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Adult Education Overview PowerPoint Presentation

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  • Slide 1 - Adult Education Overview
  • Slide 2 - Training Dates and Locations August 15, 2011, Mt. Pleasant High School August 16, 2011, Macomb ISD August 18, 2011, Grand Rapids Community College August 23, 2011, Kalamazoo (Community Education Center) August 25, 2011, Dearborn (Michael Berry Career Center) August 30, 2011, Escanaba (Bay De Noc Community College) September 14, 2011, Lansing Community College, West Campus
  • Slide 3 - Training Overview Legislation and Funding Sources Eligibility - Agencies Eligibility - Participants Continued Eligibility Eligible Programs of Enrollment Teacher Certification Policies/Requirements (effective July 1, 2011) Distance Learning Policy Assessment Policy Goal Setting Policy Adult Learning Plan
  • Slide 4 - Training Overview (con’t) Time and Effort Reporting Requirements Tuition and Fees Performance System Reporting Requirements Follow-Up Application/End-of-Year Reporting Funding Disbursement Planning Calendar Monitoring Resources Office of Adult Education Contacts
  • Slide 5 - Legislation and Funding Sources Workforce Investment Act, Title II ($14,771,775) WIA Core: Federal WIA Instructional Federal WIA EL Civics Federal WIA Institutional WIA Instructional Initiatives WIA Special Projects State School Aid Act, Section 107 ($22,000,000)
  • Slide 6 - Eligible Agencies - Federal WIA Title II Eligible providers for a grant or contract are: 1) A local educational agency 2) A community-based organization of demonstrated effectiveness 3) A volunteer literacy organization of demonstrated effectiveness 4) An institution of higher education 5) A public or private nonprofit agency 6) A library 7) A public housing authority 8) A nonprofit institution that is not described in any of these subparagraphs and has the ability to provide literacy services to adults and families 9) A consortium of the agencies, organizations, institutions, libraries, or authorities described in any of the items (1) through (8)
  • Slide 7 - Eligible Agencies - Federal WIA Title II For-profit agencies are NOT eligible to receive funding directly from the Office of Adult Education or through any consortium or contractual arrangement with an eligible fiscal agent For 2011-12, only prior year funded WIA Title II recipients are eligible
  • Slide 8 - Eligible Agencies - State Section 107 Eligible agencies include school districts and consortia that received Section 107 funding and operated an adult education program in the prior year, inclusive of fiscal agents, consortium members, and districts that operated independently Each year eligible agencies may choose to operate independently, be a fiscal agent for a consortium, or be a consortium member
  • Slide 9 - Eligible Agencies - State Section 107 Eligible districts who do not intend to operate an adult education program should consider becoming a consortium member of an eligible district that currently receives Section 107 funds for the following reasons: The consortium district’s funding is paid directly to the fiscal agent, who is then responsible for serving the consortium district’s adult education population The Section 107 funding remains in that community for serving the adult education population, instead of being distributed statewide The consortium district will retain its status as an eligible agency. If the consortium district chooses to operate its adult education program again, it would retain the same percentage of FTEs it brought into the consortium when the consortium was formed.
  • Slide 10 - Participant Eligibility Criteria Federal WIA Title II Funds may be used for the provision of instruction below the postsecondary level for individuals who: Have attained 16 years of age Are not enrolled or required to be enrolled in secondary school under state law Lack sufficient mastery of basic educational skills Do not have a secondary school diploma or its equivalent Are unable to speak, read or write the English language
  • Slide 11 - Participant Eligibility Criteria State Section 107 If an individual has obtained a high school diploma (HSD) or a general educational development (GED) certificate, the individual must meet one of the following: Is less than 20 years of age on September 1 of the school year and is enrolled in the state technical institute and rehabilitation center (MI Career & Tech Inst/Plainwell) Is less than 20 years of age on September 1 of the school year, is not attending an institution of higher education, and is enrolled in a job or employment-related program through a referral by an employer Is enrolled in an English as a Second Language (ESL) program Is enrolled in a High School Completion (HSC) program
  • Slide 12 - Participant Eligibility Criteria State Section 107 If an individual has NOT obtained a high school diploma (HSD) or GED certificate, the individual must meet one of the following: Is at least 20 years of age on September 1 of the school year Is at least 16 years of age on September 1 of the school year, has been permanently expelled from school under section 1311(2) or 1311a of the revised school code, MCL 380.1311 and 380.1311a, and has no appropriate alternative education program available through his/her district or residence
  • Slide 13 - Participant Eligibility Criteria State Section 107 An individual who is an inmate in a state correctional facility is NOT eligible to be funded under Section 107 of the State School Aid Act
  • Slide 14 - Participant Eligibility Criteria Adult education participant:  An eligible individual enrolled and receiving services in an Office of Adult Education approved adult education program.  Adult education participants are funded from either Federal WIA Title II or Section 107 of the State School Aid Act, based upon meeting specific eligibility criteria. Pupil:  An individual enrolled and receiving services in a K-12/Alternative Ed institution.  Pupils are funded from the K-12/Alternative Ed foundation allowance under the State School Aid Act. An individual cannot be funded with both adult education participant and K-12 pupil funding.
