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Division of Workforce Development Adult Education RFP Comprehensive Family
Division of Workforce Development Adult Education RFP- “Comprehensive Family Literacy”
Division/Office                   Workforce Development
Title                             Adult Education and Family Literacy of 1998 - Comprehensive Family
Funding Source                    Federal
Authorization                     Adult Education and Family Literacy Act of 1998 (AEFLA), Section 231
Funding Purpose                   For this RFP:
• Assist adults in completing high school or the equivalent and obtaining
the knowledge and skills necessary for employment and self-suffiency.
• Assist adults to become full partners in the educational development of
Target Population                 Families with adults needing adult education services
Eligible Recipients               Public or private non-profit entities, local educational agencies, community-
based organizations, volunteer literacy organizations, institutions of higher
education, libraries, public housing authorities, consortiums of these
organizations. Charter schools may apply, but must submit their application
through their sponsoring agency.
Project Category                  Discretionary Competitive (Statewide)
Project Amount                    $75,000 for single county projects; Up to $200,000 for projects serving more
Project Period                    July 1, 2001 to June 30, 2002
Technical Support                 Florida Department of Education - Division of Workforce Development
Refer to division web-site at (http://www.firn.edu/doe/workforce/) to contact
your regional consultant.
Acceptance Requirements           • Project Application Summary (DOE 100A)
•   Budget Forms (DOE 101)
•   Performance-Based Schedule and Performance Report (only for LEAs)
•   Performance-Based Schedule of Payment (only for CBOs)
Vital Information                 •   Regional Workforce Board Coordination Assurance Form
•   List of current Board of Directors (only for CBOs)
•   Copy of current operating budget (only for CBOs)
•   Copy of current audit report (only for CBOs)
•   General Assurances Form (if not on file at DOE)
Due Date                          June 18, 2001
This Request for Proposals is issued pursuant to the Adult Education and Family Literacy Act
(AEFLA) of 1998. Specifically, Section 231 of the Act provides that the Florida Department of
Education (DOE) shall provide grants to eligible recipients to provide services in: (1) adult
education and literacy services, (2) family literacy services, or (3) English literacy services. The
focus of this program is to assist parents or caregivers with acquiring the skills to become more
actively involved in the educational growth of their children.
The General Assurances Form, certifies that each agency will adhere to all of the assurances,
applicable statutes, regulations, and procedures for program and fiscal control and records
maintenance. This form must be signed and submitted with the application, if not already on file
with DOE.
A. Definition of Family Literacy
According to Section 203(7) of the Workforce Investment Act, the term family literacy services
means services that are of sufficient intensity, in terms of hours and duration, to make sustainable
changes in a family and that integrate all of the following activities:
• Interactive literacy activities between parents and their children;
• Training for parents on how to be the primary teacher for their children and full partners in
• Parent literacy training that leads to economic self-sufficiency; and
• Age-appropriate education to prepare children for success in school and life experiences.
According to Section 101(15) of the Act, the term “family” means two or more persons related by
blood, marriage, or decree of court, who are living in a single residence, and are included in one or
• A husband, wife, and dependent children;
• A parent or guardian and dependent children; or
• A husband and wife.
Section 211 (d) of the Act defines “qualifying adult” that is:
• beyond the age of compulsory school attendance under the law of the state;
• does not have a secondary school diploma or its recognized equivalent;
• is not enrolled in a secondary school; and
i. lacks sufficient mastery of basic educational skills to enable the individual to function
effectively in society;
ii. does not have a secondary school diploma or its recognized equivalent, and has not
achieved an equivalent level of education; or
iii. is unable to speak, read, or write the English language.
A qualifying “adult” is not required, if a “family” is being served; however, in providing family
literacy services, the recipient shall document their attempt to coordinate with programs and
services not funded under AEFLA before using AEFLA funds for activities other than adult
NOTE: THE SECTIONS IN THIS REQUEST FOR PROPOSAL (RFP) THAT
REQUIRE A WRITTEN RESPONSE ARE HIGHLIGHTED IN GRAY.
DEVELOPING YOUR PROPOSAL: COMPONENT ONE – Program Need
Recipients are expected to identify the problem to be addressed and justify the need for the
requested funds (Font size for all components shall be 12 point.)
(Develop a Need Statement - One Page Limit) - 10 Point Value
1. Identify the target population.
2. Include a description of the need your program serves for English literacy programs or family
literacy services for people who are limited English proficient.
