AB 86: Adult Education Consortia Planning 2013-2015 1-24-14 Webinar Series ab86cco

1. AB 86: Adult Education Consortia Planning 2013-20151-24-14Webinar Serieshttp://ab86.cccco.edu

2. Guiding Principles • Promote shared leadership • As simple as possible • Reflect the diversity of California • Provide equitable funding • Provide a structure that supports regions to self-organize • Provide flexibility throughout the process for regional planning to evolve and develop

3. Certification of Eligibility • Released 12/19/13 • Regional funding allocation included • Two sections, two due dates • Certification of Eligibility Cover Sheet – 1/31/14 • Supporting documents – 2/24/2014 • Reporting Due Dates • Templates • Attachment

4. Program Areas 1. Elementary and basic skills; classes required for HSD or equivalency certificate; 2. Classes for immigrants: ESL, citizenship, and workforce preparation; 3. Programs for adults with disabilities; 4. Short term CTE programs with high employment potential; and 5. Programs for apprentices.

5. Objectives • Evaluation of existing AE programs. • Evaluation of AE needs. • Plans to integrate programs. • Plans to address the gaps. • Plans to accelerate a student’s progress. • Plans to collaborate on provision of professional development. • Plans to leverage existing regional structures. 5

6. Reports to the Legislature • March 2014 • Status of funding and grants • Identification of consortia members • March 2015 • Regional Comprehensive Plans • Conclusions • Recommendations

7. Definitions A Region is defined as the geographical boundaries of a community college district. A Consortium is at least one community college district and at least one school district within the geographical boundaries of the community college district. A Member is defined as a public school district within the geographical boundaries of the designated region. A Partner is determined by the local consortium’s membership.

8. Project Management Plan • Due February 24, 2014 • Email ab86@cccco.edu • Narrative – 8 page maximum • Organizational Structure • Shared Leadership Strategies • Project Planning Roles and Responsibilities • Communication

9. Organizational Structure • Who are the members? • Who are the partners? • Are there other partners that should be considered? • Are there state or national partners that should be involved in the planning? • Will you develop an org chart? • What are the guiding principles for working together? • How often will you meet? • Where will you meet?

10. Shared Leadership Strategies • What are shared leadership strategies? • Is there a leadership team? • What is the composition? • Will there be formal agreements – MOUs, JPA? • How will resources be allocated? • How are decisions made - vote, consensus, or? • What are partner and member roles? • Will there be third-party agreements? • Will there be an advisory board? • How are differences resolved? • What happens if we can’t agree? • Is there a regional response to funding opportunities?

11. Project Planning Roles and Responsibilities • Who has oversight for the project? • Are there project directors or co-chairs? • What are the roles of project manager(s)? • Who has responsibility for reporting? • Are there other staff that may be necessary for planning? • How will faculty, teachers, students be engaged in planning? • Is there an organizational chart? • How will you know you are successful?

12. Communications • How will the consortia communicate to districts? • How will you keep regional stakeholders informed? • Will you communicate with neighboring regions? • Will you establish a website? • How will you keep agencies apprised of the planning process? • How will teachers/faculty be kept aware of the planning? • Will students be kept apprised of the planning? • Is there a flow chart? • Are there formal processes for sending out communications?

13. Lessons Learned from the Field • Strengthened communication • Establish trust and build relationships • Appreciate the benefits of working regionally • Gain support and understanding of the mission of each agency • Shed agency ‘hat’ to serve students • Plan to scale

14. Key Dates • 12/19/13 – Certification of Eligibility Released • Technical Assistance Webinars – Fridays, noon • 1/31/14 – Due: CoE Cover Sheet • 2/14/14 – Notification of Intent to Award • 2/24/14 – Due: Intent-to-Participate Member Forms, Project Management Plan, Preliminary Budget Summary • 3/5/14 – Performance Period Begins

15. Can a County Office of Education or a Regional Occupation Program (ROP) be a fiscal agent? AB86 states that the fiscal agent must be the community college or school district. The consortium can then decide to grant another agency the ability to manage the funding; however the fiscal agent remains fully responsible for the funds.

16. If a K-12 district is part of only one region, does it have to work with the community college in that region, and does the community college have to work with the K-12 district? Yes, in order to be part of the planning the districts must work together. This is the intent of the legislation. And, it is ultimately the best way to serve students within region.

17. The term "direct cost" of instruction is used on Table 1.2. Please define "direct cost"? The Work Group will provide clarification and detail for the term “direct cost”. It is important that the information received from the field is accurate and consistent. We will define the term and offer specific detail through the website.