  • Slide 15 - Continued Eligibility -ABE An ABE participant remains eligible to be funded with state and/or federal funds until the participant’s reading and mathematics proficiency levels are assessed at or above the ninth grade level using a state approved assessment, or the participant fails to show progress on two successive state approved assessment tests after completing at least 450 hours of instruction For continued eligibility purposes, progress is defined as achieving a higher scale score on a state approved assessment
  • Slide 16 - Continued Eligibility -ESL An ESL participant remains eligible to be funded with state and/or federal funds until assessed with CASAS as having attained basic English proficiency (Reading and Listening scale scores of 236 and above; Writing scale score of 261 and above, as available), or the participant fails to show progress on two successive state approved assessment tests after completing at least 450 hours of instruction For continued eligibility purposes, progress is defined as achieving a higher scale score on a state approved assessment
  • Slide 17 - Continued Eligibility - GED A GED participant remains eligible to be funded with state and/or federal funds until the participant obtains a GED or fails to show progress on two successive state approved assessments used to determine readiness to take the GED test after completing at least 450 hours of instruction For continued eligibility purposes, progress is defined as achieving a higher scale score on a state approved assessment
  • Slide 18 - Continued Eligibility- HSC A HSC participant remains eligible to be funded with state and/or federal funds until the participant has obtained a high school diploma, or fails to earn credit in two successive semesters or terms in which the participant is enrolled after completing at least 900 hours of instruction
  • Slide 19 - Eligible Programs of Enrollment Federal WIA Title II Adult Basic Education: instruction in language arts and/or mathematics provided to adults who function below 9th grade level (0–8.9) in reading or mathematics, or both English as a Second Language (ESL) General Education Development (GED) Preparation High School Completion (HSC) Workplace Literacy
  • Slide 20 - Eligible Programs of Enrollment State Section 107 Adult Basic Education: instruction in language arts and/or mathematics provided to adults who function below 9th grade level (0–8.9) in reading or mathematics, or both English as a Second Language (ESL) General Education Development (GED) Preparation High School Completion (HSC) Job or employment-related adult education program (must meet specific eligibility requirements)
  • Slide 21 - Teacher Certification A federal or state funded adult education program must employ Michigan certified teachers and qualified administrative staff, and must offer continuing education opportunities for teachers to allow them to maintain certification All programs of enrollment (ABE, GED, HSC, ESL and Workplace Literacy) require Michigan certified teachers
  • Slide 22 - Teacher Certification Teachers must be hired/employed by the eligible school district or eligible federal sub-recipient Eligible districts and/or federal sub-recipients must hire/employ the teachers when operating within a contractual arrangement See Teacher Certification section of the Adult Education Guidebook (www.michigan.gov/adulteducation)
  • Slide 23 - Policies/Requirements (effective July 1, 2011) Distance Learning Policy Assessment Policy Goal Setting Policy Adult Learning Plan
  • Slide 24 - Distance Learning Policy Distance education is defined as a learning activity where participants and instructors are separated by geography, time or both for the majority of the instructional period Distance education participants receive distance education services for more than 50% of their total instructional time
  • Slide 25 - Distance Learning Policy Actual contact hours are hours in which the participant is physically present in the program for progress monitoring, testing or instruction Proxy hours are hours of instruction provided at a distance, which may be measured in one of three ways: Clock Time Teacher Verification Learner Mastery
  • Slide 26 - Distance Learning Policy All participants must be pre- and post-tested according to assessment guidelines All participants, regardless of the number of instructional hours received, must be reported into MAERS Distance learning administrators and instructors must hold valid Michigan teacher certification. Additionally, distance learner teachers should have training in the curriculum/software, as well as distance learning facilitation methodology.