3. Identify the risk factors and indicators that contribute to the problem.
4. Describe the impact of the problem on the target population.
5. Provide supporting data to validate the need.
AEFLA identifies 12 factors that recipients must address to be in compliance with the program
intent. Those factors have been grouped into five parts and recipients are expected to provide a
description of how each of the categories will be infused into the program design to provide detail
and substance to the foundation of the program concept. The categories to be taken into account in
awarding grants to local recipients are listed as part of the program design.
DEVELOPING YOUR PROPOSAL: COMPONENT TWO – Program Design
Part 1 (Proposed Instructional Services - One Page Limit) - 10 Point Value
This part requires the recipient to describe the manner in which the services will be delivered and
the foundation on which those services are built.
1. Intensity of Service: Describe the program with emphasis on intensity and duration of
services for participants to achieve substantial learning gains. Emphasize the type of
instructional practices that will be used such as phonemic awareness, systematic phonics,
fluency and reading comprehension that have proven to be effective in teaching individuals to
2. Effective Practices: Describe the instructional activities and effective practices used in your
program that are built on a strong foundation of research and effective educational practices.
These activities and practices should ensure the attainment of literacy skills for the target
3. Use of Technology: Describe the effective technology activities employed in your
instructional program, particularly with the use of computers.
4. Real-Life Context: Describe the activities in your program that provide learning in a real-life
context to ensure that an individual has the skills necessary to compete in the workplace and
5. Flexible Schedules and Supportive Services: Describe activities available for students that
support flexible scheduling in your program. Provide a summary of supportive services (such
as child care and transportation) that are available to students in your program and the source
of funding. These activities should enable all individuals, including individuals with disabilities
or other special needs, to attend and complete the program.
Part 2 (Project Management - One Page Limit) - 10 Point Value
This part seeks information on the recipient’s ability to provide and monitor the
effectiveness of the proposed project.
1. Staffing: Describe the staffing of your program, showing the qualifications by experience
and/or training. Particularly address full-time instructors, part-time instructors, counselors,
volunteers, and administrative staff.
2. Management Information System: Describe the management information system and
activities in place that have the capacity to report participant outcomes and to monitor
Part 3 (Past Experience - One Page Limit) - 10 Point Value
This part seeks to identify those recipients that have provided Adult Education services in the past
and to determine how effective those services were in meeting the needs of the participants.
Recipients are expected to provide detailed information on the following topics.
1. Past Effectiveness: Describe the past effectiveness of the eligible recipient in improving the
literacy skills of adults, especially with respect to those adults and children with the lowest
levels of literacy. Also describe past effectiveness of the recipient in providing services,
especially with respect to outreach, recruitment and retention of educationally disadvantaged
2. Serving Those Most in Need: Describe the services provided to individuals in the community
most in need of literacy services; especially emphasize individuals with low income or minimal
literacy skills, or those most in need of family literacy services.
Part 4 (Collaboration - One Page Limit) - 15 Point Value
This part seeks to identify the level of agency collaboration in developing and implementing
proposals. Recipients must identify the specific role, desired activity and expected outcome of each
1. The Department of Education encourages coordinated and collaborative activities within the
community. The eligible recipient should explain strong links through consortia of literacy
organizations, business and industry, libraries, and volunteer literacy organizations. The
recipient is solely responsible for all fiscal management of the project.
2. Identify the activities (i.e., counseling, assessment, serving a particular population, supplying
materials and supplies, etc.) that each agency has responsibility to provide and the amount of
grant funds allocated to each partner, if any.
NOTE: Project proposals must be submitted to the Regional Workforce Board for their review prior
to submission to DOE. The Regional Workforce Development Board Coordination Assurance Form
must be included in the application submitted to the Florida Department of Education.
A. Performance-Based Program
The Department of Education requires that all projects awarded to eligible recipients be based on
performance with clearly defined measurable deliverables. The Work-plan should address one
Part 5 (Measurable Objectives Workplan) – 25 Point Value
A maximum of 5 points may be awarded for each core measure addressed. Each eligible recipient
that submits an application for funding for the family literacy category must identify the Core
Measure(s) of Performance to be addressed in this project and describe in quantifiable measurable
terms how program goals will be achieved. All recipients must address core measure #1 and/or
core measures #2 or #3, if services are currently offered in those areas. Additionally, recipients
must address both of the secondary core measures.
