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.