General Education Provisions Act (GEPA) Section 427 Assurance (20 U.S.C. 1228a)

The Central Florida Auto Dealers Association, Inc/ CFADA Foundation, Inc. assures that the proposed project complies with the requirements in Section 427 of the General Education Provisions Act (20 U.S.C. 1228a). We will take the following steps to ensure equitable access to, and equitable participation in, the proposed Program. This project addresses absolute priority (b) and (c): expanding access to pre-apprenticeships/Registered Apprenticeships for in-school and out-of-school youth (~300,000 disconnected youth) and expanding access to programs leading to in-demand, industry-recognized postsecondary credentials.

1. Mission, Policies, and Commitments

The CFADA Foundation’s mission is to provide high-quality educational and automotive workforce opportunities that empower all learners in Central Florida to obtain a brighter future. We maintain strong policies on nondiscrimination and accessibility. These include adherence to Title VI, Title IX, Section 504 of the Rehabilitation Act, the Americans with Disabilities Act (ADA), and the Florida Educational Equity Act. We are committed to mitigating barriers so that all participants—irrespective of race, color, national origin, gender, disability, age, economic disadvantage, English learner status, homelessness, or other factors—can benefit from and take advantage of the opportunities and support offered by this project.

2. Potential Barriers to Equitable Access and Participation

In the context of our proposed project priority (b) and (c), in the Central Florida region, potential barriers may include:

Economic disadvantages and transportation challenges common in diverse urban and suburban communities. The chart below demonstrates the disadvantages that students in Central Florida face including economic disadvantage; language barriers for English learners and immigrant families; disabilities (physical, sensory, learning, or developmental); unstable housing or homelessness;  scheduling conflicts for working families or students with caregiving responsibilities;  digital voids or limited access to technology for remote components.

3. Specific Steps to Address Identified Barriers

To overcome these barriers, CFADA will implement the following strategies:

• • Provide flexible program scheduling, including evening/weekend options and virtual participation where appropriate.
  • Find resources to offer free or subsidized transportation assistance and onsite services when feasible.
  • Ensure all materials, communications, and facilities are accessible (e.g., AD compliant venues, translated materials in Spanish and other prevalent languages, and accommodations for students with disabilities).
  • Conduct targeted outreach to underserved populations through partnerships with local community organizations, faith-based groups, and social service agencies serving low income, homeless, and English learner families.
  • Use welcoming recruitment practices and culturally responsive/ bilingual programming to encourage participation from all demographic groups. Our staff are bilingual (English, Spanish) and trilingual (English, Spanish, Portuguese.
  • Provide training for staff on equity, bias, and trauma-informed practices.

4. Monitoring and Timeline

CFADA will monitor equitable access and participation through participant demographic data collection (voluntarily self-reported), attendance records, and feedback surveys. Progress will be reviewed quarterly by the project leadership team, with adjustments made as needed. Milestones include an initial barrier assessment during the first month of the project, outreach accomplishments by month two, and ongoing evaluation and monitoring throughout the grant period.