The core measures or performance measures are as follow:
1. Demonstrate improvements in literacy skill levels in any of the following: reading, writing, and
speaking the English language, numeracy, problem-solving, English language acquisition, and
other literacy skills;
2. Placement in, retention in, or completion of post-secondary education, unsubsidized
employment or career advancement; and
3. Receipt of a secondary school diploma or its recognized equivalent.
Secondary Core Measures:
1. Learner increases involvement in the education of dependent children under his or her care,
• Helping children more frequently with their school work;
• Increased contact with children’s teachers to discuss children’s education; and
• More involvement in children’s school, such as attending school activities and parents
meetings, and volunteering to work on school projects.
2. Learner increases involvement in the literacy-related activities of dependent children under his
or her care, including, but not limited to:
• Reading to children;
• Visiting a library; and
• Purchasing books or magazines for children.
To comply with the Division of Workforce Development’s concept of the Comprehensive Family
Literacy Services Program, the four components bolded below must be incorporated into the project
design. In order to assist recipients in submitting a project proposal, the following program
outcomes listed under each component may be used in supporting the development of secondary
core measures within the Workplan.
1. Interactive literacy activities between parents and their children will:
• Increase quantity and quality of time spent reading, writing, and talking with children and
• Display positive attitudes toward children and
• Communicate positively and effectively with children;
• Apply knowledge of children’s development and behavior management techniques;
• Use routine interaction with children in school and home to encourage learning and language
• Use observations of children’s abilities to plan appropriate activities with children;
• Maintain positive, supportive interaction with children;
• Apply knowledge of stages of children’s development by refining communication and behavior
management techniques appropriately over time; and
• Support/assist children with homework and school-related activities as needed.
2. Training for parents on how to be the primary teacher for their children and full partners
in the education of their children will:
• Increase knowledge of children’s development;
• Improve understanding of their own children’s abilities, strengths, and needs;
• Increase awareness of alternative approaches to child discipline and behavior management;
• Increase awareness of their roles as teachers of their children; the importance of modeling of
literacy practices; knowledge of appropriate ways to support children’s learning; etc.;
• Increase awareness of school expectations; learn how to communicate effectively with school
personnel; and advocate for children;
•    Learn and practice life-management techniques: time management, stress management, problem
solving, use of community resources;
•    Expand social support networks;
•    Develop attitudes, strategies, and behaviors leading to improved self-image and mental health;
•    Support children’s education by promoting school attendance, maintaining involvement with
school personnel, and participate in school functions;
•    Encourage children’s learning and development by modeling literacy behaviors;
•    Continue education, training, and career development; and
•    Maintain a healthy and supportive home environment and express high expectations for
3.   Parent literacy training that leads to economic self-sufficiency will:
•    Apply basic and language skills to meet daily life needs (personal, work, family);
•    Acquire lifelong learning strategies: self-directed and monitored learning, access resources, etc;
•    Learn and practice critical-thinking skills and problem-solving strategies;
•    Improve interpersonal/communication skills;
•    Set academic and career goals; develop plans to attain them;
•    Acquire knowledge of career options and their requirements;
•    Develop and/or improve employability skills;
•    Earn a high school diploma through the GED testing program or course completion;
•    Successfully complete examination or entrance requirements related to academic or career
•    Attend and successfully complete college, vocational, or job training courses;
•    Get a job or a better job;
•    Continue lifelong and workforce learning through reading and self-directed study;
•    Improve reading, writing, and math skills; and
•    Improve English language skills: speaking, understanding, reading, and writing.
4. An age-appropriate education to prepare children for success in school and life
experiences will:
• Increase cognitive abilities, especially in language and literacy;
• Learn/improve use of English language;
• Increase self-esteem and initiative;
• Increase social competence (with adults and children, both school and non-school
• Develop/improve fine and gross motor abilities;
• Improve/increase self-regulatory behavior (approaches to task or problems), i.e. attention,
motivation, curiosity, exploration, and persistence;
• Increase knowledge about themselves, their families, communities, cultures, and the world;
• Perform in school at average or higher levels in reading, math, language, etc;
• For non-English speaking children, perform in school at appropriate levels based on language
skills at entry level; perform at grade level within a stated period of time;
• Display interest in and commitment to learning and school;
•     Succeed in school without (or with minimal need for) remediation or special education services;
•     Increase the use of phonemic awareness, systematic phonics, fluency, and reading
In addition to any other data required by the National Reporting System, all recipients must
maintain appropriate documentation to report the following information for the Comprehensive
Core Outcomes of Adults in Family Literacy Programs
Core Follow-up Outcome Measures        Number of Family    Number Achieving   Percentage Achieving
Literacy            Outcome            Outcome
Advanced an educational functioning
Placed in postsecondary education or
Increased involvement in
Increased involvement in children’s
DEVELOPING YOUR PROPOSAL: COMPONENT TWO – Program Design Continued
Part 6 (Program Implementation Plan – 2 Page Limit) 15 Point Value
Applicants are required to provide a two page abstract narrative describing how the program and
services will be delivered. The implementation plan should be developed for 2 years.
