please keep your phone on mute while listening to the webinar. This prevents background noise and in-office discussions from disrupting the call.
If you do not have a mute button on your phone, press *6 to mute and *6 to unmute. 4

5. Adult Education Funding Opportunities Webinar Agenda
Welcome and Introductions – Gloria Spradley-Brown
FICAPS components – Zelda Rogers
Request for Proposal Overview - Gloria Spradley-Brown
Preparing and Submitting the Proposal - Gloria Spradley- Brown
Online Survey and Reviewer Registration – Josué Colorado
Participants Questions 5

6. Funding Webinar Goals To provide funding opportunities information
To provide pertinent programmatic information
To provide performance reporting requirements
To provide Request for Proposal (RFP) submission requirements 6

7. Federal Fund Source: U.S. Department of Education
Workforce Innovation and Opportunity Act of 2014
Title I - Workforce Development Activities
Title II - Adult Education and Family Literacy Act
Title III – Amendments to the Wagner-Peyser Act
Title IV – Amendments to the Rehabilitation Act of 1998
Title V - General Provisions 7

8. Funding Purpose and Priorities
The purpose of this RFP is to award funds to eligible recipients to plan, design, and/or implement an integrated education and training program within Florida’s Integrated Career and Academic Preparation System (FICAPS). There are two Request for Proposals – FICAPS AGE and FICAPS EL Civics. Each will be explained separately. 8

9. Target Population(s)
FICAPS (AGE)Adults enrolled in the GED® Integrated course must score on a pre-test at a minimum of 9th grade on at least two content areas (Reading, Language Arts, and Mathematics).
FICAPS (EL Civics) Adults enrolled in the ELCATE course (must be assessed at levels high intermediate or advanced)
Eligibility requirements for FICAPS students are the same as those for students enrolled in adult education programs. 9

10. Target Population(s) - continued
Eligible students are individuals who have attained 16 years of age, are not enrolled or required to be enrolled in secondary school under state law, and who fit the following guidelines:
lack sufficient mastery of basic educational skills to enable the individuals to function effectively in society;
do not have a secondary school diploma or its recognized equivalent, and have not achieved an equivalent level of education; or
are unable to speak, read, or write the English language. 10

11. Eligible Provider Local Educational Agency (LEA)
Community-Based Organization (CBO) or Faith-Based Organization
Volunteer Literacy Organization
Institution of Higher Education
Public or Private Nonprofit Agency
Library
Public Housing Authority
Nonprofit Institution
Consortium or coalition of these listed organizations
Partnership between an employer and entity of these listed organization 11

12. Adult Education and Family Literacy Act (AEFLA)
Funding Allocations
Adult Education and Family Literacy Act (AEFLA)
E.L. Civics Education $ 7,570,420
Adult General Education $31,595,601
Total $39,166,021
Funding is contingent upon approval by the US Dept. of Education. 12

13. Florida’s Integrated Career and Academic Preparation System
Zelda Rogers Director Adult Education

14. Plan, Design, Implement, Evaluation, Accountability
FICAPS
Partnerships
Leadership team
Student Support Services
Recruitment of Students
Braided Funding
Contextualized Curriculum
Team Teaching 14

15. Applicant Responsibilities
Planning and Design Phase
Implementation Phase
Establish FICAPS advisory committee to develop a plan to include student recruitment, curriculum development and syllabus, program funding, and support services.
Student Intake with WIOA data elements (see attachment)
Collect Student Data information for NRS and WIOA purposes.
Develop and maintain open curriculum and resources sharing.
Enroll students in appropriate course and CTE program simultaneously
Serve as demonstration site and share data and best practices at statewide meetings and conferences.
Report student performance data enrolled in appropriate course for NRS and WIOA purposes
Establish partnerships with career and technical facilities, business and industry, and other related organizations.
Team teach with AGE or ESOL and CTE teachers.
Convene meetings for adult education and career and technical teachers to collaborate, design, and plan the contextualized programs and integration of content.
Develop a Final Comprehensive Work Plan Report (see attachment).

