Title II of WIOA- Adult Education and Family Literacy Activities 463 Guidance
|
|
- Melvin Henry
- 6 years ago
- Views:
Transcription
1 Title II of WIOA- Adult Education and Family Literacy Activities 463 Guidance This narrative is intended to provide guidance to all parties interested in the Oklahoma AEFLA competition to be held in FY18 and awarded for FY19-FY22. This is not intended to be an all-inclusive document. Eligible applicants should use this document as a guide in attempting to understand the criteria and expectations outlined in Title II of WIOA. Grammar and correct punctuation are necessary when writing your application. Your application should reflect the systems and processes you will use in carrying out adult education and family literacy activities. Your document should not focus on solely on research in carrying out adult education and family literacy activities, rather the application should reflect how you intend to carry out these activities Who is eligible to apply for a grant or contract for adult education and literacy activities? An organization that has demonstrated effectiveness in providing adult education and literacy activities is eligible to apply for a grant or contract. These organizations may include, but are not limited to: (a) A local educational agency; (b) A community-based organization or faith-based organization; (c) A volunteer literacy organization; (d) An institution of higher education; (e) A public or private nonprofit agency; (f) A library; (g) A public housing authority; (h) A nonprofit institution that is not described in any of paragraphs (a) through (g) and has the ability to provide adult education and literacy activities to eligible individuals; (i) A consortium or coalition of the agencies, organizations, institutions, libraries, or authorities described in any of paragraphs (a) through (h); and (j) A partnership between an employer and an entity described in any of paragraphs (a) through (i). Direction from ODCTE: Your organization must have past experience in serving eligible individuals. Eligible individuals means individuals who: a.) Have attained 16 years of age b.) Who is not enrolled or required to be enrolled in secondary school under state law c.) Who is a. Basic skills deficient, b. Does not have a secondary school diploma or it recognized equivalent, and had not achieved an equivalent level of education, or c. Is an English Language Learner An interested entity that has not served eligible individuals is not eligible to apply. However, if an interested party that is not eligible to apply wishes to collaborate with an entity that is currently an eligible provider, the two parties can form a consortium and be eligible to apply. The eligible provider does not have to be currently funded through Title II of WIA. Eligible applicants need to be a current provider of eligible individuals (individuals who are 16 years
2 of age, who are not enrolled in a secondary school or required to be, and who meet one of the following criteria: are basic skills deficient, do not have a high school diploma or its recognized equivalent, or are English Language Learners). Organizations that are eligible include current adult basic education providers, dropout recovery programs, private non-profit organizations who currently provide adult basic education classes, community colleges that provide credit recovery courses to individuals that have not completed their high school diploma, and other providers of adult basic education and other services to eligible individuals How must an eligible provider establish that it has demonstrated effectiveness? (a) An eligible provider must demonstrate past effectiveness by providing performance data on its record of improving the skills of eligible individuals, particularly eligible individuals who have low levels of literacy, in the content domains of reading, writing, mathematics, English language acquisition, and other subject areas relevant to the services contained in the State s application for funds. An eligible provider must also provide information regarding its outcomes for participants related to employment, attainment of secondary school diploma or its recognized equivalent, and transition to postsecondary education and training. (b) There are two ways in which an eligible provider may meet the requirements in paragraph (a) of this section: (1) An eligible provider that has been funded under title II of the Act must provide performance data required under section 116 to demonstrate past effectiveness. Direction from ODCTE: There are no eligible providers in Oklahoma that currently fit under category b(1) since current providers were funded under WIA. (2) An eligible provider that has not been previously funded under title II of the Act must provide performance data to demonstrate its past effectiveness in serving basic skills deficient eligible individuals, including evidence of its success in achieving outcomes listed in paragraph a) of this section. Direction from ODCTE: To be eligible for the Adult Basic Education and Corrections Education funds, you will need to provide performance data on improving the skills of eligible individuals. This includes providing data (quantitative and/or qualitative data) on improving their: Reading Writing Mathematics English language acquisition Information is required for each of the following: Employment Attainment of their secondary school diploma or equivalent, and Postsecondary education and training.
3 The state will decide, based on the information you provide, whether or not your organization has achieved the level of demonstrated effectiveness in order to apply. You may not have data on all indicators of performance, but you should be able to provide documentation on items related to most of the first six categories (reading, writing, mathematics, employment, attainment of their secondary school diploma or equivalent, and postsecondary education and training.) What must be included in the eligible provider s application for a grant or contract? (a) Each eligible provider seeking a grant or contract must submit an application to the eligible agency containing the information and assurances listed below, as well as any additional information required by the eligible agency, including: (1) A description of how funds awarded under this title will be spent consistent with the requirements of title II of AEFLA; You need to describe how you will use the funds, including how many staff (instruction, administration), costs, and services. How many students will you plan to serve annually? Will there be equipment and supplies purchased? How many classes will you offer? Where will classes be held? How many students will you have per class? Will you offer distance education? How much will you spend on professional development for your instructional staff? What will be the total cost for instruction salary and benefits, guidance counseling, support services, administration, rent, facilities, data entry and information services, and other relevant areas? Note: Your administrative cost will be between 5% and 17.5%, however your initial budget should only reflect 5% of administrative cost. Note: Childcare is not an allowable cost under WIOA Title II Adult Education and Family Literacy Act unless you are offering Family Literacy Activities and you are the payer of last resort. If you are offering Family Literacy Activities, you must submit to the ODCTE a proposal on how you will offer these activities prior to receiving funds. (2) A description of any cooperative arrangements the eligible provider has with other agencies, institutions, or organizations for the delivery of adult education and literacy activities; In this section you will need to discuss what agencies you have been working with in the past in the delivery of adult education and literacy activities. This could be through local workforce development boards, department of rehabilitation services, support services, educational organizations, and other entities. We would like to see what partnerships you have developed with appropriate agencies in the area(s) you wish to serve in order to assist eligible individuals. (3) A description of how the eligible provider will provide services in alignment with the local workforce development plan, including how such provider will promote concurrent enrollment in programs and activities under title I, as appropriate; In this section it is recommended you review the local workforce development plan from the workforce investment board. You may discuss how your program will operate in alignment with the local workforce board s plan. You may need to discuss how you will promote concurrent enrollment in programs under Title I. Title I Activities include Workforce Development Activities (Workforce Investment Activities, Youth Workforce Investment Activities, Adult and Dislocated Worker Employment and Training Activities, and General Workforce Investment Provisions (Job Corps and others)).
