Overview

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

California Department of Education (CDE) Update

Field Partnership Team MeetingSacramento, CA

April 25, 2012

Patricia S. Terry, Ph.D.Administrator, Adult Education Office

TOM TORLAKSONState Superintendent of Public Instruction

Overview

• Where Adult Education in California Is Today

• Reporting Issues• Adult Education Initiatives• Legislative Update• Emerging Issues

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Where Adult Education in California Is Today

• A Look at the Data

• Funding

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Present Day

• Serve Adult Students 18 years old and older (in addition to concurrent enrollments and emancipated youth)

• 375 Adult Schools, in over 500 service areas, with some schools/programs at risk of reduction or elimination

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CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction


California WIA, Title II Programs

Instructional Program

Enrollment

2008-09 2009-10 2010-11

ABE 139,816 110,309 95,793

ASE 207,016 186,009 165,052

ESL 519,739 400,513 337,641

Total 866,571 696,831 598,486

Enrollment in the WIA, Title II program includes LEAs, Community Colleges, CBOs, COE, Library Literacy programs, COE, and Jail programs

California’s WIA, Title II programs saw a significant decline significant decline in enrollment in the past two program years in enrollment in the past two program years ––19.6 percent in the 2009–10; 14.1 percent in the 2010–1119.6 percent in the 2009–10; 14.1 percent in the 2010–11

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Leading the Nation

California served one-fifth of the nation’s adultsone-fifth of the nation’s adults7


WIA, Title II Programs

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Educational Level

California WIA, Title II, PY 2010-11

Postsecondary Studies* include learners with Technical/Certificate, A. A./A.S. Degree, 4 yr. College Graduate, Graduate Studies, and Other Diploma/Degree

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Agency Profiles

Agency Size 2009-10 2010-11Agencies with 500 or fewer learners 89 93

Agencies with 501 - 1,500 learners 64 71

Agencies with 1,501 - 3,000 learners 49 48



Agencies with over 8,000 learners 11 9

Total WIA, Title II Funded Agencies 256 250


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Provider Types


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Labor Force Status


Not in the Labor Force* include learners not seeking work and retired

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2010-11 Federal NRS California Goals and Performance


In 2010–11 California exceeded all NRS state goalsexceeded all NRS state goals for each EFL13


Core Performance Outcomes


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Funding (Prior to 2008-09)

• Received approximately $750,000,000 in state apportionment (prior to 2008-09)

• Received approximately $80 million per year from the Workforce Investment Act, Title II (WIA)

• Total of over $800,000,000 was used for adult education programs and services in the state of California

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Funding (Present)

• State funding is in flexibility (90%+/-).

• Federal Workforce Investment Act (WIA), Title II remains a funding source.

- WIA Title II funding helps to support adult literacy programs (ABE, ASE, ESL, EL Civics).

• Agencies leverage and utilize other supplemental grants/funding sources.

• Some agencies still receive state funding from their districts.

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Implications for the Future

• Re-defining the mission of Adult Education

• Raising the visibility of Adult Education in the State

• Leveraging resources

• Implementing Recommendations in the Adult Education Planning Document

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Reporting Issues

• NRS Reporting Changes

• Changes to California Course Approval System – A22

• Year End Attendance Report (YEAR) (formerly known as the J18/19A)

• Maintenance of Effort (MOE)

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Overview of NRS Changes

• Summary of 2012 NRS Changes

a. Core Follow-Up Outcome Measure Changes – NRS Table 5, 5A, and 10

b. Student Education Level or Degree, U.S. and abroad (unduplicated) NRS Table 6

c. Teacher Experience (unduplicated) and Certification (multiple responses accepted) NRS Table 7

• Effective Date for Changes – July 1, 201219


Reviewing the Core Follow-Up Outcome Measure Changes

Automatic Cohort Designation for Core Follow-Up Measures – NRS Federal Table 5, 5A, and 10

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Program Year 2011-2012 Program Year 2012-13

Participants identified based on self-reported goals

Participants automatically identified based on assignment to a cohort. The definition for “cohort” varies by outcome.


Automatic Cohort Designations for Core Follow-Up Outcome

Measures

• Entered Employment Cohort

• Retained Employment Cohort

• Earned Secondary Credential Cohort

• Entered Postsecondary Education Cohort

For all cohorts, learners must first exit program during program year to actually be counted in the cohort. 21


Reviewing the Student Education Level or Degree Changes

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Reviewing the Teacher Experience and Certification Changes

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April 19th NRS Changes Webinar

• Recorded Webinar, PowerPoint, and Questions and Answers to be posted on the CASAS California Accountability Web site.

