It is not required to report or track service hours for the California Adult Education Program. However, if you did mark service hours in TOPSPro, you would have to go back to your attendance system to see if the service hours were broken out/down by program area. If not, you have no way of validating what program areas are connected to those service hours. You would not report these services in NOVA for this exercise nor should you attempt to guess how many service hours are assigned to each program area.

If using the CASAS program hours report, log on to TOPSPro, go to Reports – then State Reports – California – AEP Program Hours to generate a NOVA compatible view of hours of instruction.

Yes. Please report any of these instructional hours based on the distance-learning model (where students accrue hours without necessarily being in the classroom or being with the teacher). And if those hours are already in Tops Pro, simply use Tops Pro.

The information you are seeking is with CASAS. Contact CASAS Technical Support for access to the report.

Pre- and post-testing are not mandated for CAEP - only for agencies receiving WIOA Title II funding. CAEP only collects and reports adult learner demographics, barriers, and program outcome information. Pre- and Post-assessments are optional for CAEP to show learner gains.

We would recommend that you speak to non-WIOA noncredit reps at colleges that are not WIOA II grantees. Some use CASAS for pre/post testing, and some do not.

As far as non-WIOA college reporting: attached is the Beginning of the Year Letter (BOTYL) as it relates to how to report and to what system.

If the district is non-WIOA, you only need to report your noncredit student data into the Chancellor’s Office MIS (COMIS) – like you are normally doing (no extra reporting is required – as mentioned in the BOTYL). Keep in mind we are having some noncredit issues around the new attendance policy, and we are also fixing some coding in MIS – but that is outside the consortiums control. Should be a pretty simple transition. We would still advise you to talk to other non-WIOA colleges . CASAS can also walk you through the dropping of WIOA II.

There is an Info button at the top of the report setup screen for CAEP Tables, which leads to information about all fields in the report. There are four literacy gains unrelated to pre/post-testing: Carnegie Units/high School Credits, CDCP Certificate, Occupational Skills Gain, and Workforce Preparation. Carnegie units are used for EFL Gains and not used here.

If this question is regarding the CAEP requirements, then as a college they would be using CCCCO MIS, not TE.

CASAS has a page of their website devoted to this subject. They offer guidelines, resources and even a recording of a panel discussion regarding it. That information can be found here: https://www.casas.org/training-and-support/casas-peer-communities/california-adult-education-accountability-and-assessment/California-Employment-and-Earnings-Survey

If you have questions after looking at the site, you can reach out to CASAS directly at caep@casas.org.

Please have them submit it as soon as possible. Waiting until Q3 is not advised.

Budget changes can be made until the certification of your Q4 fiscal report on September 30th. Once the Q4 fiscal report is certified by the consortium, budget revisions are no longer able to be submitted.

In this case, the adult school could not count the students as the college would be providing the teacher on record.

Another option for consideration: The adult school could create additional programs, like contextualized ESL (IET), supportive services, counseling, intro to healthcare careers, workforce prep, ESL /ABE, citizenship, EL civics, etc. to assist with the students enrolling in Medical Assistant Program and count those students for ESL/ABE/ASE/IET/IELCE (WIOA II).

The term concurrent enrollment does not apply here as that pertains to high school students. If these are adults – over 18 – not enrolled at the high school, then yes, it would be appropriate to schedule courses (IET, IELCE, contextualized ESL, ABE/ASE, workforce prep, etc.) to assist those adult school students with the program as a co-enrolled student.

Yes. Please attempt to prorate them by program area if unspecified.

The time period is July 1, 2017 to June 20, 2018.

The data elements link and the data dictionary link will provide all of the data points to be included for college reporting. That can be found on our website in the Data Dictionary section.

Yes, this sounds like a perfect example of a workforce preparation milestone. (Under literacy gains).

You can find the DIR Action Plans on the CAEP website, caladulted.org. You will click on Administrators, Reporting, and Student Data Collection. DIR Action Plans are listed in the Collection section.

The funding will vary based upon the payment points earned. If that remained stable in the previous year, then it should be similar.

Contract Education is outside of our program. So, you would not report those funds.

Since CDE handles WIOA, it would be best to ask this question to your CDE Consultant (or the member's CDE consultant if this is for a member).

If this question is regarding the CAEP requirements, then as a college they would be using CCCCO MIS, not TE.

If you are only reporting in MIS, then no, you do not have to complete the monthly TE Data Integrity Reports.