4 (4) A description of how the eligible provider will meet the State-adjusted levels of performance for the primary indicators of performance identified in the State s Unified or Combined State Plan, including how such provider will collect data to report on such performance indicators; The Performance Goals for the Core programs are the following: o Employment (Second Quarter after Exit) o Employment (Fourth Quarter after Exit) o Median Earnings (Second Quarter after Exit) o Credential Attainment Rate o Measurable Skill Gains o Effectiveness in Serving Employers- A pilot is currently underway to determining appropriate ways of measuring this category. Measurable Skill Gains includes the following: Measurable Skill Gains can be measured through one or more of the following for eligible individuals i. Secondary Diploma/Equivalent ii. Secondary or Postsecondary transcript iii. Educational Functioning Level Gain (Measured by Pre-Post test, Completion of Carnegie Units, Program Exit- Entry into Postsecondary Education. iv. Progress toward Milestones v. Passing Technical/Occupational Knowledge Based Exam In this section you should discuss how you will collect data on each of the 6 measures above (employment- 2 nd and 4 th quarter, Median Earnings, Credential Attainment Rate, Measureable Skill Gains, and Effectiveness in Serving Employers). Performance goals for adult education in Employment- 2 nd and 4 th quarter, Median Earnings, Credential Attainment Rate, and Effectiveness in Serving Employers are baseline. Measurable Skill gains is proposed and negotiated to be at 43% for FY17 for the entire state. Your focus on this section should be how you will collect data for the six performance measures and how you will attain the 43% goal for measureable skill gains. Your narrative should include how you will collect and enter data. Oklahoma currently utilizes LACES as it s information management platform in adult basic education. This platform will allow you to collect some of the data, in particular measurable skills gains. You may also need to conduct survey data from your students, especially with regard to employment and median earnings, or a data match is also available. (5) A description of how the eligible provider will fulfill, as appropriate, required one-stop partner responsibilities to-- (i) (ii) Provide access through the one-stop delivery system to adult education and literacy activities; use a portion of the funds made available under the Act to maintain the one-stop delivery system, including payment of the infrastructure costs for the one-stop centers, in accordance with the methods agreed upon by the Local Board and described in the memorandum of understanding or the determination of the Governor regarding State one-stop infrastructure funding;
5 (iii) Enter into a local memorandum of understanding with the Local Board, relating to the operations of the one-stop system; The ODCTE will be delegating its responsibilities to the local providers, therefore local providers will enter into a local MOU with the Local Board. (iv) (v) Participate in the operation of the one-stop system consistent with the terms of the memorandum of understanding, and the requirements of the Act; and Provide representation to the State board; Access through the one-stop delivery system may include a physical presence at the one-stop center, or it may include a virtual presence. It is the expectation by the ODCTE that all adult basic education providers may contribute to the infrastructure cost of at least one one-stop center, however the amount will need to be negotiated between the workforce investment board and the ABE provider (the ODCTE may provide guidance as well). The funds to support the one-stop center from an adult basic education provider will be based on the main location in which the provider resides. There are some programs that cross over two or more WIOA regions, and in this situation funding will need to be determined on a case by case basis. Adult Education providers will be a participant in the one-stop center, however this may be done virtually. Adult Education providers will enter into a local memorandum of understanding with the local board, relating to the operations of the one-stop system, and participate in the operation of the one-stop system. In this section you will need to discuss your contribution (financial or in-kind) to the one-stop center, how you would be co-located, and how you will work with other one-stop partners in serving individuals in need of adult education services. Note: Infrastructure and cost-sharing will come out of your administrative cost. The Administrative percentage can be negotiated with the ODCTE and will depend on the number of students you serve annually. (6) A description of how the eligible provider will provide services in a manner that meets the needs of eligible individuals; In this section you will need to discuss what type of offerings and services you provide to eligible individuals. What type of classes do you offer (ESL, Adult Basic Education, Corrections Education, Integrated English Literacy and Civics Education, Reading, Mathematics, Writing, etc.)? Are guidance counseling services provided to students? What other offerings and programs do you have that students have access to? Are there career training programs available to students who attend your program (if any)? What type of employment services are available to students (if any)? How have you promoted career pathways to students? How have you promoted students finishing your program to move on into postsecondary education and/or employment? Are there childcare and other services available from other one-stop partners that enable parents to attend adult education classes? You will also need to address the GEPA requirements, including equitable access and preventing barriers that can impede equitable access.
