Reminder: Upcoming CAEP Deliverables |
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Submit a Proposal for the Technology and Distance Learning Symposium 2022 |
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Education Insight: Supporting Inland Empire Adult Learners |
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Building and Growing Apprenticeship with Equity in Mind: An Equitable Apprenticeships Toolkit |
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PPIC: Community College Math in California’s New Era of Student Access Webinar |
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PPIC: California’s Workplaces Today – and Tomorrow |
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Deadlines and Deliverables |
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Reminder: Upcoming CAEP Deliverables
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CAEP Program Area Report for 2020-21
The CAEP Program Area report for 2020-21 is to be certified by the consortium today, December 1, 2021.
By now, all should have received and reviewed the CAEP Member and Consortium Exceptions Report, created by the CAEP Office, in response to the LAO’s review of prior year’s reports. The report is 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. Additionally, 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.
Quarter 1 Expenditure Report Due in December
The Quarter 1 expenditure report for 2021-22 is due for members today, December 1, 2021. The consortium has until December 31, 2021 to certify the expenditure report. Prior to certification, consortia leads are to review the submitted expenditure reports and work with consortia to correct any inaccuracies. It is imperative that prior to certification, all reports are examined for accuracy and completeness. Below are some helpful tips:
- Verify expenditures entered are year-to-date (cumulative).
- Consider completing a budget revision if over budget in any object code.
- Include specific, clear, and concise activities in the “Summary of Activities” section.
- If expenditures, by any object code, fall below target and you are prompted to complete a corrective action plan, include clear, concise, and actionable steps to meet the spending targets next quarter.
If you have questions or need assistance completing the above deliverables, please contact the CAEP Technical Assistance Project at tap@caladulted.org or (888) 827-2324.
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Submit a Proposal for the Technology and Distance Learning Symposium 2022
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OTAN's Technology and Distance Learning Symposium 2022 is scheduled from Wednesday, March 2 through Friday, March 4. Building on the success of our first ever virtual conference earlier this year, TDLS will once again be virtual!
The Call for Proposals is open! You are invited to present and share your promising practices, strategies, lesson plans, and other resources related to technology integration and distance/blended learning in your programs with your adult education colleagues. The Call for Proposals is open until Saturday, December 10.
OTAN is looking for presentations that highlight technology, how it enhances the learner experience, extends the classroom to learners, and how technology integration helps adult education programs be more effective and efficient. If you would like more ideas on possible presentation topics, view last year's sessions on the TDLS Video Presentations page on the OTAN website.
OTAN looks forward to seeing you virtually at the Technology and Distance Learning Symposium from March 2 to 4, 2022! If you have any questions, contact Neda Anasseri (nanasseri@otan.us) or Penny Pearson (ppearson@otan.us). You can also visit the TDLS page on the OTAN website for more information: https://tdls.otan.us/
And TDLS registration information will open in January! Stay tuned!
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Education Insight: Supporting Inland Empire Adult Learners
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In a recent episode of the Growing Inland Achievement (GIA) podcast, our very own, Dr. Emma Diaz, Director, Inland Adult Education Consortium, was one of the guest speakers.
Over 24-percent of Inland empire adults have gone to college and dropped/stopped out, sometimes shortly before graduation. In this episode, GIA speak with Dr. Diaz and another educator in the Inland Empire leading the charge to get those adults with some college back to finish.
Dr. Diaz shares her thoughts on the following:
- Some of the top reasons students drop out of college;
- How area colleges and universities are doing at accommodating the educational goals and learning styles of returning students;
- And where students should begin if they are interested in going back to school
Access the full episode here.
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Building and Growing Apprenticeship with Equity in Mind: An Equitable Apprenticeships Toolkit
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This Toolkit, prepared for the Foundation for California Community Colleges by Jennie Mollica and Peter Simon of High Road Alliance (HRA), was created to help those whose work involves designing and running preapprenticeship and apprenticeship programs to intentionally encourage and support the inclusion of apprentices who reflect the full diversity of our communities — in terms of race, ethnicity, gender, primary language, disability, age, sexual orientation, and other factors.
The purpose of this Toolkit is to encourage applying an equity lens to every aspect of preapprenticeship and apprenticeship program planning, design, staffing, outreach, delivery, evaluation, and improvement. Equity is both a mindset and an array of practices that can be intentionally undertaken. The result should be a program that is industry-driven as well as worker-centered and community-oriented.
HRA invites you and your team to familiarize yourself with the Equitable Apprenticeship Framework and explore the variety of tools, examples of effective practice, and links to resources that are compiled here to support you on your journey. HRA hopes this process will be fruitful and lead to the successful participation and contributions of workers who otherwise might not have been included in your apprenticeship programs.
Access the full toolkit here.
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PPIC: Community College Math in California’s New Era of Student Access Webinar
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Over the past few years, a landmark law (AB 705) has required California’s community colleges to move away from remedial courses, dramatically expanding student access to the math and English courses needed to transfer to a four-year college. How has the pandemic affected these reforms? Is AB 705 leading to better—and more equitable—student outcomes? PPIC researcher Cesar Alesi Perez will outline new findings, and a panel of experts will talk about promoting equity and student success in the AB 705 era.
Date: December 9, 2021
Time: 11:00 a.m. – 12:0 p.m.
Agenda
11:00 a.m. Welcome and Presentation
Cesar Alesi Perez, research associate, PPIC Higher Education Center
11:15 a.m. Panel Discussion
Moderator: Hans Johnson, center director and senior fellow, PPIC Higher Education Center
Aisha Lowe, vice chancellor of educational services, California Community Colleges Chancellor’s Office
Virginia May, professor of mathematics, Sacramento City College
Myra Snell, professor of mathematics, Los Medanos College
11:45 a.m. Audience Q&A
12:00 p.m. Adjourn
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PPIC: California’s Workplaces Today – and Tomorrow
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In their latest blog post, PPIC explores how are Californians working today – and how do they want to work in the next year. Employed Californians currently fall into three substantial groups according to the November PPIC survey. A solid majority (61%) work outside the home/at their place of work. In contrast, 22% work from home/remotely, and 15% have a mix of working remotely and working outside the home.
If given the choice next year, a plurality (42%) says their preference is to work full time outside the home/at their workplace, 24% say they would like to work full time from home/remotely, and 33% would like to have a mix.
Learn more about Californians preferences by accessing the following link.
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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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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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