18. How is it decided who will be the fiscal agent? What is the role of the fiscal agent? Does the fiscal agent have the final decision regarding distribution of funds and program design? The consortium's members must agree on fiscal agency and report on the decision making process. In some cases it may be necessary to work through neutral facilitation to make the decision. As part of the shared leadership function, the consortium will determine a structure for how decisions about funds and program design are made. Fiscal agency does not imply a decision making status.

19. When there are multiple K-12 districts partially within a CCD boundary, can the consortia be selective on which K-12 district will be a member and which will be considered a partner? The school district determines the region in which to be a member. School districts and community college districts may be partners in multiple consortia. When a school district spans multiple regional boundaries, it may only be a member of one regional consortium, but a partner in all.

20. Are the funds to be distributed through the consortia process starting in 2015-16 the entire funding stream for an Adult Ed program from the State or are these supplemental funds? We do not know how funds will be distributed in 2015-16.

21. Is the fiscal agent for the planning grant automatically the fiscal agent for possible funding in 2015? No, the fiscal agent for planning is the fiscal agent only for the term of the planning grant.

22. Would the same funding formula be used for funding consortia in 2015 if there is new funding? No, if there is new funding for implementation a new funding model would be required. The current funding formula was designed specifically for planning.

23. What is “short-term CTE? Short-term CTE has been defined for community colleges in title 5 section 55152. The K-12 adult education providers have practices that define short-term CTE. The region will determine what will be considered as “short-term CTE” within the context of those regulations and practices. The legislation requires that short-term CTE programs have high employment potential.

24. What criteria should we use to determine which consortia we want to be a member? It is up to your district to determine which consortium you would like to join as a member or partner.  You might base your decision on your relationships with the CCDs and school districts in your area, how they support the adult students in your area, how they plan to address gaps in adult education in your region, and/or how you would like to make a positive contribution in your region.

25. What are the roles and responsibilities of a member vs. a partner? A member is a community college and a school district. A partner is an organization that supports adult education in the community. The roles and responsibilities will be determined by the consortia members. Districts may be members of one consortium and partners in others.

26. How does it affect our Adult Ed program if we are a member of only one CC district?  Will we have access to planning funding distributed only to the consortia we are a member of? Your current adult education funding will not be impacted by your membership in a consortium. If you are a member of one, you can still be a partner with the other CCDs in your area. Distribution of planning funding will be at the discretion of each consortium. Consortia can share funding with both members and partners if that is their agreement.

27. Programs for Apprentices • Over 800 “apprentice-able” occupations in California. • Regional Plan should be based on transitioning adults into apprenticeship programs by integrating apprenticeship concepts into the five Adult Education curriculum areas.

28. Apprenticeship Readiness • The idea is not to fund apprenticeship programs, but for each consortium to focus their plan on transition and integration. • The outcome is to ensure adult students will be able to transition into an apprenticeship program. • The planning process should focus on providing all adult learners with the skills, knowledge, and understanding that will help expand their opportunities for gainful employment and open as many pathways as possible into apprenticeship.

29. Curriculum • Integrate apprenticeship concepts into the curriculum. • Established curriculum: Overview of Apprenticeship, or Pre-apprenticeship, or An Orientation to Apprenticeship. • Contact jdunn@cccco.edu

30. Apprenticeship is a Component of Workforce Development • Include members who represent or are engaged in workforce development programs. • Partner with local WIB’s, local government, representatives of the Apprenticeship community, employers, local education agencies.

31. Guidance • Develop a plan to integrate an appropriate level of information related to apprenticeship into the curriculum for all Adult Education program areas is the first step. • Involve individuals with expertise in apprenticeship. • Direct curriculum content toward pathways aligned with regional workforce demands. • Ideas: field trips, shadowing, work experience, or other opportunities to obtain a hands-on experience.

32. Questions and Recommendations • ab86@cccco.edu • http://ab86.cccco.edu • Share the good work that you are doing by being a webinar presenter –Contact the Work Group at ab86@cccco.edu.

33. Page 27 of the Governor’s Budget Education Summary • Adult Education The 2013 Budget Act provided $25 million Proposition 98 General Fund for two‑year planning and implementation grants to regional consortia of community college districts and K‑12 districts, $15.1 million Proposition 98 General Fund Reversion for the Adults in Correctional Facilities program, and required K‑12 districts to maintain the 2012‑13 level of adult education and career technical education programs in 2013‑14 and 2014‑15. Adult education consortia plans will be completed by early 2015, and the Administration intends to make an investment in the 2015‑16 budget for adult education, including adult education provided in county jails, through a single restricted categorical program. The Administration will continue to work jointly with the State Department of Education and the California Community Colleges Chancellor’s Office to complete the adult education consortia plans, while working with the Legislature to ensure that any legislation pertaining to adult education aligns with and supports the planning process currently underway, and provides consistent guidance to the K‑12 and community college districts.