The State is already working on many of these policy areas. However, consortia still have to work out some of the local/regional intake issues – assessment, appraisal, referrals, case notes, etc. with your local adult education members and partners. Continue working through these building blocks for regional alignment and share insights with the AEP Office.

They are the same thing. All members of all consortia should have received the link to the survey. The link was sent directly to the Consortia Contacts that the AEP office has listed. For additional questions or for additional information about your consortium’s submissions, please contact Judy Mortrude from CLASP at: jmortrude@clasp.org.

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.

The first AEBG Year 1 report to the Legislature is due in September 2016. The first draft of the CLASP report will be available in Spring 2017. We will be able to share that with the Legislature as it becomes available, as well as incorporate findings in our Year 2 report in September 2017.

We will look into that.

Thank you for your suggestions. CLASP will be looking at strategies to broaden the distribution of the survey.

Consortia still have to work out some of the local/regional intake issues – assessment, appraisal, referrals, case notes, etc. with your local adult education members and partners. Continue working through these building blocks for regional alignment and share insights with the AEP Office. This information can then be shared with the legislature to show our progress.

For AEP purposes, we count all students in the seven program areas as long as they are following their respective agency’s education code. Currently, there is nothing to prohibit charging fees for a CTE K12 adult course (as we couldn’t find any recent guidance from CDE, although a management memo does prohibit fees for ASE, ABE, & ESL). The framework for the course curriculum and training should include course competencies and industry based standards. As for credentialing, you must follow the California Commission on Teacher Credentialing regulations on K12 adult school teachers.

As described. the teachers you mention may have the prerequisite qualifications to receive their designated subjects CTE credentials, so you will likely want to follow the steps provided by the California Commission on Teacher Credentialing here. You can also reach out to the credentialing experts at the Contra Costa County Office of Education here so they can guide you through the CTE credentialing process.  
Often the credentialing issue is based on your district's teacher employment procedures and local credential analyst.

The apps are on the consortia webpage – under AB86.

This was decided by all state agencies involved, with the information provided below available through the AEP.org website here: http://aebg.cccco.edu/For-AEBG-Grantees/AEBG-Funding

AEP Funding - Where's My Money?

Regional Consortia Allocation Formula
Key state agencies (California Department of Education, State Board of Education, the California Community College Chancellor’s Office, and the Department of Finance) met to develop a funding formula for adult education regional consortia according to the Adult Education Block Grant Program legislation set forth in AB 104.

Use this link to read the explanation of the AEP Regional Consortia Formula Allocations: http://aebg.cccco.edu/portals/1/docs/reporting/Regional%20Consortia%20Formula_final%20versionF.pdf

Use this link to see the table of census variables by region: http://aebg.cccco.edu/portals/1/docs/reporting/Copy%20of%20Census%20Variables%20by%20Region%20Final%20vF%20REV2%2010%2026%2015.pdf

Below is a link to the Federal Register of approved tests for AEP. NWEA is not listed here, so unfortunately, the test is unable to be used. Any test on this approved list can be used in place of CASAS assessments.

https://www.federalregister.gov/documents/2016/12/13/2016-29899/tests-determined-to-be-suitable-for-use-in-the-national-reporting-system-for-adult-education

This would be true if you are using the appropriate credits to show the gain. Please work with CASAS as they have covered in the regional training how to use high school diploma credits to show gains (which is aligned with the federal WIOA and carnegie units).

No

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.