6 (7) Information that addresses the 13 considerations listed in ; In awarding grants or contracts for adult education and literacy activities to eligible providers, the eligible agency must consider the following: a. The degree to which the eligible provider would be responsive to-- (i) (ii) Regional needs as identified in the local workforce development plan; and Serving individuals in the community who were identified in such plan as most in need of adult education and literacy activities, including individuals who (A) Have low levels of literacy skills; or (B) Are English Language Learners Your application needs to address workforce development needs in the region. These needs may include employment needs of businesses, training, workforce demand, and other relevant areas. The narrative in this portion needs to be specific to the local workforce development plan(s) for the workforce investment boards you will partner with. Your application needs to address how you will serve individuals with low levels of literacy in the area(s) you wish to serve. Depending on the part of the state you wish to serve, you may also need to include English Language learners as part of your discussion, particularly when there are a large number of individuals in your area who are English Language learners. Your application needs to address the needs identified from the local workforce development plan. If the area(s) you are requesting fall in multiple areas, then you may need to review all areas. You may need to discuss how the programs and services you plan to offer align with the local plan(s). In this section you may also need to discuss how you will serve eligible individuals in the community. Is there a population that is ESL? Are there individuals in the community that do not read? How will your programs and services provide the individuals identified in the local plan as most in need of adult basic education services? b. The ability of the eligible provider to serve eligible individuals with disabilities, including eligible individuals with learning disabilities; In your application, you should describe how eligible individuals with disabilities are to be served. This includes describing how you will assist those individuals with learning disabilities, such as determining learning accommodations to assist the student. You will also need to discuss how you will serve individuals with physical disabilities and what type of accommodations you make for those individuals. Strategies need to be discussed in serving individuals with physical and learning disabilities. c. The past effectiveness of the eligible provider in improving the literacy of eligible individuals, especially those individuals who have low levels of literacy, and the degree to which those improvements contribute to the eligible agency meeting its State-adjusted levels of performance for the primary indicators of performance described in ; In this section you should discuss how you have improved literacy of eligible individuals in the areas of reading, writing, mathematics, and English Language Acquisition (when applicable). You should discuss how the improvements in the literacy levels of those individuals helps the state, as a whole, in
7 assisting these individuals to enter employment, increase earnings, attain credentials, attain a secondary diploma or equivalent, and effectively serve employers. See criteria 4 from above for the primary indicators of performance. You will need to provide performance data on how you have improved the literacy of eligible individuals. This can be quantitative or qualitative data. This criteria will need to relate to state-adjusted performance levels refers to the following performance indicators: Employment (Second Quarter after Exit) Employment (Fourth Quarter after Exit) Median Earnings (Second Quarter after Exit) Credential Attainment Rate Measurable Skill Gains Effectiveness in Serving Employers- currently under a pilot d. The extent to which the eligible provider demonstrates alignment between proposed activities and services and the strategy and goals of the local plan under section 108 of the Act, as well as the activities and services of the one-stop partners; The ODCTE recommends that you review the local plans prior to completing this section. You should describe how the proposed services and activities you are wanting to provide aligns with the strategic goals of the local workforce development plan and services provided by other one-stop partners.: Proposed services and Activities include the following: Adult education Literacy Workplace adult education and literacy activities Family literacy activities English language acquisition activities Integrated English literacy and civics education Workplace preparation activities or Integrated education and training that provide adult education concurrently and contextually for the purpose of educational and career advancement e. Whether the eligible provider's program i. Is of sufficient intensity and quality, and based on the most rigorous research available so that participants achieve substantial learning gains; and ii. Uses instructional practices that include the essential components of reading instruction; You should describe your program in this section. What are the classes you provide? How is the curriculum delivered? How do you select curriculum? How do you monitor student progress? What instructional practices are utilized (instructor led, self-directed, peer teaching, etc.)? What are the outcomes of students that have completed your program? How is reading instruction provided? Describe a typical classroom environment and how students will learn in your program. f. Whether the eligible provider's activities, including whether reading, writing, speaking, mathematics, and English language acquisition instruction delivered by the eligible provider, are based on the best practices derived from the most rigorous research available, including scientifically valid research and effective educational practice;
8 You should discuss how instruction is provided for reading, writing, speaking, mathematics, and English language acquisition. Discuss how your organization determined what method is best in determining the instructional practice(s) and the content for reading, writing, speaking, mathematics, and English language acquisition. Determine where you obtain information on improving your instruction in these areas. How have you determined what are best practices to include in instruction? How have you used contents standards as a foundation for instruction in your program? g. Whether the eligible provider's activities effectively use technology, services and delivery systems, including distance education, in a manner sufficient to increase the amount and quality of learning, and how such technology, services, and systems lead to improved performance; Your application should discuss incorporation of technology into your program. This may include computers, tablets, apps downloaded onto the students cell phones, and blended learning. Describe the type of software and computer programs you utilize in your program. Discuss how all of this technology has improved your program. Are there other services, such as guidance and counseling, that are available to eligible individuals that improves their quality of learning? Is instruction, curriculum, and/or instructional materials available online? h. Whether the eligible provider s activities provide learning in context, including through integrated education and training, so that an individual acquires the skills needed to transition to and complete postsecondary education and training programs, obtain and advance in employment leading to economic self-sufficiency, and to exercise the rights and responsibilities of citizenship; Your response in this category should describe how your instruction includes postsecondary education and training programs, employment, and civics education. You may also discuss postsecondary education, training programs, and employment services your organization currently offers to eligible individuals. Are adult basic education students able to attend career training in your organization or organizations your partner with? What type of career training opportunities are there? Is postsecondary education offered for adult students in your program by your organization? How does your learning environment ensure they acquire the skills necessary to exercise the rights and responsibilities of citizenship? Rights of Citizenship are: Freedom to express yourself. Freedom to worship as you wish. Right to a prompt, fair trial by jury. Right to vote in elections for public officials. Right to apply for federal employment requiring U.S. citizenship. Right to run for elected office. Freedom to pursue life, liberty, and the pursuit of happiness. Responsibilities of Citizenship are: Support and defend the Constitution. Stay informed of the issues affecting your community. Participate in the democratic process. Respect and obey federal, state, and local laws. Respect the rights, beliefs, and opinions of others. Participate in your local community.