16. Determining the Career Pathway
Local program collaborate with CareerSource Local Workforce Development Board ( to identify targeted high growth industries that offer in- demand occupations with family-sustaining wages
Add the career interests identified by your adult students.
May choose to focus on multiple pathways
May need to aggregate student selections to see which career pathway has the greatest amount of student interest. 15

17. FICAPS AGE and FICAPS EL CIVICS Goals
To assist adult learners obtain postsecondary certificates and achieve gains more quickly than when they are enrolled in traditional adult education programs.
To increase the number of students that earn their high school equivalency diploma or acquire English language proficiency and begin the pathway to earn credentials that have labor market value. 16

18. FICAPS AGE FICAPS (AGE) includes the following components:
Concurrently enrolling students in the GED® integrated course ( ) and a career and technical clock hour certificate program at school district technical centers/colleges and/or state colleges that are tied to high-growth high-wage industries, fields, or occupations as locally/regionally determined. 17

19. Initial Certificate and/or GED diploma
GED®- Integrated
Student must pre-test at GE 9.0 or above in two of subject areas (Reading, Mathematics, Language Arts)
GED®-i
CTE Course
Initial Certificate and/or GED diploma 18

20. FICAPS EL CIVICS FICAPS EL Civics includes the following components:
Concurrently enrolling students in the ELCATE course and a career and technical clock hour certificate program at school district technical centers/colleges and/or state colleges that are tied to high-growth high-wage industries, fields, or occupations as locally/regionally determined. 19

21. English Literacy for Career and Technical Education (ELCATE)
To determine academic skills necessary for postsecondary success, student must pre-test at ABE functioning level high intermediate (GE ) or above and be assessed at ESOL levels High Intermediate or Advanced for enrollment in ELCATE
ELCATE
CTE Course
Initial Certificate 20

22. Basic Skills Exit Requirement for CTE Programs
Adults who enroll in CTE programs that are 450 hours or more will be required to meet the Basic Skills Exit requirement in accordance with section , F.S. 21

23. FICAPS (AGE) Implementation Phase – Reporting Students
NOTE: Eligible recipients awarded the FICAPS grant may use these funds to plan and design or implement their program. If students are enrolled during the reporting year, the eligible recipient will be required to report student data using the GED®- integrated course (# ).  
Students must be simultaneously enrolled in GED®- Integrated and a Career and Technical Education (CTE) program/course. 22

24. FICAPS (EL CIVICS) Implementation Phase – Reporting Students
NOTE: Eligible recipients awarded the FICAPS grant may use these funds to plan and design or implement their program. If students are enrolled during the reporting year, the eligible recipient will be required to report student data using the ELCATE course (# ).
Students must be simultaneously enrolled in ELCATE and a Career and Technical Education (CTE) program/course. 23

25. FICAPS Workshop for Selected Applicants
Experts in career pathways will share best practices and advice on building the FICAPS.
Location and date to be determined after proposals selected. 24

26. Preparing and Submitting the Proposal
Gloria Spradley-Brown
Bureau Chief
Grants Administration and Compliance

27. Funding Process Application Due Date: August 5, 2016
Proposals will be scored using a web-based system by three independent, volunteer reviewers
The three scores will be averaged
A minimum score of 70 points out of 100 is required for an application to be considered
Budget/Program Performance Period
Date grant application approved - June 30, 2017 26

28. Preparing the Proposal
Choose the correct RFP from the website:
Read the entire RFP carefully and follow the instructions.
Proposals must contain a series of forms and a narrative.
Use the Checklist (last page of the RFP) to assure all required items are included and arranged in the proper order. 27

29. Preparing the Narrative Components
Twenty page maximum for addressing Narrative Components (1-17) – excluding any required forms
Any pages exceeding the 30 page Narrative Components maximum will not be included in the evaluation.
Follow the Narrative Component response format:
Font - Arial / Size – 12
Margin size  - 1” – both sides and top/bottom margins
Double spaced
Single-sided pages
Complete the narrative using the same sequence presented in the Narrative Components section. 28

30. Preparing the Narrative Components - continued
Project Summary
CareerSource Local Workforce Development Board (LWDB) Alignment
Past Effectiveness
Serving Those Most in Need
4A. Performance Goals (Planning and Design Phase)
4B. Performance Goals (Implementation Phase)
Instructional Practices
Career Pathways – Program Design
Professional Development 29

31. Preparing the Narrative Components - continued
Staffing
Partnerships
Flexible Schedules
Technology
Accountability
Management Information System
13A. Student Data Reporting (Implementation Phase)
13B. Data Collection Requirements (Implementation Phase)
Evaluation 30

32. Preparing the Narrative Components - continued
Support for Strategic Plan
Dissemination Plan
Budget Narrative
Program Income, if applicable
submit a written request with original grant 31

33. Submitting the Proposal
Submit one application with the original Agency Head signature and seven identical copies of the original proposal.
It is the submitting agency’s responsibility to ensure that all seven copies are identical to the original.
Submit to:
Office of Grants Management
Florida Department of Education
325 West Gaines Street, Room 332, Unit B
Tallahassee, FL
Attention: Sue Wilkinson 32

34. Conditions for Acceptance
Substantially Approvable:
Received within DOE no later than the close of business on the due date.
Includes required forms:
DOE 100A, Application Form bearing the original signature of the Superintendent for the school district or the agency head for other agencies.
DOE 101S, Budget Narrative Form.
All required forms must have the assigned TAPS Number included on the form. 33

