CAEP Program Area Hours and Expenditures Report and Exception Report |
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Social and Emotional Curriculum at Salinas Adult School |
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U.S. Economic Development Administration: Good Jobs Challenge |
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California Distance Learning Cooperative – Equitable Access to High-Quality Content and Instructional Continuity Through Canvas LMS |
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New LINCS Online Self-Paced Courses Now Available |
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PPIC Policy Brief: Dual Enrollment in California |
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Deadlines and Deliverables |
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CAEP Program Area Hours and Expenditures Report and Exceptions Report
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As some of you know, the Legislative Analyst’s Office (LAO) has been crisscrossing the State, interviewing adult education administrators, teachers, faculty, and students to get a better understanding of how adult education is funded and how it operates to serve those students most in need. One such report that the LAO zeroed in on is the CAEP Program Area Hours and Expenditure Report. Although the LAO was impressed with the self-reported data, there were some values reported that didn’t make sense or were incomplete.
To that end, we have created the CAEP Member and Consortium Exceptions Report as a tool to assist members and consortia with improving the quality of their reporting of hours of instruction by program area, expenditures by program area and leveraged fund source expenditures. The report provides a summary of the report for each member, and totals for each consortium. The calculated cost per hour of instruction is provided for each program category. Statewide totals are provided on each page simply as a basis for comparison. For the guidance document that accompanies the exceptions report, click here.
The CAEP Office hope you can spend some time this month ensuring that the CAEP program area instructional hours and leveraged fund for 2020-21 reporting is accurate. Members must submit their 2020-21 data by December 1, 2021 and consortia must subsequently certify those submissions. For more information about this process, please see the CAEP Program Area Reporting for 2020-21 Memo.
Please note: the attached report only includes K-12, County Offices of Education, and JPAs. This report does not include community college districts. The Chancellor’s Office is still reviewing the community college data and it was not ready for submission in the report at its time of release.
If you have questions, please contact the CAEP Technical Assistance Project at tap@caladulted.org or (888) 827-2324.
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Social and Emotional Curriculum at
Salinas Adult School
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As a trainer in social-emotional learning (SEL) and GED instructor at Salinas Adult School, Tim Amaral’s mission is help students “feel welcome and involved.” “Social-emotional learning makes an enormous difference in students’ retention, persistence and ultimately graduation,” Amaral says. “They feel responded to, so they continue to attend. About two-thirds of my graduates move on to college.” As part of his lesson plan, Amaral references the works of psychotherapist-author David Richo and his “Five A’s of Love and Belonging”—Attention, Affection, Appreciation, Acceptance and Allowing. Learn more about the ways in which Tim engages his students in social-emotional learning in the Statewide Priorities publication. |
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U.S. Economic Development Administration: Good Jobs Challenge
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The U.S. Economic Development Administration (EDA) American Rescue Plan Good Jobs Challenge aims to get Americans back to work by building and strengthening systems and partnerships that bring together employers who have hiring needs with other key entities to train workers with in-demand skills that lead to good-paying jobs.
Through the Good Jobs Challenge, EDA is allocating $500 million to collaborative skills training systems and programs. EDA encourages efforts to reach historically underserved populations and areas, communities of color, women, and other groups facing labor market barriers such as persons with disabilities, disconnected youth, individuals in recovery, individuals with past criminal records, including justice impacted and reentry participants, serving trainees participating in the Supplemental Nutrition Assistance Program (SNAP), Temporary Assistance for Needy Families (TANF) and Women, Infants and Children (WIC), and veterans and military spouses.
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California Distance Learning Cooperative – Equitable Access to High-Quality Content and Instructional Continuity Through Canvas LMS
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CAEP TAP and OTAN invite California K-12 adult education agencies to participate in the Canvas program; we call it the California Distance Learning Cooperative (CDLC). Earlier in 2021, we launched a Canvas Learning Management System (LMS) pilot with 25 agencies and are now ready to expand by an additional 127 agencies to a total of 152 before the end of June 2022. Our vision would be to have all adult education agencies participating in the CDLC in the next 3 years. Our non-credit and credit community college partners already have 100% access to the Canvas LMS and this would further our efforts for alignment to post-secondary training.