• CASAS to hold Q & A sessions each Monday morning at 11:00 a.m. to noon, starting Monday, April 30, 2012.

• CASAS to hold more Web training sessions on proper use of TOPSpro Enterprise in the fall

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Changes to California Course Approval System – A22

• Newest update of the system still being tested, and should be available for use soon

• For programs whose governing boards require a course list in the very near term, contact Cliff Moss, CDE consultant at [email protected]

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Year End Attendance Report (YEAR) (formerly J18/19A)

In the absence of a mechanism to collect enrollment data, LEAs with adult schools are asked to complete this form so that CDE will have a better estimate of adult learners being served in the state.

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Year End Attendance Report (YEAR)

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Maintenance of Effort

• Required of grantees receiving WIA, Title II funds

• Process for determining compliance required of grantees

• Agencies must complete MOE section on final Expense Claim Report (ECR) (next slide)

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Adult Education Initiatives

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• Policy to Performance (P2P)

• National Career Awareness Project (NCAP)

• Teaching Excellence in Adult Literacy (TEAL)

• Points of Entry

• Adult Education Planning Document: Linking Adults to Opportunity

• AEO Newsletter


Adult Education Initiatives (cont.)

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• Literacy Information and Communication System Regional Professional Development Center 4 (LINCS RPDC4) – Learning to Achieve Training

• Purposes of the training- To develop the capacity of state and local

organization professional developers to deliver research based training to increase the achievement of adults with learning disabilities.

- To provide tools to increase teacher effectiveness in providing services to adults with learning disabilities.

Training Dates: Monday-Friday, July 30 – August 3, 2012


Policy to Performance (P2P)

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Purpose and objectives of P2P•Enhancing college and career readiness for low-skilled adults through increased and quality access to training and learning opportunities.

•Providing comprehensive technical assistance to participating states on crafting strategic policies that support college and career readiness for low-skilled adults.

•Helping adult education state directors to connect adult transition policies to larger policy initiatives in their states.

•Providing policy tools, dissemination strategies and resources to assist all states in transitioning adults through the postsecondary education, training and employment continuum.

•Ten pilot sites – Pilot ends in 2012


Points of Entry

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• Spin-off from P2P

• Innovative approaches to facilitate access to career pathways, supportive services

• Includes behavioral change interventions; integrating pre-, post-release services to facilitate adults’ pursuit of education, training, and employment

• Two pilot sites in California

• Project review – 2012


National Career Awareness Project (NCAP)

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• Overall goal is to increase and improve adult learners' career awareness and planning by helping adult education program staff incorporate career awareness and planning into their instruction and counseling activities.

• Improves the capacity of adult educators to deliver career awareness instruction and counseling using the Integrating Career Awareness into the ABE/ESOL Classroom (ICA) Curriculum Guide.

• Five sites in California pilot


Teaching Excellence in Adult Literacy (TEAL)

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• Focus on research-based instructional practices in the content area of writing

• Designed to:- increase familiarity with evidence-based

writing instruction

- facilitate translation of research findings into teaching practices and products that will enhance the quality of instruction delivered to adult learners.


Linking Adults to Opportunity: Placing the Student at the Center


Other AEO Work

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• Development of Request for Application for 2013-14 WIA Title II Grant

• Participation on State Interagency Team (SIT) Education Work Group

• Raising awareness of Adult Education and connections to other programs/offices within CDE

• Maintaining a presence at meetings of workforce development groups like the California EDGE Campaign


Legislative Update (State)

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• AB 189 (Eng), chaptered as Section 42605 ff. and Section 52612(a) in the California Education Code- Provides for public notice prior to

dispensation of programs under flexed funding

- Provides for the charging of fees for classes in English and citizenship, until July 1, 2015

• AB 18 (Brownley)- Provides for Adult Education to become

a stand-alone categorical


Legislative Update (Federal)

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The Workforce Investment Improvement Act of 2012 (HR 4297).

•Markup of bill (the process by which congressional committees and subcommittees debate, amend, and rewrite proposed legislation) has been postponed until summer.•Some concern that bill potentially allows states to consolidate adult education funding with funding for a broad set of workforce activities, without requiring the states to use the funding for adult education and literacy services.


Emerging Issues Federal focal areas for Adult

Education:

• Career and college readiness

• Career Pathways

• Teacher Effectiveness

• Re-entry into the communityOther topics—

Stackable, portable credentials that students can transfer across states; alternatives to the GED; partnerships, coordination of services

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