  • Slide 27 - Virtual Learning Courses Section 107 See Section 4 of the Participant Accounting Manual for participants funded under Section 107 to ensure all eligibility, enrollment and count date requirements are met as they relate to distance education Participant must meet eligibility requirements Participant must be concurrently enrolled and attending at least one course offered by the district in which credit is earned and regular attendance is required
  • Slide 28 - Virtual Learning Courses Section 107 Participant must be enrolled by and be in attendance on the appropriate count day or during the 10/30-day rule period during the class time designated for the course on the participant’s class schedule Virtual learning courses are limited to two per semester per participant Course must be approved by local school board
  • Slide 29 - Virtual Learning Courses Section 107 Teacher-of-record must be identified On-site mentor must be assigned Each course will count as one class and will generate an FTE value that a comparable course offered by the district would generate
  • Slide 30 - Assessment Policy State Approved Assessments TABE 9/10 (survey or complete battery) CASAS GAIN Work Keys
  • Slide 31 - Assessment Policy All adult education participants (ABE, GED, HSC, and ESL) must be pre-tested at intake and post-tested at the end of the instructional period using the same Office of Adult Education approved assessment tool to determine educational gain Pre-test must be administered PRIOR to a participant receiving any instruction
  • Slide 32 - Assessment Policy It is recommended that participants be pre-tested in all areas Participants must be pre-tested in all areas of instruction to be provided Educational gain is determined by comparing the module with the lowest scale score on the pre-test against the post-test scale score of the same module for which instruction was provided
  • Slide 33 - Assessment Policy Scale scores must be entered into MAERS Post-test scores may be used as a pre-test for re-enrollment if the assessment was administered within 180 days of re-enrollment Local programs must establish an assessment policy that aligns with the state assessment policy
  • Slide 34 - Assessment Policy – Testing Administration Training All test administrators must follow the publisher’s guidelines when administering an assessment, otherwise, test scores are considered invalid. TABE: Test administrators should have access to directions, norm book, technical report, teacher’s guide, and administrator’s video CASAS: Test administrators MUST receive CASAS training to be a certified trainer. CASAS assessments can only be purchased by certified personnel.
  • Slide 35 - Assessment Policy – Testing Administration Training GAIN: Test administrators should complete the Wonderlic Basic Skills Test Administrator’s Workbook to become certified in administering GAIN Work Keys: All testing staff are required to complete a training program in preparation for testing center operations. Test administrators should have access to the Work Keys Test Administration and Users Guide, and should have an active understanding of its policies and procedures.
  • Slide 36 - Pre-Testing with TABE TABE Locator MUST be administered to determine which level of TABE to administer, but it is not used for instructional placement decisions about a participant. TABE Locator cannot be used for a pre- or post-test. Either TABE 9/10 survey or complete battery can be used for pre- and post-testing The complete battery is encouraged, as it gathers more in-depth diagnostic information
  • Slide 37 - Pre-Testing with CASAS Agencies should administer the CASAS appraisal test prior to administering appropriate pre-test and placement. The CASAS appraisal cannot be used for a pre- or post-test. Participants should be given 25 minutes to complete the appraisal and 1 hour to complete the pre-test Exception: If a participant scores less than six on the oral screening, skip the appraisal and administer five practice items from Form 27. If the participant has some difficulty, administer 27 or 28 as the pre-test. If the participant has little or no difficulty, administer Form 81 as a reading pre-test.
  • Slide 38 - Pre-Testing with GAIN The GAIN pre-test MUST be administered prior to instruction to determine the appropriate level of instruction Follow the publisher’s testing guidelines
  • Slide 39 - Pre-Testing with Work Keys No Locator/Appraisal available Follow the publisher’s testing guidelines
  • Slide 40 - Placement into Program of Enrollment Participants must be placed in a program that matches their beginning EFL in each subject area at intake. For example, if a participant’s pre-test determines that his/her EFL is at a beginning literacy functioning level in Reading, the local program must place the participant in an ABE program for reading and provide appropriate instruction.
  • Slide 41 - Placement into Program of Enrollment Participants can be dually enrolled according to their EFLs. For example, a participant who scores at or below the 8.9 grade level in Reading, and at the 10th grade level in Math can be enrolled in ABE for Reading, and GED/HSC for Math.