9 Pay income and other taxes honestly, and on time, to federal, state, and local authorities. Serve on a jury when called upon. Defend the country if the need should arise. Source: i. Whether the eligible provider's activities are delivered by instructors, counselors, and administrators who meet any minimum qualifications established by the State, where applicable, and who have access to high-quality professional development, including through electronic means; Describe the credentials of your staff- do they meet state certification requirements (i.e. do they hold an Oklahoma standard teaching certificate or a master s degree or higher?). Describe the professional development offered to adult education personnel, how often is it offered, and who offers it? Is the professional development specific to adult education? What type of professional development is provided to administrators? j. Whether the eligible provider coordinates with other available education, training, and social service resources in the community, such as by establishing strong links with elementary schools and secondary schools, postsecondary educational institutions, institutions of higher education, Local WDBs, one-stop centers, job training programs, and social service agencies, business, industry, labor organizations, community-based organizations, nonprofit organizations, and intermediaries, in the development of career pathways; This is a question on the development of career pathways. What are some of the organizations you have collaborated with in the area to develop career pathways? Describe the career pathways you have developed with these organizations. Provide examples of career pathways developed between one or more of the following organizations you have collaborated with: K-12 schools Postsecondary institutions, including technology centers and community colleges Local Workforce Development Boards One-stop centers Job training programs Social Service Agencies Business and Industry Labor Organizations Community-based organization k. Whether the eligible provider's activities offer the flexible schedules and coordination with Federal, State, and local support services (such as child care, transportation, mental health services, and career planning) that are necessary to enable individuals, including individuals with disabilities or other special needs, to attend and complete programs; How do you structure your schedules for your services so that eligible students may participate in your program with relative ease? What types of local support services has your organization worked with so that eligible individuals are able to participate in your program with relative ease? How has child care, transportation, mental health services, career planning, and other services been available to
10 your students? Are there other services that have been available to individuals with disabilities or other special needs that allows them to participate in your program with relative ease? l. Whether the eligible provider maintains a high-quality information management system that has the capacity to report measurable participant outcomes (consistent with section ) and to monitor program performance; You need to describe the type of information management system you utilize (infrastructure of your computer network, what software is used to track information). This includes the usage of LACES. It also includes any type of data entry for attendance, as well as any other software that assist you in tracking and reporting participant outcomes. m. Whether the local area in which the eligible provider is located has a demonstrated need for additional English language acquisition programs and civics education programs. You will need to describe the need of having English Language Acquisition and Civic Education program in the area you are wanting to serve. Is there a strong need? How do you justify whether there is a need or not? Have you done an environmental scan to look at what the demand is in the counties you are requesting to serve? Note: you are not required to have English language acquisition programs or civic education programs, you must however address this criteria.
California s Bold Reimagining of Adult Education. Meeting of the Minds September 6, 2017
California s Bold Reimagining of Adult Education Meeting of the Minds September 6, 2017 Adult Education in California Historically CDE State Run Program $750M (est) Ten Program Areas K12 Districts / County
More informationState Budget Update February 2016
State Budget Update February 2016 2016-17 BUDGET TRAILER BILL SUMMARY The Budget Trailer Bill Language is the implementing statute needed to effectuate the proposals in the annual Budget Bill. The Governor
More informationEnvision Success FY2014-FY2017 Strategic Goal 1: Enhancing pathways that guide students to achieve their academic, career, and personal goals
Strategic Goal 1: Enhancing pathways that guide students to achieve their academic, career, and personal goals Institutional Priority: Improve the front door experience Identify metrics appropriate to
More informationFORT HAYS STATE UNIVERSITY AT DODGE CITY
FORT HAYS STATE UNIVERSITY AT DODGE CITY INTRODUCTION Economic prosperity for individuals and the state relies on an educated workforce. For Kansans to succeed in the workforce, they must have an education
More informationEXECUTIVE SUMMARY. Online courses for credit recovery in high schools: Effectiveness and promising practices. April 2017
EXECUTIVE SUMMARY Online courses for credit recovery in high schools: Effectiveness and promising practices April 2017 Prepared for the Nellie Mae Education Foundation by the UMass Donahue Institute 1
More informationBasic Skills Plus. Legislation and Guidelines. Hope Opportunity Jobs
Basic Skills Plus Legislation and Guidelines Hope Opportunity Jobs Page 2 of 7 Basic Skills Plus Legislation When the North Carolina General Assembly passed the 2010 budget bill, one of their legislative
More informationSCICU Legislative Strategic Plan 2018
The primary objective of the South Carolina Independent Colleges and Universities Legislative Strategic Plan is to establish an agenda and course of action for a program of education and advocacy on matters
More informationExecutive Summary. Walker County Board of Education. Dr. Jason Adkins, Superintendent 1710 Alabama Avenue Jasper, AL 35501
Dr. Jason Adkins, Superintendent 1710 Alabama Avenue Jasper, AL 35501 Document Generated On November 3, 2016 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable
More informationIntegrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes
Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Linda Taylor, CASAS ltaylor@casas.or Susana van Bezooijen, CASAS svanb@casas.org CASAS and
More informationVolunteer State Community College Strategic Plan,
Volunteer State Community College Strategic Plan, 2005-2010 Mission: Volunteer State Community College is a public, comprehensive community college offering associate degrees, certificates, continuing
More informationStatewide Strategic Plan for e-learning in California s Child Welfare Training System
Statewide Strategic Plan for e-learning in California s Child Welfare Training System Decision Point Outline December 14, 2009 Vision CalSWEC, the schools of social work, the regional training academies,
More informationConnecting to the Big Picture: An Orientation to GEAR UP
Connecting to the Big Picture: An Orientation to GEAR UP About the National Council for Community and Education Partnerships (NCCEP) Our mission is to build the capacity of communities to ensure that underserved
More informationWIOA II/AEBG Data Dictionary
WIOA II/AEBG Data Dictionary 2016 CASAS Comprehensive Student Assessment Systems 1 This document was prepared by CASAS Comprehensive Adult Student Assessment Systems 2016 CASAS Comprehensive Student Assessment
More informationColorado s Unified Improvement Plan for Schools for Online UIP Report
Colorado s Unified Improvement Plan for Schools for 2015-16 Online UIP Report Organization Code: 2690 District Name: PUEBLO CITY 60 Official 2014 SPF: 1-Year Executive Summary How are students performing?
