AB 86: Adult Education Consortia Planning Webinar Series

New Updates The importance of your narrative Objective #1 – Tables 1.1A & 1.1B changes – Provide data separately (in each of the five areas) for Credit ESL, Credit Basic Skills, Non Credit, and Enhanced Non Credit. Objective #1 – Table 1.1A column E has been changed to reflect the change above. Objective #1 – Table 1.1A - a column for FY Unduplicated enrollment and ADA/FTES has been added.

New Updates (cont.) Objective #1 – Table 1.1B – we are combining VTEA & Perkins (they are the same thing). Objective #2 – Table 2.0 changes – Do not complete the FY Projected Enrollment column. Program Area 5 – Apprenticeships – The AB86 Workgroup is currently working with the State Apprenticeship Lead (College & K-12) to obtain enrollment & budget information. Stay tuned.

Questions – from this week How do you explain the logic behind asking for an unduplicated enrollment count? If some regional consortiums need one on one attention – how do you set that up? Will the table data collected from the 70 regional consortia be shared with the general public? If yes, how will you ensure confidentiality regarding sensitive fiscal information?

Review Prior Questions These questions were answered on the 6/6/13 webinar. We will review these questions once more. Feel free to ask for a clarification.

From prior Webinar 6/6 – Operational Definitions Is there any guidance you can provide to those wanting operational definitions? Do adult schools categorize by credit, non-credit etc.? How do community colleges differentiate adult education from basic skills courses? Do you anticipate community colleges will include basic skills courses as part of their adult education programs? What is the difference between ESL credit vs non-credit in relationship to what is considered adult education?

Operational Definitions (cont.) At colleges, what makes one CTE program an “adult education” program and another “not adult education?” “Adult basic skills” - does this require registration in a program or course for skills remediation, or can the student be in a credit class for a degree? Can the student have a HS diploma but need skills remediation? How long is short term CTE? One year or less? Or a certain number of credits?

Table Questions Are we just including our unrestricted general fund? Or should the costs include indirect? Why are we including data for 13-14? It is not complete yet, so will not include the entire year through June 30. We do not track the general district budget by program type (credit, noncredit, etc.). The best way to break this down is to do a percentage based on overall FTES. Will this be sufficient? How will the program report tables and narrative be submitted to the CCCCO and are there any guidelines for the narrative in particular (page length, format, etc.?)

Other Questions Are you saying that members should NOT report any courses that are fee-based? Or are you only referring to fee-based online courses? At my community college there are no specific courses for adults with disabilities but we do offer support services funded through DSPS and SSSP. We track the number of students served but it's not FTES generating so how does that fit into the tables... or does it? Can you confirm whether or not you want the dollar amounts per funding source ONLY for the AB86 adult education programs (not for the whole adult school)?

Other Questions (cont.) If we list the total for the program area, how do we account for different rate pays of faculty, who may be paid at different rates within a particular program area? Many of our primary and secondary partners provide "services" (including tutoring) and/or workshops, but not "classes" "courses" and "programs" of formal instruction. How should we report that?

For More Information… 4/18/2014