  • Slide 42 - Post-Testing Post-test scores may be used as a pre-test for re-enrollment if the assessment was administered within 180 days of re-enrollment If a participant is not post-tested, EFL gain cannot be determined Local programs must pre- and post-test using the SAME assessment tool
  • Slide 43 - Post-Testing A minimum of 65% of enrolled participants must be post-tested Agencies not meeting the 65% post-test rate will be at risk of losing adult education funding
  • Slide 44 - Post-Testing with TABE Minimum Hour Requirements For Alternate Form (Pre-test 9M/post-test 10M): ABE Levels 1-4: (40-60 hours of instruction-minimum) ASE Levels 5-6: (30-59 hours of instruction-minimum) For Same Form (Pre-test 9M/post-test 9M): 120 hours of instruction-minimum However, programs are encouraged to post-test at the maximum number of instructional hours
  • Slide 45 - Post-Testing with CASAS Minimum of 40 hours of instruction Participants should be allowed only an hour to complete the test Use an alternate form for the post-test
  • Slide 46 - Post-Testing with GAIN Minimum of 60 hours of instruction prior to administering the post-test Use an alternate form for the post-test
  • Slide 47 - Post-Testing with Work Keys No timeframe given Work Keys typically recommends that participants be involved in regular instruction, which would amount to a semester or course
  • Slide 48 - Post-Testing - Exception to Minimum Hour Requirements Exception: If a participant is pre-tested with a state approved assessment, has received a minimum of 12 hours of instruction, and obtains a GED or High School Diploma in less than the required number of instructional hours for the post-test, the minimum number of instructional hours required is waived and the participant can be post-tested at that time NOTE: This is NOT a waiver for the post-test itself
  • Slide 49 - Post-Testing - Exception to Minimum Hour Requirements The post-test is to be administered AFTER the participant obtains a GED or HS Diploma Documentation of exceptions must be provided in participant’s file USDOE cautions that this exception should not become the norm
  • Slide 50 - Goal Setting Policy Goal Selection Goals should be selected that are appropriate to the educational level of the participant at program entry Goals should align with the participant’s program(s) of enrollment Local programs cannot discourage participants from selecting goals that require follow up
  • Slide 51 - Goal Setting Policy Goal Selection Local programs must provide educational services to a participant as determined by their assessment test at program entry Goal Setting policy aligns with latest Office of Adult Education Assessment Policy effective July 1, 2011
  • Slide 52 - Goal Setting Policy Collaborative Goal Setting Process Goal selection is a collaborative process between the participant and local program staff Participants need to select their own goals, however, they also need the expertise, guidance and counseling of local program staff
  • Slide 53 - Goal Setting Policy Collaborative Goal Setting Process Local program staff must work with participants to ensure that goals selected are achievable, and also counsel participants about the selection of appropriate short-term goals necessary to achieve their long-term goals Goal counseling is done during the creation of the participant’s ALP and periodically during the program year
  • Slide 54 - Goal Setting Policy ALP/MAERS Goal Selection
  • Slide 55 - Goal Setting Policy: Identifying Attainable Short- and Long-term Goals A participant, along with guidance from local program staff, may select as many short-term and long-term primary goals and secondary goals as determined appropriate to meet the needs of the individual
  • Slide 56 - Goal Setting Policy: Identifying Attainable Short- and Long-term Goals Short-Term Goals: Any goal that is achievable within the specific program year, which would lead to the achievement of any long-term goal(s) Long-Term Goals: Any goal that is desired, but not likely to be achievable within the specific program year
  • Slide 57 - Goal Setting Policy Employment/Postsecondary Goals Participants with a labor force status of unemployed at entry MUST select ‘obtain employment’ or ‘enter postsecondary education’ as a short-term goal Participants with a labor force status of employed at entry MUST select ‘retain/improve employment’ or ‘postsecondary education’ as a short-term goal Participants with a labor force status of Not in the Labor Force (not employed and not actively seeking employment) are exempt, and would not select an employment goal
  • Slide 58 - Goal Setting Policy Participant Goals PRIMARY GOALS (10) Goal 1 is required for all participants, is an NRS performance measure, but does not require NRS Follow-Up Goals 2-5 are not NRS performance measures and do not require NRS Follow-Up Goals 6-10 are NRS performance measures which do require NRS Follow-Up, as applicable, if selected as a short-term goal. SECONDARY GOALS (8) All secondary goals do not require NRS Follow-Up and are not NRS performance measures
  • Slide 59 - Goal Setting Policy Participant Primary Goals Educational Gain: Required NRS goal for ALL participants Improve Basic Literacy Skills (non-ESL programs) Improve Basic English Skills (ESL programs) Function at or above 9th grade level (ABE only) Achieve English Language Proficiency (ESL only) Pass one or more official GED tests Attain High School Diploma Credits Obtain a GED (NRS) Obtain a High School Diploma (NRS) Enroll in Postsecondary Education (NRS) Obtain Employment (NRS) Retain/Improve Employment (NRS)