More informationPROPOSAL FOR NEW UNDERGRADUATE PROGRAM. Institution Submitting Proposal. Degree Designation as on Diploma. Title of Proposed Degree Program
PROPOSAL FOR NEW UNDERGRADUATE PROGRAM Institution Submitting Proposal Degree Designation as on Diploma Title of Proposed Degree Program EEO Status CIP Code Academic Unit (e.g. Department, Division, School)
More informationAurora College Annual Report
Aurora College Annual Report 2015 8912 Introduction The Annual Report for 2015 is provided to the community of Aurora College as an account of the school s operations and achievements throughout the year.
More informationMassachusetts Juvenile Justice Education Case Study Results
Massachusetts Juvenile Justice Education Case Study Results Principal Investigator: Thomas G. Blomberg Dean and Sheldon L. Messinger Professor of Criminology and Criminal Justice Prepared by: George Pesta
More informationRecognition of Prior Learning (RPL) Policy
Recognition of Prior Learning (RPL) Policy Scope This policy is applicable to Kaplan Business School Pty Ltd, (KBS) and applies to individuals enrolled in KBS courses. Purpose Recognition of Prior Learning
More information21st Century Community Learning Center
21st Century Community Learning Center Grant Overview This Request for Proposal (RFP) is designed to distribute funds to qualified applicants pursuant to Title IV, Part B, of the Elementary and Secondary
More informationExecutive Summary. Laurel County School District. Dr. Doug Bennett, Superintendent 718 N Main St London, KY
Dr. Doug Bennett, Superintendent 718 N Main St London, KY 40741-1222 Document Generated On January 13, 2014 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable
More informationMontana's Distance Learning Policy for Adult Basic and Literacy Education
Montana's Distance Learning Policy for Adult Basic and Literacy Education 2013-2014 1 Table of Contents I. Introduction Page 3 A. The Need B. Going to Scale II. Definitions and Requirements... Page 4-5
More informationAdult Education ACCE Presentation. Neil Kelly February 2, 2017
Adult Education ACCE Presentation Neil Kelly February 2, 2017 Agenda The Adult Education Universe Data and Accountability System Adult Education Funding California Dreaming Adult Education Big Picture
More informationKDE Comprehensive School. Improvement Plan. Harlan High School
KDE Comprehensive School Improvement Plan Harlan Independent Britt Lawson, Principal 420 E Central St Harlan, KY 40831 Document Generated On December 22, 2014 TABLE OF CONTENTS Introduction 1 Executive
More informationAB104 Adult Education Block Grant. Performance Year:
AB104 Adult Education Block Grant Performance Year: 2015-2016 Funding source: AB104, Section 39, Article 9 Version 1 Release: October 9, 2015 Reporting & Submission Process Required Funding Recipient Content
More informationThe mission of the Grants Office is to secure external funding for college priorities via local, state, and federal funding sources.
Southwest Tennessee Community College Grants Office Project Summary Grants Office The mission of the Grants Office is to secure external funding for college priorities via local, state, and federal funding
More informationUnit 7 Data analysis and design
2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 7 Data analysis and design A/507/5007 Guided learning hours: 60 Version 2 - revised May 2016 *changes indicated by black vertical line ocr.org.uk/it LEVEL
More informationDigital Transformation in Education. Future-Ready Skills
Digital Transformation in Education Future-Ready Skills 1 Table of contents Introduction 3 Real-world success 9 Building Future-Ready Skills 4 Get started 11 Future-Ready Solutions 5 Sources 12 The Microsoft
More informationGUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION
GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION A Publication of the Accrediting Commission For Community and Junior Colleges Western Association of Schools and Colleges For use in
More informationFerry Lane Primary School
Ferry Lane Primary School Pupil Premium Grant Expenditure Financial Year 2014-15 What is the Pupil Premium Grant? The Pupil Premium is a government grant, introduced in April 2011, that targets extra money
More informationEducational Quality Assurance Standards. Residential Juvenile Justice Commitment Programs DRAFT
Educational Quality Assurance Standards Residential Juvenile Justice Commitment Programs 2009 2010 Bureau of Exceptional Education and Student Services Division of K-12 Public Schools Florida Department
More informationTSI Operational Plan for Serving Lower Skilled Learners
TSI Operational Plan for Serving Lower Skilled Learners VERSION 2.0* *This document represents a work in progress that is informed by and revised based on stakeholder comments and feedback. Each revised
More informationTable of Contents Welcome to the Federal Work Study (FWS)/Community Service/America Reads program.
Table of Contents Welcome........................................ 1 Basic Requirements for the Federal Work Study (FWS)/ Community Service/America Reads program............ 2 Responsibilities of All Participants
More informationChiltern Training Ltd.