35. Budget Narrative Form DOE 101S
DOE 101S form is in addition to the required Budget Narrative Component #7
Expenditures must be:
Directly tied to program goals
Reasonable, allocable and allowable
See Example Budget in RFP
Line item descriptors – must indicate: for whom, what, why, where, quantity and when 34

36. Budget Narrative Form DOE 101S - continued
Examples of budget items are:
Salaries
Professional/Technical Services
Contractual Services (Signed contractual agreements needed)
Equipment (must also provide Projected Equipment Purchases Form)
Materials and Supplies
Administrative Costs 35

37. Budget Narrative Form DOE 101S - continued
Function Codes are only required for school districts.
Object Codes (only one per line item) are for:
School Districts
Community Colleges
Private Agencies: Agency Chart of Accounts 36

38. Budget Narrative Form DOE 101S - continued
Federal Indirect and Administration Cost:
In accordance with AEFLA, Section 233 (a-b):
(a) In General.-- Subject to subsection (b), of the amount that is made available under this title to an eligible provider –
(1) not less than 95 percent shall be expended for carrying out adult education an literacy activities; and
(2) the remaining amount, not to exceed 5 percent, shall be used for planning, administration (including carrying out the requirements of section 116), professional development, and the activities described in paragraphs (3) and (5) of section 232.
(b) Special Rule. -- In cases where the cost limits described in subsection (a) are too restrictive to allow for the activities described in subsection (a)(2), the eligible provider shall negotiate with the eligible agency in order to determine an adequate level of funds to be used for non-instructional purposes.
Agencies interested in pursuing the Special Rules should access the required form on the Division of Career and Adult Education’s website: 37

39. Contractual Service Agreements
The RFP contains a Contractual Service Agreements section for subcontracting services to another entity (sub-recipient).
The applicant is solely responsible for all programmatic, reporting and fiscal management of the project and ensuring that sub-recipients who provide instructional services accurately report all required data for the NRS.
Additional resource information: State of Florida Contract and Grant User Guide (pages 11 and 12 for a checklist). 39

40. Funded Projects
Project Award Notification, DOE 200, will outline the method of reimbursement requirements.
Agencies will be reimbursed via one of the following methods:
FLAGS – FDOE’s Florida Grants System
Reimbursement with Performance (must invoice) 40

41. Funded Projects Financial Reports
DOE 499 Adult Education: interim and final reports and invoices
June 30, 2017: last day to encumber funds
August 20, 2017: final fiscal Report (DOE 499) with original signature to DOE Comptroller’s Office 41

42. Risk Analysis
Every agency must complete a Risk Analysis form effective July 1, The appropriate DOE 610 or DOE 620 form will be required and approval must be obtained from FDOE prior to a project award being issued.
School Districts, State Colleges, and State Universities must submit the DOE 610 form.
Governmental and Non-Governmental Entities must submit the DOE 620 form and all required attachments each fiscal year.
The Grants Fiscal Management Training and Assessment must be completed annually, can be found here 42

43. Funded Community Based Organizations (CBO’s)
The following are required:
List of current board of directors and articles of incorporation
Copy of current operating budget
Copy of current audit report-if available
Copy of Chart of Accounts
General Terms, Assurances and Conditions for Participation in federal and state programs
Proof of eligibility to operate a business in Florida (signed document from Florida Secretary of State) 43

44. Equipment Purchases
The Uniform Guidance document provides all of the required definitions in the following sections: Capital Assets, 200:13 Capital Expenditures, Acquisition Cost, Equipment, General Purpose Equipment, Information Technology Systems, Special Purpose Equipment, and Supplies. Post Federal Award Requirements Standards for Financial and Program Management, and General Provisions for Selected Items of Cost 44

45. Quality Assurance Tools and Resources
Adult Education and Family Literacy
Quality Assurance Policies, Procedures, and Protocols
U.S. Office of Management and Budget (OMB) Circulars 45

46. Quality Assurance Tools and Resources - continued
A-133 Compliance Supplement
Florida Department of Education “Green Book”
Education Department General Administrative Requirements (EDGAR)
Grant Award - Terms, Conditions, and Assurances 46

47. Online Survey and Reviewer Registration
Josué Colorado
Program Specialist
Grants Administration

48. Online Survey and Reviewer Registration
Survey for this webinar - Please take a few minutes to give us your feedback via this survey: Reviewer registration for this competition year - Your opportunity to review and score grants 48

49. Participants’ Questions49

50. Gloria Spradley-Brown, Chief
Bureau of Grants Administration and Compliance
Zelda Rogers, Director
Adult Education
Josué Colorado, Program Specialist
Grants Administration