  • Slide 60 - Goal Setting Policy Participant Primary Goals GOAL 1: Educational Gain: Required goal for all participants Improve Basic Literacy Skills (Non-ESL programs) Improve Basic English Skills (ESL programs) Advance one or more educational functioning levels based upon state approved assessment scale scores on pre- and post-test Not subject to NRS Follow-Up NRS performance measure Not applicable to Work Based Project Learner
  • Slide 61 - Goal Setting Policy Participant Primary Goals GOAL 2: Function At or Above 9th Grade Level (ABE only) Applies only to participants assessed below the 9th grade level in Reading, Math or Language as determined by a Office of Adult Education-approved pre-test Participant is placed in an ABE program of enrollment Achievement: Score at or above the 9th grade level in all subject areas that the participant received instruction Upon achievement, participant is ready to move into a GED Prep or HSC program of enrollment. Not subject to NRS Follow-up Not a NRS performance measure
  • Slide 62 - Goal Setting Policy Participant Primary Goals GOAL 3: Achieve English Language Proficiency (ESL only) Applies only to participants who lack English Literacy skills as determined by an Office of Adult Education-approved pre-test Participant is placed in an ESL program of enrollment Achievement: Must score 236+ in Reading, 236+ in Listening and 231+ in Writing (as available) on CASAS Not subject to NRS Follow-up Not a NRS performance measure
  • Slide 63 - Goal Setting Policy Participant Primary Goals GOAL 4: Pass One or More Official GED Tests Applies to participants assessed at or above the 9th grade level in Reading, Math or Language as determined by a Office of Adult Education-approved pre-test and/or placed in GED Prep courses Goal is selected for participants on a path toward obtaining a GED Not subject to NRS Follow-up Not a NRS performance measure
  • Slide 64 - Goal Setting Policy Participant Primary Goals GOAL 5: Attain High School Diploma Credits Applies to participants assessed at or above the 9th grade level in Reading, Math or Language as determined by a Office of Adult Education-approved pre-test and/or placed in local board approved High School Completion courses Goal is selected for participants on a path toward obtaining a high school diploma Not subject to NRS Follow-up Not a NRS performance measure
  • Slide 65 - Goal Setting Policy Participant Primary Goals NRS Follow-Up Goals: 6. Obtain a GED 7. Obtain a High School Diploma 8. Enroll in Postsecondary Education 9. Obtain Employment 10. Retain/Improve Employment
  • Slide 66 - Goal Setting Policy Participant Primary Goals NRS Follow-Up Goals: NRS performance measures Subject to NRS Follow-up if selected as a short-term goal, and the participant’s Exit Status is either “Student completed…but does not plan to continue” or “Separation before Completion” Local programs must not discourage participants from selecting goals that require follow up
  • Slide 67 - Goal Setting Policy Participant Primary Goals GOAL 6: Obtain a GED Applies to participants assessed at or above the 9th grade level in Reading, Math or Language as determined by a Office of Adult Education-approved pre-test and placed in GED Prep courses Goal is selected for participants on a path toward obtaining a GED Achievement: Obtain certification of attaining passing scores on all five GED tests, by achieving an average score of 450 or higher. Subject to NRS Follow-up if selected as a short-term goal, and the participant’s Exit Status is either “Student completed…but does not plan to continue” or “Separation before Completion” NRS performance measure
  • Slide 68 - Goal Setting Policy Participant Primary Goals GOAL 7: Obtain a High School Diploma Applies to participants assessed at or above the 9th grade level in Reading, Math or Language as determined by a Office of Adult Education-approved pre-test and placed in local board approved High School Completion courses Goal is selected for participants on a path toward obtaining a high school diploma Achievement: Participant obtains a local school board approved diploma documenting satisfactory completion of secondary studies. Subject to NRS Follow-up if selected as a short-term goal, and the participant’s Exit Status is either “Student completed…but does not plan to continue” or “Separation before Completion” NRS performance measure
  • Slide 69 - Goal Setting Policy Participant Primary Goals GOAL 8: Enroll in Postsecondary Education Goal is selected for participants on a path toward enrolling in postsecondary education Achievement: Participant enrolls in a postsecondary educational or occupational skills training program that does not duplicate other services or training received, regardless of whether the prior services or training were completed Subject to NRS Follow-up if selected as a short-term goal, and the participant’s Exit Status is either “Student completed…but does not plan to continue” or “Separation before Completion” NRS performance measure
  • Slide 70 - Goal Setting Policy Participant Primary Goals GOAL 9: Obtain Employment Goal is selected for participants on a path towards employment Should be selected as a short-term goal if the participant’s Labor Force Status is Unemployed (not employed and actively seeking employment) Achievement: Participant enters employment by the end of the first quarter after the program exit quarter. Employment is working in a paid, unsubsidized job or working 15 hours or more per week in an unpaid job on a farm of business operated by a family member or the participant A job obtained while the participant is enrolled can be counted for “Obtained employment” and is reported if the participant is still employed in the first quarter after exit from the program Subject to NRS Follow-up if selected as a short-term goal, and the participant’s Exit Status is either “Student completed…but does not plan to continue” or “Separation before Completion” NRS performance measure