Chiltern Training Ltd. Information Breakfast Session Agenda: Breakfast and Networking. Welcome Chiltern Training Courses Information Presentation. Evaluation and Networking. Chiltern Training Ltd Independent
More informationGreetings, Ed Morris Executive Director Division of Adult and Career Education Los Angeles Unified School District
Greetings, The thesis of my presentation at this year s California Adult Education Administrators (CAEAA) Conference was that the imprecise and inconsistent nature of the statute authorizing adult education
More informationThe Condition of College & Career Readiness 2016
The Condition of College and Career Readiness This report looks at the progress of the 16 ACT -tested graduating class relative to college and career readiness. This year s report shows that 64% of students
More informationNAIMES. educating our people in uniform. February 2016 Volume 1, Number 1. National Association of Institutions for Military Education Services
NAIMES From the President NAIMES is an organization comprised of institutional members dedicated to the delivery of quality postsecondary education programs to the military community. Through collaborative
More informationHIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN
HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN TABLE OF CONTENTS Overview 1 Eligible Credit Flexibility Plans 2 Earned Credit from Credit Flexibility Plans 2 Student Athletes 3 Application Process 3 Final
More informationMoving the Needle: Creating Better Career Opportunities and Workforce Readiness. Austin ISD Progress Report
Moving the Needle: Creating Better Career Opportunities and Workforce Readiness Austin ISD Progress Report 2013 A Letter to the Community Central Texas Job Openings More than 150 people move to the Austin
More informationTransformative Education Website Interactive Map & Case studies Submission Instructions and Agreement http://whoeducationguidelines.org/case-studies/ 2 Background What is transformative education? Transformative
More informationHistory of CTB in Adult Education Assessment
TASC Overview Copyright 2014 by CTB/McGraw-Hill LLC. All rights reserved. The Test Assessing Secondary Completion is a trademark of McGraw-Hill School Education Holdings LLC. McGraw-Hill Education is not
More information2015 Annual Report to the School Community
2015 Annual Report to the School Community Narre Warren South P-12 College School Number: 8839 Name of School Principal: Rob Duncan Name of School Council President: Greg Bailey Date of Endorsement: 23/03/2016
More informationADULT BASIC EDUCATION CURRICULUM GUIDE TABLE OF CONTENTS
ADULT BASIC EDUCATION CURRICULUM GUIDE TABLE OF CONTENTS 2006 revisions noted as revised SECTION 1: GOALS AND PHILOSOPHY Pages 2 14 SECTION 2: ENROLLMENT All revised Pages 15 55 15 19 BASED Course Descriptions
More informationDRAFT VERSION 2, 02/24/12
DRAFT VERSION 2, 02/24/12 Incentive-Based Budget Model Pilot Project for Academic Master s Program Tuition (Optional) CURRENT The core of support for the university s instructional mission has historically
More informationAlbemarle County Public Schools School Improvement Plan KEY CHANGES THIS YEAR
2013-2014 Albemarle County Public Schools School Improvement Plan KEY CHANGES THIS YEAR Three SIP Goals 1. Student Learning Goal (w/d2015 as strategy) 2. Climate/Culture Goal 3. PD Goal (Consider support
More informationThe Teaching and Learning Center
The Teaching and Learning Center Created in Fall 1996 with the aid of a federal Title III grant, the purpose of LMC s Teaching and Learning Center (TLC) is to introduce new teaching methods and classroom
More informationEducation: Professional Experience: Personnel leadership and management
Cathie Cline, Ed.D. Education: Ed.D., Higher Education, University of Arkansas at Little Rock, December 2006. Dissertation: The Influence of Faculty-Student Interaction on Graduation Rates at Rural Two-Year
More informationSHEEO State Authorization Inventory. Kentucky Last Updated: May 2013
SHEEO State Authorization Inventory Kentucky Last Updated: May 2013 Please note: For purposes of this survey, the terms authorize and authorization are used generically to include approve, certify, license,
More informationHistorical Overview of Georgia s Standards. Dr. John Barge, State School Superintendent
Historical Overview of Georgia s Standards Dr. John Barge, State School Superintendent Georgia s Comprehensive Plan for Education Improvement College and Career Georgia Performance Standards (CCGPS) ELA
More informationACCREDITATION STANDARDS
ACCREDITATION STANDARDS Description of the Profession Interpretation is the art and science of receiving a message from one language and rendering it into another. It involves the appropriate transfer
More informationHigher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College
Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...
More informationIowa School District Profiles. Le Mars
Iowa School District Profiles Overview This profile describes enrollment trends, student performance, income levels, population, and other characteristics of the public school district. The report utilizes
More informationTrends in Tuition at Idaho s Public Colleges and Universities: Critical Context for the State s Education Goals
1 Trends in Tuition at Idaho s Public Colleges and Universities: Critical Context for the State s Education Goals June 2017 Idahoans have long valued public higher education, recognizing its importance
More informationLied Scottsbluff Public Library Strategic Plan
Lied Scottsbluff Public Library 2015 2018 Strategic Plan Purpose Statement: Strategic plans are used to communicate an organization s goals and the strategies needed to achieve these goals. Through the
More informationOklahoma State University Policy and Procedures
Oklahoma State University Policy and Procedures REAPPOINTMENT, PROMOTION AND TENURE PROCESS FOR RANKED FACULTY 2-0902 ACADEMIC AFFAIRS September 2015 PURPOSE The purpose of this policy and procedures letter
More informationScholarship Reporting
Scholarship Reporting For tax purposes, scholarships are amounts that benefit an undergraduate or graduate student attending an educational institution in pursuit of a degree. Fellowships are amounts paid
More informationChapter Six The Non-Monetary Benefits of Higher Education
Chapter Six The Non-Monetary Benefits of Higher Education This Chapter addresses the third objective of the thesis. The purpose of this chapter is to document some of the non-monetary benefits associated
More informationBraiding Funds. Registered Apprenticeship
Braiding Funds to Support Registered Apprenticeship Michigan Works! Annual Conference Mt. Pleasant, MI October 3, 2016 Today s Session Moderator: Marcia Black-Watson, Michigan Talent Investment Agency
More informationProgramme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences
Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching
More informationGENERAL BUSINESS CONSENT AGENDA FOR INSTRUCTION & PROGRAM, OPERATIONS, FISCAL MANAGEMENT, PERSONNEL AND GOVERNANCE May 17, 2017
GENERAL BUSINESS CONSENT AGENDA FOR INSTRUCTION & PROGRAM, OPERATIONS, FISCAL MANAGEMENT, PERSONNEL AND GOVERNANCE May 17, 2017 INSTRUCTION & PROGRAM COMMITTEE I&P - Instruction & Program Resolutions I&P-1.