All data for students should be collected through the regular reporting cycle of COMIS. There are two ways to report barriers in COMIS. See page 5 of the FAQ for Adult Education Pipeline on the Launchboard on the CAEP website for a detailed overview. (https://caladulted.org/DownloadFile/994)

For services offered to your students you should collect data. See page 6 of the FAQ:

How do you track specific services on the college side? (pg6)
The following noncredit data elements are used to report CAEP student services in the Chancellor’s
Office Management Information System (COMIS)

SD01: Received disability services
SS16: Participated in a noncredit orientation
SS17: Received noncredit assessment or placement
SS18: Received noncredit counseling
SS19: Developed a noncredit education plan
SS20: Received other noncredit support services

What is the reporting period for CAEP outcomes?
On page 4 of the FAQ; it outlines the reporting period.
COMIS data reporting follows the regular reporting cycle for the colleges. The 2018-19
the academic year would include the following terms: summer 2018, fall 2018, winter 2019 and spring 2019.

On the CAEP website you can find the section for Data Dictionaries and support documents here: Administrators > Reporting > Student Data Collection > Data Dictionary: https://caladulted.org/Administrators/137

You can find information about the Employment and Earnings Survey on the CASAS website, here: https://www.casas.org/training-and-support/casas-peer-communities/california-adult-education-accountability-and-assessment/California-Employment-and-Earnings-Survey.

The Fact Sheets can be found on the CAEP website by following the path: Administrators > Planning > 3 Year Plan > Fact Sheets. The link is provided here: https://caladulted.org/2021FactSheets

In 20-21 it was a "pilot" but in 21-22 it is now a requirement moving forward.

However, colleges using MIS do not have this specific requirement. This requirement is for members using TOPSpro Enterprise.

If SARS is an attendance system that tracks student hours and can be validated – than yes. If not, then no, it cannot be used.

There is a roll up report that TE has that should provide the correct hours you would report in NOVA. On page 4 of the Budget Bill Reporting Requirement (linked below), it identifies the report to use.

https://caladulted.org/DownloadFile/1226
2020-21 Budget Bill Reporting Requirement Final
All data must be submitted in NOVA as follows: • Each consortia member will be asked to submit estimated amounts by September 1, 2021 into NOVA for the following: o Program Year 2020-21 – hours of instruction by program area.
caladulted.org

Yes, ASAP is an acceptable attendance system to use to validate student hours for the seven program areas.

Although tracking service hours has been a challenge, we should continue capturing service hours (with the 7 program area descriptors if possible) in attendance systems.

No. Please report actual student hours.

No. You are reporting hours by program area regardless of funding. Therefore, that would include AEP, WIOA, Perkins, SWP, private funds, fees, LCFF, noncredit apportionment, etc. Same logic applies to reporting expenses by fund source. Keep in mind, on the hours; you must have been tracking hours for programs funded by these other fund sources. If the hours were not captured in your attendance system and/or TOPSPro, then you cannot report them for this exercise.

Yes. We are reporting all student hours in the seven program areas. However, many members did not track service hours in their attendance system or did not provide details by program area. We do not want district guessing. The hours data must be backed up or validated by your attendance system.

For K12 and County Office programs, please report any of these instructional hours based on the distance-learning model (where students accrue hours without necessarily being in the classroom or being with the teacher).

If the student is in the classroom and it is an approved course, all hours would be counted towards instructional hours.

Yes. Correct.

Just the seven adult education program areas.

Only report the costs associated with the student enrolled in noncredit. If that is too difficult, you may prorate costs.

If you just mean do you record hours for students receiving distance learning instruction, yes.

If your question is about the more specific issue of needing student signatures (that’s been a big question lately) then no.

I believe this is an area that we need to request a review - title 5 requirements for the HSD.

I recall the time when this policy was adopted and how we had some issues with a consortium, particularly the seat time and residency requirements. It was a quick process and I know ACCE was involved. But as for the seat time, I'm aware that there are broad interpretations of the meaning.

(h) For the purposes of this section, a noncredit course awarding 10 high school
credits must be designed to require a minimum of 144 hours of lecture, study or
laboratory work.

First, 10 HS credits for 144 hours can also be 1 credit at 12 hours and I know may of us apply this practice. But it's the last phrase that has been interpreted differently. Nowhere in the policy does it specifically call out ""seat time"" but rather expectations of ""study."" From my research and discussions over the yeas with other colleges with HSD programs, as we grappled with the hours and seat time issue, I found that faculty from different programs can and have made local determinations of what 12 hours of ""study"" or how much work would 12 hours would require based on the course objectives - regardless of how and where it's done. I have faith in the quality of the college diploma programs and the curriculum and instruction delivered in the event that hours were not part of the policy.

I don't know if there are any changes needed if there is no specific calling out of ""seat time"" but ACCE can explore it through different venues. I believe that now is a good time with solid reasons to request lessening residency requirements and removing the hours language from the policy because of the current focus on completion, acceleration, competency-based education and now the allowance for correspondence education. For us to contribute to our colleges' guided pathways, Regional plan goals, and Vision for Success, policy changes would make it easier and get rid of this lingering issue/question.