Applicants may follow the following outline when describing their plan:
1.      Introduction: Identify the problem(s) being addressed by this project. Define the target
population and the qualifications for participation. Identify the overall goal of the program.
2.      Overview: Provide a one-page summation of how all of the program components will come
3.      Conclusion: Describe the benefits to be gained by a program participant. Identify the
anticipated program accomplishments by identifying the expected outcomes for both years.
IV. Fiscal Requirements
A. Funding shall not supplant other state or local adult education and literacy
Section 241(A) of the Act outlines the administrative provision concerning supplanting. In general,
it states that the funds made available for adult education and literacy activities under this subtitle
shall supplement and not supplant other state or local public funds expended for adult education and
B. Local Administrative Cost
Section 233(A) of the Act contains a change in the requirements pertaining to local administrative
costs. That change requires:
1. Not less than 95% of funds shall be expended for carrying out adult education and
2. The remaining amount, not to exceed 5%, may be used for:
&#216; Planning
&#216; Personnel development
&#216; Interagency coordination
&#216; Administration
Positions such as project coordinator, accountant, clerical staff, or other positions not directly
serving students are considered administrative. Travel, equipment, and supplies for administrators
are also considered administrative costs unless used for the purpose of providing personnel
development directly related to program and/or students, and direct assistance to adult education
and family literacy students. Further, indirect costs are considered administrative costs.
C. Funding shall be awarded on a multi-year basis.
In accordance with Section 231 of the Act, a program application for eligible recipients will be
awarded on a multi-year basis. The Florida Department of Education has defined multi-year for the
purpose of this Request For Proposal (RFP) as being 24 months. No funds may be committed prior
to the effective date of the project or after the closing date of the project.
All recipients must submit a continuation application to be considered for funding in the second
year. The continuation application will focus on the recipient’s progress in meeting or exceeding
the performance measures in the first year.
Funded Recipients will receive their allocation via cash advance or payments based upon
Federal Cash Advance: Federal cash advances will be made to school districts, universities,
community colleges, and other governmental agencies by state warrant or Electronic Fund Transfer
to recipients for disbursements. Requests for Federal Cash Advance must be made on the Electronic
Federal Cash Advance Request System. If at times it is determined that disbursements are going to
exceed the amount of cash on hand plus cash in transit, an on-line amendment can be made prior to
the due date of the next Federal Cash Advance distribution.
Performance Based Funding: As expressed in the Performance-Based Schedule of Payments,
performance-based payments to community based organizations will be distributed upon receipt of
a properly prepared invoice and acceptance of units of deliverables by the Program Manager.
DEVELOPING YOUR PROPOSAL: COMPONENT THREE - Budget - 5 Point Value
Eligible recipients submitting proposals to the Department must include the following budget forms
&#216; DOE 100A, Project Application Summary
&#216; DOE 101, Budget Description Form
I. Instructions for Completing Form DOE 100A
A. If not pre-printed, enter Name of DOE Program for which funds are being requested
B. Enter Name and Address of Eligible Recipient
C. Enter total Salaries and Benefits requested
D. Enter total Purchased Services requested
E. Enter total Expenses requested, including Indirect Cost
F. Enter total Capital Outlay requested
G. Enter total Amount Requested
H. Enter Agency Contact information as requested
I. Enter Authorized Signature
Note: Applications signed by officials other than Superintendent or
President/Chairman of the Board must include letter of authorization to sign
attached to DOE 100A.
II. Instructions for completing Form DOE 101
A. Enter District/Agency Name.
B. DOE USE ONLY.
NOTE: Provide a narrative description for each budget item by category. Include all
information requested in the Request for Proposal (RFP) for Salaries and Benefits,
Purchased Services, Expenses, and Capital Outlay.
&#216; One application with original signatures
&#216; Three copies of the application
&#216; Be sure to review and adhere to the application checklist to ensure that all sections
of the application have been addressed.