  • Slide 71 - Goal Setting Policy Participant Primary Goals GOAL 10: Retain/Improve Employment Goal is selected for participants on a path toward retaining/improving employment Should be selected as a short-term goal if the participant’s Labor Force Status is Employed Achievement: Participant remains employed in the third quarter after their exit quarter Subject to NRS Follow-up if selected as a short-term goal, and the participant’s Exit Status is either “Student completed…but does not plan to continue” or “Separation before Completion” NRS performance measure
  • Slide 72 - Goal Setting Policy Secondary Goals Participants may select as many secondary goals as appropriate All secondary goals do not require NRS follow-up All secondary goals are not NRS performance measures
  • Slide 73 - Goal Setting Policy Secondary Goals 1. Reduction in receipt of public assistance 2. Achieve citizenship skills 3. Register to vote or vote for the first time 4. Increase general involvement in community activities 5. Increase involvement in children’s education 6. Increase involvement in children’s literacy related activities 7. Achieve work-based project learner goals 8. Other (specify): [ ]
  • Slide 74 - Adult Learning Plan All federal/state adult education recipients are required to complete in its entirety and maintain the Office of Adult Education developed ALP for all participants ALP tracks participant’s progress towards his/her goals and enhances the academic performance and economic success of the adult education participant
  • Slide 75 - Adult Learning Plan Working together, both the participant and agency staff should determine goals and complete the ALP The ALP effective 2011-12 no longer requires participant and local program signatures. In lieu of signatures, the agency must verify on page 4 that the participant was actively involved in the ALP process and the selection of short- and long-term goals. Electronic version of the ALP is available
  • Slide 76 - Adult Learning Plan ALP must be completed on a program year basis, and should be initiated at intake (New ALP each year) A separate ALP may need to be completed for each program of enrollment that the participant is enrolled in
  • Slide 77 - Adult Learning Plan Pages 1-4 are required and must be completed in its entirety and kept on file for each participant Non-shaded fields are REQUIRED & CANNOT be modified Shaded fields are optional, but cannot be removed Pages 5 and 6 are optional pages
  • Slide 78 - Adult Learning Plan Agencies cannot change the current format/structure, however, additional items can be added to the available space on the ALP, or a separate page can be attached to the ALP Participant identification information is located at the top of each page in the event the pages are separated Technical Assistance Paper available
  • Slide 79 - SOME BEST PRACTICES AT INTAKE - IMPROVE RETENTION Local programs and participants sign a “contract” outlining services to be provided, expectations for both the participant and the local program, attendance and termination policies, and expected outcomes. Local programs charge the participant a minimal (approx $10-20) refundable or non-refundable registration fee. The fee could be refunded when the goal is achieved or post-test is taken. Local programs must have a waiver process for those participants who are unable to pay even the minimal registration fee.
  • Slide 80 - Time & Effort Reporting Requirements OMB Circular A-87 Agencies receiving federal funds Personnel Activity Reports Semi Annual Certifications
  • Slide 81 - Time & Effort Reporting Requirements Personnel Activity Reports Where employees work on multiple activities or cost objectives, a distribution of their salaries or wages must be supported by personnel activity reports or equivalent documentation which meets the standards in OMB A-87 subsection (5) Such documentary support is required where employees work on: More than one Federal award A Federal award and a non-Federal award
  • Slide 82 - Time & Effort Reporting Requirements Semi Annual Certifications Where employees are expected to work solely on a single Federal award or cost objective, charges for their salaries and wages must be supported by periodic certifications that the employees worked solely on that program for the period covered by the certification. These certifications must be prepared at least semi-annually and must be signed by the employee or supervisory official having first-hand knowledge of the work performed by the employee.
  • Slide 83 - Tuition & Fees An agency receiving federal or state adult education funds may establish a sliding scale of tuition rates on a uniform basis based upon a participant’s family income Tuition shall not exceed the actual operating cost per participant minus any federal or state adult education funds received
  • Slide 84 - Tuition & Fees Local programs cannot charge tuition to a participant whose income is at or below 200% of the federal poverty guidelines Local programs must have a waiver process for those participants who do not meet the above criteria but are unable to pay tuition or fees
  • Slide 85 - Tuition & Fees All tuition and fees resulting from the adult education program must be expended on the adult education program Agencies must complete a Tuition and Fees budget page within the appropriate adult education application If an agency receives both Federal WIA Core and State Section 107 funds, the agency would complete the Tuition and Fees budget page within the Federal WIA Core application ONLY. Do not duplicate these funds in the State Section 107 application.
