January 31, 2018



Per AB104 legislation, by the last week of February, the AEBG Office will release the 2018-19 and 2019-2020 preliminary allocations, by consortium.

Soon after, consortia will be able to view the 2018-2019 allocations in NOVA. Consortia will have until May 2, 2018 to submit their Consortium Fiscal Administrative Declaration, or CFAD, into NOVA.
We are excited to have the CFAD process in NOVA, which will allow members and consortia to complete and certify allocations online via NOVA.

Webinars and guidance about the steps of the NOVA CFAD process will be rolled out in March. Keep in mind that having the CFAD in NOVA will allow consortia to adjust allocations throughout the year (with the consent of its membership). 

Please begin scheduling your public meetings now in order to submit the 2018-2019 CFAD by May 2


In order to provide more time for beta testing, webinars and responses to field questions, the AEBG Office has revised the AEBG 16-17/17-18 expense reporting due dates for this program year.  

Members will submit and certify Q1, Q2, & Q3 expense reports by June 1, 2018. Consortia will have 30 days to review and certify by June 30, 2018.

Beta testing on the AEBG NOVA expenditure process will be scheduled for March 2018. Webinars, training and FAQs will be available beginning in April and run through May to prepare members for the June 1  deadline. 


There are three submission deadlines today:
  • Student data due in TOPSPro (Q2) 
  • 15/16 consortium funds - final expense report due (old system)
  • Mid-term data and accountability expense report due (old system)

Next month's submission deadlines/key dates are: 

  • Feb 25: 2018 - 15/16 consortium funds - close out financial report due (old system)
  •  Feb 28: Preliminary allocations for 2018-19 & 2019-20 released by this date 
  To review other 2018 key dates click here


Wednesday, Feb. 7 Webinar: Google Classroom

Time: 12 p.m. to 1:30 p.m.

Description:  Learn how to use Google Classroom with students and colleagues in this online webinar. Topics include but are not limited to: how teachers and students access Classroom using edu and public gmail; how teachers can create multiple classes and where data is stored; how to personalize and find the tools within a teacher's Classroom; how to enroll/invite students; how to create and load assignments, questions and announcements; how to track and grade; classroom calendars, due dates and more, as time allows!


You can now access 2018 AEBG Summit presentations on the AEBG website. From the Summit Schedule page, simply click on the session you are interested in and scroll to the bottom of the page once it loads. If presentation materials are available, a link will be located under the "Presentation Download(s)" header.

We hope you will find the resources we have provided here helpful to your AEBG efforts.

If you  have a regional innovation or a student success story  featur e on th e Educate & Elevate California campaign website, use your social channels to spread the word about your consortium's hard work or your student's achievement. We've included templates below to help you get started. The templates are for Twitter posts and can be easily adapted for Facebook by including  additional  information. 
Twitter template for a student success story
Adult education helped transform [insert student's first name]'s life, putting [him/her] on a path to meeting [his/her] personal goals and to social mobility. Read [his/her] story to learn which adult education program made a difference and how [he/she] achieved [his/her] goals. [insert shortened URL to the story - you can use bitly.com to shorten] #EducateandElevate 
Twitter template for an innovation
We are working to advance adult education in our region so more adults have access to quality programs that will help them achieve their personal goals and put them on a path to social mobility. Here's one way we are working innovatively to improve adult ed: [insert shortened URL to the story - you can use bitly.com to shorten#EducateandElevate  

Oftentimes, English as a second language (ESL) and/or basic skills students become frustrated with career technical education (CTE) programs because it would take so long for them to get through their ESL or basic skills program before they felt they were able to begin a CTE program or they attempted to struggle through the CTE program without the needed language or basic skills needed to be successful in the program, which often led to dropouts and/or failing the course. The goal became to find a way to accelerate students' academic progress while ensuring they gain the requisite language and or other skills needed to successfully earn a CTE certificate and ultimately gain employment in their field of study.

Find out how the North Orange County Regional Consortium tackled the challenge.