&#216; Date: June 18, 2001
&#216; Time: 5:00 p.m.
&#216; The due date is absolute. Any application received after the identified time and date
Division of Financial Services, Grants Management Section
325 W. Gaines Street, Room 325 B
F LORIDA D EPARTMENT OF EDUCATION
Please return to:                     A)                     Program Name:                              DOE USE ONLY
Room 325B Turlington Building                   Adult Education:                                        Date Received
Comprehensive Family Literacy                                      Do not change this
(850) 488-3137                                   FY 2001 - 2002                                              number. The application
Suncom: 278-3137
FAX: 278-6319
will not be substantially
approvable.      2B014
2000-2001 Project #________________
B)                         Name and Address of Eligible Recipient:                                       Project Number:
C) Salaries/Benefits                                    H)
$                                                                                  Agency Contact Information
D) Purchased Services                                   Name:                                            Address:
$                                                    Telephone:                                       Suncom:
F) Capital Outlay
Fax:                                             E-mail:
CERTIFICATION/BUDGET BY SCHOOL DISTRICT/OTHER AGENCY
The governing body of the applicant has authorized the filing of this application and the undersigned representative has been duly
authorized to file this application and act as the authorized representative of the applicant in connection with this application.
I, _____________________________________________________________________________________, (Please Type Name) do
hereby certify that all facts, figures, and representations made in this application are true and are correct and are consistent with the
statement of assurances signed and submitted previously. Furthermore, all applicable statutes, regulations, and procedures for program
and fiscal control and for records maintenance will be implemented to ensure proper accountability of funds distributed for this project.
All records necessary to substantiate these items will be available for review by state and federal monitoring staff. I further certify that all
disbursements: will be obligated after project approval date and prior to the termination date; have not been previously reported; and were
not used for matching funds on this or any special project.
Signature of Superintendent / Agency Head
DOE 100A
Rev. 01/01                                                                          Charlie Crist, Commissioner
Instructions for Completion of DOE 100A
A. If not pre-printed, enter Name of DOE Program for which funds are being requested.
B. Enter Name and Address of Eligible Recipient.
C. Enter total Salaries and Benefits requested.
D. Enter total Purchased Services requested.
E. Enter total Expenses requested, including Indirect Cost.
F. Enter total Capital Outlay requested.
G. Enter total Amount Requested.
H. Enter information as requested.
I. To be signed by the appropriate person.
Note: Applications signed by officials other than Superintendent, or President/Chairman of the Board,
must have letter of authorization to sign on the behalf of said official, attached to DOE 100 A or B when
Rev. 01/01                                                    Charlie Crist, Commissioner
District/Agency Name:                      The application will not be
substantially approvable.
Rev. 01/01                            Charlie Crist, Commissioner
•   Provide a narrative description for each budget item by category. Include all information
requested in the Request for Proposal (RFP) or Request for Application (RFA) for Salaries and
Benefits, Purchased Services, Expenses, and Capital Outlay.
Rev. 03/01                               Page 2 of 2   Charlie Crist, Commissioner
Complete Section A or B as appropriate and include in application package.
-----Section A
The Superintendent or Agency Head certifies that this application has been submitted to the Regional
Workforce Board and that the activities outlined in the application are consistent with current Regional
Workforce Board plans.
Signature of Superintendent/Agency Head                                    Date Submitted to Regional Workforce
Regional Workforce Boards are invited to submit comments regarding the application to the
Division of Workforce Development by June 18, 2001.
Note: Section 121, Title I, Workforce Investment Act (WIA), sets expectations for recipients of Perkins
postsecondary funds, or funds under Title II, WIA, Adult Education and Family Literacy, to enter into a
Memorandum of Understanding with the Regional Workforce Board for participation in the One-Stop system.
-----Section B
The Superintendent or Agency Head certifies that this application covers more than one Workforce
Development Region. The activities outlined in this application are related to Workforce Development and are
consistent with the current Regional Workforce Board plans for all regions included in this application. Application
submission to the Regional Workforce Board is not required.
Signature of Superintendent/Agency Head                                    Date
Memorandum of Understanding with the Regional Workforce Board for participation in the One-Stop
PART FIVE: EXAMPLE FORMAT
Measurable Objective(s) Work Plan (for one year)
Use a separate page for each Core (or Secondary Family Literacy Measures)
selected for the Measurable Objective(s) Work Plan.
A maximum of 5 points will be awarded for each core measure addressed.