  • Slide 86 - Performance WIA Title II, Federal Funds NRS Performance Measures for Michigan Non-NRS Performance Measures Section 107, State School Aid Act 10% of funds based upon meeting performance objectives indicated within Section 107 of the State School Aid Act
  • Slide 87 - Performance Agencies that receive Federal WIA Title II and State Section 107 funds must adhere to both federal and state performance criteria Agencies that receive only State Section 107 funds must adhere to both federal and state performance criteria Agencies that receive only Federal WIA Title II funds must adhere to the federal performance criteria
  • Slide 88 - Performance Federal WIA Title II NRS Performance Measures for Michigan Office of Adult Education negotiated goals with USDOE Applicable to all Michigan federal and state funded adult education programs Local programs should meet or exceed the negotiated goals
  • Slide 89 - Performance Federal WIA Title II 2011-12 Michigan NRS Performance Measures: Beginning ABE Literacy – 36% Beginning Basic Education – 37% Low Intermediate Basic Education – 39% High Intermediate Basic Education – 30% Low Adult Secondary Education – 31% High Adult Secondary Education – N/A
  • Slide 90 - Performance Federal WIA Title II 2011-12 Michigan NRS Performance Measures: ESL Beginning Literacy – 58% ESL Low Beginning – 68% ESL High Beginning – 59% ESL Low Intermediate – 52% ESL High Intermediate – 52% ESL Advanced – 55%
  • Slide 91 - Performance Federal WIA Title II 2011-12 Michigan NRS Performance Measures: Obtained High School Diploma/GED – 51% Entered Employment – 20% Retained Employment – 55% Placement in Postsecondary Education or Training – 42%
  • Slide 92 - Performance State Section 107 2011-12 Section 107 10% Performance Objectives 10% of Section 107 payments to districts is based on meeting specific performance objectives as outlined in the State School Aid Act: ABE:  One GRADE level gain in Reading or Math as determined by Office of Adult Education approved pre- and post-test assessment. (Not an EFL gain)
  • Slide 93 - Performance State Section 107 ESL:  Achievement of basic English proficiency (CASAS Reading and Listening scale scores of 236 and above, CASAS Writing scale score of 261 and above, as available) GED:  Attainment of GED or passage of one or more individual actual GED tests HSC:  Attainment of a HS Diploma or passage of a course required to attain a HS Diploma
  • Slide 94 - Performance State Section 107 “OR” Category: If a participant does not meet the specific performance criteria for his/her specific program of enrollment, the participant may be counted in the “OR” category if the following performance criteria is met: Completion/passage of a local school board approved adult education course and demonstration of proficiency in the academic skills to be learned in the course
  • Slide 95 - System Reporting Requirements Michigan Adult Education Reporting System (MAERS) Applicable to all federal and state funded adult education programs Michigan Student Data System (MSDS) Applicable to all state funded adult education programs
  • Slide 96 - System Reporting Requirements MAERS All state and federally funded programs are required to enter participant data on a monthly basis into MAERS Must enter ALL adult education participants into MAERS, regardless of the number of instructional hours, lack of goal attainment or educational gain
  • Slide 97 - System Reporting Requirements MAERS Eligible participants enrolled in adult education, but not counted for Section 107 funding, should also be entered into MAERS Districts and consortia are required to report on achievement of specified federal and state performance objectives
  • Slide 98 - System Reporting Requirements MAERS Federal and state funded adult education programs must enter all participant data into MAERS by OCTOBER 25th for the previous year’s data
  • Slide 99 - System Reporting Requirements MAERS Significant Changes in MAERS 2.0: New look and feel Provider level Class data Attendance Monthly data entry Reports
  • Slide 100 - System Reporting Requirements Michigan Student Data System (MSDS) (State Section 107 ONLY) For a district maintaining school during the entire school year, participant membership count must be entered into MSDS for all four count dates, otherwise, only the Fall and Spring count dates are used. Fourth Wednesday in July First Wednesday in October Second Wednesday in February Fourth Wednesday in April
  • Slide 101 - 2011-2012 Section 107 FTE Values/Calculations Full-Time Equivalent (FTE) value for a course is determined by dividing the total number of hours that a class is scheduled to meet for the count period by 450 An individual enrolled for fewer than 450 hours on a quarterly count date will have their FTE amount proportionately reduced Participant cannot be counted for greater than 1.00 FTE per count date/period
  • Slide 102 - NRS Follow-Up Requirements Federal and state funded adult education programs must conduct NRS follow-up for all participants selecting any of the following NRS goals as a short-term goal with an exit status of either Completed and Does Not Plan to Continue or Separated Before Completing: Obtain GED Obtain High School Diploma Enter Postsecondary Education/Job Training Obtain Employment Retain/Improve Employment
  • Slide 103 - Follow-Up Requirements Refer to Follow-Up Manual on Adult Education website for complying with the requirements: Timeframe for collection of Follow-Up Measures Quarterly schedule for Collecting Entered/Retained Employment Goals Documentation verifying goal attainment Survey forms Contact Log
  • Slide 104 - Application Federal WIA Title II Program Year: July 1 – June 30 MEGS+ Continuation Grant for 2011-12 2011-12 WIA Core application deadline: June 15, 2011 Assurances and Certifications Program Guidance and Instructions
  • Slide 105 - Application Federal WIA Title II Grant Award Letter Once grant funds are available, application amendments are required for any new activity or any change in a line item that exceeds 10% of the approved budget. Amendments must be submitted and approved in the Michigan Electronic Grants System Plus (MEGS+) before dollars can be expended for new projects or activities. All funded activities must be within funding guidelines.