As we continue to face pandemic challenges, many of us are looking for flexible instructional options to help our students persist and meet their educational and career goals. The Canvas LMS is a tool for remote, blended, or in-person learning. Many adult education textbooks have developed Canvas course shells to extend learning for students.
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New LINCS Online Self-Paced Courses Now Available
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The Creating Adult Pre-Apprenticeships course is designed to help adult education providers develop new programs, as well as support providers who are refining existing pre-apprenticeships or implementing similar integrated education and training programs. It will include examples and resources that are relevant to a range of adult education providers and a variety of industries. This course was developed following the Rethink Adult Ed Challenge and includes many resources that the challenge finalists found helpful during the Virtual Accelerator.
The Teaching Adults to Read: Teaching Beginning and Intermediate Readers course is for adult educators and explores evidence-based instructional practices for supporting adult beginning and intermediate readers in mastering essential skills, from alphabetics to comprehension. This course includes six modules: Introduction, Diagnostic Assessment, Alphabetics, Vocabulary, Fluency, and Comprehension.
The Teaching Adults to Read: Teaching Advanced Readers course is for adult educators and explores evidence-based instructional practices for supporting adult advanced readers in mastering essential skills. This course includes four modules: Introduction, Advanced Diagnostics, Advanced Comprehension, and Advanced Vocabulary. These two Teaching Adult to Read (TAR) online courses replace the previous TAR trainings and include updated research.
A LINCS account is required to enroll in and take these courses. New users may create a new account.
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PPIC Policy Brief: Dual Enrollment in California
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In their latest publication, PPIC addresses the growing impact of dual enrollment at community colleges and their gaps and challenges. Dual enrollment provides opportunities for high school students to take college courses and earn college credit. The COVID-19 pandemic has fueled a surge in participation across the country, and equity-centered legislation has raised dual enrollment’s profile in California. Because California’s public K–12 schools serve large shares of students from groups that have been historically underrepresented in higher education, increasing equity and success in these programs is critical to expanding educational opportunities, improving economic mobility, and meeting California’s need for skilled workers. PPIC’s descriptive findings indicate that dual enrollment students enroll in two- and four-year colleges at relatively high rates after they graduate from high school. However, despite its apparent success in boosting college enrollment, dual enrollment faces key gaps and challenges.
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CAEP Three-Year Plan Mandatory Metrics
Friday, December 3, 2021
12:00 p.m. - 1:30 p.m. PST
Join CASAS, CAEP TAP, and West Ed, as they walk you through the various data sources (TOPSPro, Datamart, LaunchBoard, CAEP fact sheets, WIOA II surveys, and more) to set your CAEP three-year plan mandatory metric targets. A guest CAEP Consortium will provide insight into their goal setting process and what data sources they are using in this process. At the end, time permitting, answers to questions regarding the optional CAEP three-year plan metrics will be provided. The team is looking forward to seeing you at this deep dive into the CAEP three-year plan mandatory metrics. CAEP Three-Year Plan Mandatory Metrics (minimum requirement): At the consortium level: number of adults served, and student barriers; At the member level: percent of available funds spent, and number of adults served that become participants.
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Three-Year Plan in NOVA
Wednesday, December 8, 2021
12:00 p.m. - 1:30 p.m. PST
The three-year plan has been programmed into the NOVA fiscal management system for the first time. The Three-Year Plan in NOVA webinar will provide a step-by-step live demonstration on how to complete the plan.
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Oct 30: 21/22 Member Program Year Budget and Work Plan certified by Consortia in NOVA *
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Oct 31: Student data due in TOPSPro (Q1)
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Oct 31: Employment and Earnings Follow-up Survey
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Dec 1: July 1, 2020 to June 30, 2021 Instructional Hours and Expenses by Program Area due (actuals) in NOVA and certified by Consortium *
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Dec 1: 19/20, 20/21 & 21/22 Member Expense Report Due in NOVA (Q1)
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Dec 31: 19/20, 20/21 & 21/22 Member Expense Report certified by Consortia in NOVA (Q1) *
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