Core Measure of Performance
All recipients must address core measure #1 and/or core measures #2 or #3, if services are currently offered in those
1. Demonstrate improvements in literacy skill levels in any of the following: reading, writing, and speaking the
English language, numeracy, problem-solving, English language acquisition, and other literacy skills.
2. Placement in, retention in, or completion of postsecondary education, unsubsidized employment or career
Secondary Core Measures for Family Literacy Measures Only
Both of the following Secondary Core Measures for Family Literacy Measures must be addressed.
Learner increases involvement in the education of dependent children under his or her care.
Learner increases involvement in the literacy-related activities of dependent children under his or her care.
Measurable                                                                         Activities    Timelines
Provide quantitative, measurable objectives utilizing outcomes appropriate for each of
the core measures found in this section.
Evaluation: Please write in the sections below, your evaluation statement in a formative and summative
a.   Formative (information used to improve a project during its operation)
b. Summative (information intended to produce evidence of the success of the project)
PERFORMANCE-BASED SCHEDULE AND PERFORMANCE REPORT
(To be submitted by school districts and community colleges)
Agency:                                                 Telephone/Suncom Number(s):
Project Contact Person:                                 FAX Number:
Title:                                                  E-Mail:
Projected number of individuals                         Project
enrolled 2001-2002:__________________                   Number:__________________________________
(Column #1)            (Column #2)   (Column #3)     (Column #4)    (Column #5)     (Column #6)
Core Measure            Performance   Deliverables     Total Grant     Unit Cost        Total
Goals                       Budget per      per Core        Achieved
2001-2002*                        Core         Measure
Measure        (2001-02)
Educational Gains                           Mid-year
Placement, Retention and
Adult High School and                       and final FA-
GED Tests                                   399
(For Family Literacy Only)
Increase involvement in
NOTE: Full payment is conditional upon meeting the performance requirements.
Column #2: Performance goals may be stated as total LCP&#39;s gained, or number of individual students
who gain an LCP.
Column #6: Complete this column when submitting mid-year and final Performance-Based Schedule and
PERFORMANCE-BASED SCHEDULE OF PAYMENTS
(For Community Based Organizations)
Contact Person:_________________________         Project Title: _____________________
OUTCOMES AND PRODUCTS DELIVERED                                     Due Date           Dollar Value
Deliverables listed below must agree with and support
Core Indicators and Performance Measures
Core Indicators of Performance Measures (include secondary
core measures for Family Literacy Only)
Measurable Objective(s) and Unit Cost (for each core indicator
1. The objective must indicate the total cost per unit of performance for each student.
2. Full payment is conditional upon meeting the performance requirements of the deliverable.
Payments for partial performance will be based on unit cost.
3. Directly below the last deliverable which has a payment amount, the schedule must include a
deliverable for the final financial status report (Department of Education form number FA-399).
The deliverable must show a zero (-0-) amount for the payment with the due date also being on
the last day of the project period.
EXAMPLE – PAYMENT OF DELIVERABLE                             DATE                  AMOUNT
Last deliverable                                                   6/30/02                   ?
Financial Report (FA399)                                           6/30/02                  -0-
COMPREHENSIVE FAMILY LITERACY
Review the proposal for completeness. Provide this form as an appendix to show verification of
APPLICATION                                        SECTION                          PAGE NUMBER
Acceptance Requirements       Component III (Budget) and other Essential Forms
Performance-Based Schedule &amp; Performance Report (LEAs)
Performance-Based Schedule of Payment
Component I            Program Need
Component II            Program Design
Part 1: Proposed Instructional Services
Part 3: Past Experience
Part 5: Measurable Objectives
Primary Core Measure #1
Primary Core Measure #2 (If necessary)
Primary Core Measure #3 (If necessary)
Secondary Core Measure #1
Secondary Core Measure #2
Part 6: Program Implementation Plan
Vital Information         Supporting Documents
Regional Workforce Board Acknowledgement
Core Measures Work Plan
Community Based Organizations Only
Copy of Current Operating Budget
Copy of Current Audit Report
Division of Workforce Development Adult Education RFP Comprehensive Family, Workforce Development, Economic Development, Job Description, Workforce Investment Act, Community Colleges, Workforce Development Division, Training Provider, Texas Workforce Commission, Bill Analysis
DIVISION OF BUSINESS PARTNERSHIPS Workforce Development
Adult Education Adult Education Healthcare Workforce Development Division
LATTCs Division of Workforce and Economic Development _ Regional adult education