  • Slide 106 - End-of-Year Reporting Federal WIA Title II Final expenditure report: Cash Management System Deadline: August 29 10% variance Final narrative report: 2010-11(MEGS), 2011-12 (MEGS Plus) Deadline: November 30 Financial Information Database (FID) Center for Educational Performance and Information Deadline: November 15
  • Slide 107 - Application State Section 107 Program Year: July 1 – June 30 All eligible districts must submit its own district application: fiscal agents, consortium members and districts operating independently MEGS+ 2011-12 Application Deadline: September 16, 2011 Section 107 Requirements Assurances and Certifications
  • Slide 108 - End-of-Year Reporting State Section 107 Performance Objective Report: Submitted by Fiscal Agents only 2010-11(MEGS), 2011-12 (MEGS Plus) Deadline: August 31 Final Expenditure Report (on hold) Financial Information Database (FID) Center for Educational Performance and Information Deadline: November 15
  • Slide 109 - Funding Disbursement Federal WIA Title II Continuation grant for 2011-12 Funding period July 1 – June 30 Request funds at least quarterly in the CMS system Request funds on accrual basis plus 3-day cash needs Retain supporting documentation of funds requests
  • Slide 110 - Funding Disbursement Federal WIA Title II Districts and agency’s must maintain separate ledger accounts for federal and state adult education funds, for both revenue and expenditure Federal WIA Title II funds cannot be deferred to subsequent year
  • Slide 111 - Funding Disbursement State Section 107 Capped allowance is based on legislation 90% based on enrollment 10% based on meeting specific performance objectives Districts receive 1/11th payments disbursed from MDE, State School Aid Office on the 20th of each month from October – August
  • Slide 112 - Funding Disbursement State Section 107 Districts must maintain separate ledger accounts for federal and state adult education funds, for both revenue and expenditure Possible Excess FTE (‘over cap’) payments made in August Final calculations/payments made in October/November
  • Slide 113 - Funding Disbursement State Section 107 Individual End-of-Year District Reports available on the Office of Adult Education website in November Unexpended funds are deferrable to the following year for expenditure on a first-in/first out basis
  • Slide 114 - Planning Calendar See Handout
  • Slide 115 - Monitoring Documentation Participant eligibility 90% Enrollment (MSDS/Count Date/FTE calculation) For each count date: list of all participants, program of enrollment, FTEs 10% Performance For each program of enrollment: list of all participants meeting the performance criteria, specify performance criteria met, FTEs
  • Slide 116 - Monitoring Documentation Office of Adult Education approved Adult Learning Plans Actual assessments (entire year) Tracking of instructional hours Goal attainment Accurate MAERS Reporting (review against participant file documentation) Follow-up Financial review Allowable and reasonable costs Budget and financial documents See complete Monitoring section of the AE Guidebook See Cliff’s notes on MAEPD website (maepd.org) and click on Moodle DL
  • Slide 117 - Resources WIA Title II Legislation State Plan 2011-12 State School Aid Act (Section 107) Participant Accounting & Auditing Manuals Distance Learning Policy Assessment Policy Goal Setting Policy Adult Learning Plan
  • Slide 118 - Resources (con’t) Adult Education Planning Calendar Michigan Adult Education and Training Conference Technical Assistance Visits Office of Adult Education Website: www.michigan.gov/adulteducation Office of Adult Education Guidebook Michigan Adult Education Professional Development (MAEPD) Website: www.maepd.org
  • Slide 119 - Resources (MAEPD) MAEPD Website: www.maepd.org Preparing Workers for the 21st Century Career Pathways Toolkits E-Library Professional Development Opportunities Task Force Meeting information …and much, much more!
  • Slide 120 - Office of Adult Education Contacts (Area Code 517) Dianne Duthie 373-3430 duthied@michigan.gov Barb Elkins 373-7428 elkinsb@michigan.gov Cliff Akujobi 373-4218 akujobic@michigan.gov Tammy Hernandez 241-1018 hernandezt@michigan.gov Brian Frazier 241-3256 frazierb3@michigan.gov Patty Higgins 373-0815 higginsp@michigan.gov Erica Luce 335-0634 lucee1@michigan.gov Sue Muzillo 241-1016 muzillos@michigan.gov Sandy Thelen 373-3395 thelens@michigan.gov Kate Wolinski 373-6911 wolinskik@michigan.gov Marissa Clark 241-6574 clarkM17@michigan.gov Ryan Pohl 241-6939 pohlr@michigan.gov
  • Slide 121 - Michigan Adult Education Reporting System Contacts (Area Code 517) Report all issues regarding MAERS 2.0 to : MAERS2.0@michigan.gov Access Issues: MAERS Help Desk: 313-456-3200 MAERS: MAERS@michworks.org Dean Smith 335-0386 smithd20@michigan.gov Sue Johnson 241-6616 johnsonS28@michigan.gov

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