More informationSFY 2017 American Indian Opportunities and Industrialization Center (AIOIC) Equity Direct Appropriation
SFY 2017 American Indian Opportunities and Industrialization Center (AIOIC) Equity Direct Appropriation Report to the Legislature as required by 2016 Minnesota Session Laws, Chapter 189, H.F. 2749, Article
More informationGRADUATE STUDENTS Academic Year
Financial Aid Information for GRADUATE STUDENTS Academic Year 2017-2018 Your Financial Aid Award This booklet is designed to help you understand your financial aid award, policies for receiving aid and
More informationSERVICE-LEARNING Annual Report July 30, 2004 Kara Hartmann, Service-Learning Coordinator Page 1 of 5
Page 1 of 5 PROFILE The mission of the Service-Learning Program is to foster citizenship and enhance learning through active involvement in academically-based community service. Service-Learning is a teaching
More informationAGENDA ITEM VI-E October 2005 Page 1 CHAPTER 13. FINANCIAL PLANNING
Page 1 CHAPTER 13. FINANCIAL PLANNING Subchapter F. FORMULA FUNDING AND TUITION CHARGED FOR REPEATED AND EXCESS HOURS OF UNDERGRADUATE STUDENTS Section 13.100. Purpose. 13.101. Authority 13.102. Definitions.
More informationNC Global-Ready Schools
NC Global-Ready Schools Implementation Rubric August 2017 North Carolina Department of Public Instruction Global-Ready Schools Designation NC Global-Ready School Implementation Rubric K-12 Global competency
More informationPosition Statements. Index of Association Position Statements
ts Association position statements address key issues for Pre-K-12 education and describe the shared beliefs that direct united action by boards of education/conseil scolaire fransaskois and their Association.
More informationWORKFORCE DEVELOPMENT: WHAT WORKS? WHO BENEFITS? Harry J. Holzer Georgetown University The Urban Institute February 2010
WORKFORCE DEVELOPMENT: WHAT WORKS? WHO BENEFITS? Harry J. Holzer Georgetown University The Urban Institute February 2010 1 Outline Labor Market: Demand v. Supply of Skills; Middle- v. High-Skill Jobs Effective
More informationIntellectual Property
Intellectual Property Section: Chapter: Date Updated: IV: Research and Sponsored Projects 4 December 7, 2012 Policies governing intellectual property related to or arising from employment with The University
More informationsuccess. It will place emphasis on:
1 First administered in 1926, the SAT was created to democratize access to higher education for all students. Today the SAT serves as both a measure of students college readiness and as a valid and reliable
More informationConsent for Further Education Colleges to Invest in Companies September 2011
Consent for Further Education Colleges to Invest in Companies September 2011 Of interest to college principals and finance directors as well as staff within the Skills Funding Agency. Summary This guidance
More informationInnovating Toward a Vibrant Learning Ecosystem:
KnowledgeWorks Forecast 3.0 Innovating Toward a Vibrant Learning Ecosystem: Ten Pathways for Transforming Learning Katherine Prince Senior Director, Strategic Foresight, KnowledgeWorks KnowledgeWorks Forecast
More informationNewburgh Enlarged City School District Academic. Academic Intervention Services Plan
Newburgh Enlarged City School District Academic Academic Intervention Services Plan Revised September 2016 October 2015 Newburgh Enlarged City School District Elementary Academic Intervention Services
More informationGuidelines for the Use of the Continuing Education Unit (CEU)
Guidelines for the Use of the Continuing Education Unit (CEU) The UNC Policy Manual The essential educational mission of the University is augmented through a broad range of activities generally categorized
More informationJD Concentrations CONCENTRATIONS. J.D. students at NUSL have the option of concentrating in one or more of the following eight areas:
JD Concentrations CONCENTRATIONS J.D. students at NUSL have the option of concentrating in one or more of the following eight areas: Labor, Work & Income Intellectual Property and Innovation Business and
More informationDESIGNPRINCIPLES RUBRIC 3.0
DESIGNPRINCIPLES RUBRIC 3.0 QUALITY RUBRIC FOR STEM PHILANTHROPY This rubric aims to help companies gauge the quality of their philanthropic efforts to boost learning in science, technology, engineering
More informationExecutive Summary. Curry High School
Walker County Board of Education Mr. Rod Aaron, Principal 155 Yellow Jacket Drive Jasper, AL 35503 Document Generated On January 15, 2015 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's
More informationGrade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government
The Constitution and Me This unit is based on a Social Studies Government topic. Students are introduced to the basic components of the U.S. Constitution, including the way the U.S. government was started
More informationGlenn County Special Education Local Plan Area. SELPA Agreement
Page 1 of 10 Educational Mental Health Related Services, A Tiered Approach Draft Final March 21, 2012 Introduction Until 6-30-10, special education students with severe socio-emotional problems who did
More informationState Improvement Plan for Perkins Indicators 6S1 and 6S2
State Improvement Plan for Perkins Indicators 6S1 and 6S2 Submitted by: Dr. JoAnn Simser State Director for Career and Technical Education Minnesota State Colleges and Universities St. Paul, Minnesota
More informationTITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL PART 25 CERTIFICATION
ISBE 23 ILLINOIS ADMINISTRATIVE CODE 25 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL Section 25.10 Accredited Institution PART 25 CERTIFICATION
More informationTACOMA HOUSING AUTHORITY
TACOMA HOUSING AUTHORITY CHILDREN s SAVINGS ACCOUNT for the CHILDREN of NEW SALISHAN, Tacoma, WA last revised July 10, 2014 1. SUMMARY The Tacoma Housing Authority (THA) plans to offer individual development
More informationDepartment of Communication Promotion and Tenure Criteria Guidelines. Teaching
