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Adult Education Overview

Adult Education Overview. 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)

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Adult Education Overview

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  1. Adult Education Overview

  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 NocCommunity College) • September 14, 2011, Lansing Community College, West Campus

  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

  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

  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)

  6. 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) Eligible Agencies - Federal WIA Title II

  7. 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 Eligible Agencies - Federal WIA Title II

  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

  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.

  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

  11. Participant Eligibility CriteriaState 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

  12. Participant Eligibility CriteriaState 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

  13. Participant Eligibility CriteriaState 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

  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.

  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

  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

  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

  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

  19. 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 Eligible Programs of EnrollmentFederal WIA Title II

  20. 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) Eligible Programs of EnrollmentState Section 107

  21. 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 Teacher Certification

  22. 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) Teacher Certification

  23. Policies/Requirements(effective July 1, 2011) • Distance Learning Policy • Assessment Policy • Goal Setting Policy • Adult Learning Plan

  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

  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

  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.

  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

  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

  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

  30. Assessment Policy State Approved Assessments • TABE 9/10 (survey or complete battery) • CASAS • GAIN • Work Keys

  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

  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

  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

  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.

  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.

  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

  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.

  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

  39. Pre-Testing with Work Keys • No Locator/Appraisal available • Follow the publisher’s testing guidelines

  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.

  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.

  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

  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

  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

  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

  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

  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

  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

  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

  50. Goal Setting PolicyGoal 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

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