Department of Communication Promotion and Tenure Criteria Guidelines Teaching The primary difference between competence and excellence in teaching is systematic documentation of reflection and improvement
More informationIntervention in Struggling Schools Through Receivership New York State. May 2015
Intervention in Struggling Schools Through Receivership New York State May 2015 The Law - Education Law Section 211-f and Receivership In April 2015, Subpart E of Part EE of Chapter 56 of the Laws of 2015
More information2012 Summer Fellowship in Translational Research & Bioethics International Institute of Bioethics & Patient Care Advancement
2012 Summer Fellowship in Translational Research & Bioethics Dominique Monlezun, Admissions Committee Coordinator #420 Deming Pavillion~204 S. Saratoga St~ New Orleans, LA 70112 E-Mail dmonlezu@tulane.edu
More informationWorld s Best Workforce Plan
2017-18 World s Best Workforce Plan District or Charter Name: PiM Arts High School, 4110-07 Contact Person Name and Position Matt McFarlane, Executive Director In accordance with Minnesota Statutes, section
More informationAcademic Support Services Accelerated Learning Classes The Learning Success Center SMARTHINKING Student computer labs Adult Education
Academic Affairs Gwinnett Tech provides a variety of services that support its educational programs. Supervision of these services is the responsibility of the Vice President of Academic Affairs, the director
More informationDEPARTMENT OF FINANCE AND ECONOMICS
Department of Finance and Economics 1 DEPARTMENT OF FINANCE AND ECONOMICS McCoy Hall Room 504 T: 512.245.2547 F: 512.245.3089 www.fin-eco.mccoy.txstate.edu (http://www.fin-eco.mccoy.txstate.edu) The mission
More informationSPORTS POLICIES AND GUIDELINES
April 27, 2010 SPORTS POLICIES AND GUIDELINES I. POLICY AND INTENT A. Eligibility Residents of Scarsdale and the Mamaroneck Strip ( residents of Scarsdale ) and students who attend the Scarsdale Public
More informationPresentation of the English Montreal School Board To Mme Michelle Courchesne, Ministre de l Éducation, du Loisir et du Sport on
Presentation of the English Montreal School Board To Mme Michelle Courchesne, Ministre de l Éducation, du Loisir et du Sport on «DÉMOCRATIE ET GOUVERNANCE DES COMMISSIONS SCOLAIRES Éléments de réflexion»
More informationNORTH CAROLINA VIRTUAL PUBLIC SCHOOL IN WCPSS UPDATE FOR FALL 2007, SPRING 2008, AND SUMMER 2008
E&R Report No. 08.29 February 2009 NORTH CAROLINA VIRTUAL PUBLIC SCHOOL IN WCPSS UPDATE FOR FALL 2007, SPRING 2008, AND SUMMER 2008 Authors: Dina Bulgakov-Cooke, Ph.D., and Nancy Baenen ABSTRACT North
More informationRequest for Proposal UNDERGRADUATE ARABIC FLAGSHIP PROGRAM
Request for Proposal UNDERGRADUATE ARABIC FLAGSHIP PROGRAM Application Guidelines DEADLINE FOR RECEIPT OF PROPOSAL: November 28, 2012 Table Of Contents DEAR APPLICANT LETTER...1 SECTION 1: PROGRAM GUIDELINES
More informationAssessment System for M.S. in Health Professions Education (rev. 4/2011)
Assessment System for M.S. in Health Professions Education (rev. 4/2011) Health professions education programs - Conceptual framework The University of Rochester interdisciplinary program in Health Professions
More informationEDUCATIONAL ATTAINMENT
EDUCATIONAL ATTAINMENT By 2030, at least 60 percent of Texans ages 25 to 34 will have a postsecondary credential or degree. Target: Increase the percent of Texans ages 25 to 34 with a postsecondary credential.
More informationGet a Smart Start with Youth
Toolkit work bene ts youth Get a Smart Start with Youth Y O U T H I N T R A N S I T I O N Toolkit Overview Using the Toolkit TOOLKIT OVERVIEW The core component of the Get a Smart Start & Take Charge Toolkit
More informationVSAC Financial Aid Night is scheduled for Thursday, October 6 from 6:30 PM 7:30 PM here at CVU. Senior and junior families are encouraged to attend.
Direction Center CVU Newsletter September 2011-2012 Seniors Welcome back to your last year of CVU! Congratulations! The Class of 2012 has come a long way, and we know you will be going much further. CVU
More informationSummary of Special Provisions & Money Report Conference Budget July 30, 2014 Updated July 31, 2014
6.4 (b) Base Budget This changes how average daily membership is built in the Budget. Until now, projected ADM increases have been included in the continuation budget. This special provision defines what
More informationNovember 6, Re: Higher Education Provisions in H.R. 1, the Tax Cuts and Jobs Act. Dear Chairman Brady and Ranking Member Neal:
The Honorable Kevin Brady The Honorable Richard Neal Chairman Ranking Member Ways and Means Committee Ways and Means Committee United States House of Representatives United States House of Representatives
More informationSchool Systems and the Massachusetts Rehabilitation Commission: Providing Transition Services to Support Students Visions
School Systems and the Massachusetts Rehabilitation Commission: Providing Transition Services to Support Students Visions Amanda Green, Secondary Transition Coordinator, Department of Elementary & Secondary
More informationLEAD AGENCY MEMORANDUM OF UNDERSTANDING
LEAD AGENCY MEMORANDUM OF UNDERSTANDING The Memorandum of Understanding (MOU) describes and confirms an Agreement between Lincoln Public Schools / Lincoln Community Learning Centers (CLC) and. The purpose
More informationDefinitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties
158.842 Definitions for KRS 158.840 to 158.844 -- Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties of committee -- Report to Interim Joint Committee on
More informationCONFERENCE PAPER NCVER. What has been happening to vocational education and training diplomas and advanced diplomas? TOM KARMEL
CONFERENCE PAPER NCVER What has been happening to vocational education and training diplomas and advanced diplomas? TOM KARMEL NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH Paper presented to the National
More information