California s Bold Reimagining of Adult Education. Meeting of the Minds September 6, 2017

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1 California s Bold Reimagining of Adult Education Meeting of the Minds September 6, 2017

2 Adult Education in California Historically CDE State Run Program $750M (est) Ten Program Areas K12 Districts / County Offices direct funded No alignment to WIA 2

3 Program Areas history of adult ed programming Historical Ed Code 1. Elementary and Secondary Education 2. ESL 3. Adults with Disabilities 4. Vocational Education 5. Apprenticeship 6. Older Adults 7. Parenting 8. Immigrant Education 9. Health and Safety 10. Home Economics AB 86: Elementary and Secondary Education 2. ESL, citizenship 3. Adults with Disabilities 4. Short-term Career Technical Education 5. Pre-apprenticeship Programs AB 104: 2015 (AEBG) 1. Elementary and Secondary Education 2. ESL, citizenship 3. Adults with Disabilities 4. Short-term Career Technical Education 5. Pre-apprenticeship Programs 6. Older Adult Programs for Entry into Workforce 7. Programs for Adults to Assist Children to Develop Academic Skills

4 AEBG in California $500M for adult education Five Major Program Areas Regional Consortia Community Colleges, K12, COEs & JPAs Aligned to WIOA measures (all) 4

5 2015/16 AEBG Funding Chart ~$337 M to Stabilize K-12 providers K-12 Adult Schools County Offices of Education Budget $525M ~$163M for Consortia of Providers Community Colleges K-12 Adult Programs COEs & JPAs $25M for New Accountability and Assessment State Infrastructure CCCCO and CDE

6 $500M (ongoing) ~$500M for Consortia of Providers 2016/17 AEBG Funding Chart Community Colleges K-12 Adult Programs COEs & JPAs

7 Regional Consortia Needs Formula Using US Census and American Community Survey Data: Educational Attainment (No High School Diploma) Employment (Unemployed Adults) Adult Population - 18 years and older Poverty (Household) Adult Literacy (7th Grade Education Level) ESL (the ability to speak English) 7

8 Regional Consortia Map 8

9 Regional Consortia Map 9

10 Regional Consortia Fact Sheets 10

11 Regional Consortia Fact Sheets 11

12 AEBG Partners Workforce Boards One Stops Libraries County Social Services Jail / Correction Educational Programs Community Based Programs Legal Services Literacy Providers 12

13 Prosperity Through Partnership: Opportunities for AEBG to Strengthen Systems and Communities Center for Law and Social Policy (CLASP) 9/06/2017

14 AEBG implementation study goal AEBG s purpose: to improve coordination and better serve the needs of adult learners within each region. CLASP AEBG Implementation Study purpose: Foster greater understanding of AEBG implementation both governance and direct service Analyze current and potential impacts of AEBG for partners and participants Offer recommendations for potential policy and implementation changes for CDE, CCCCO, and other policy makers 14

15 Recommendations u Clarify AEBG s mission & vision v Use AEBG to drive a comprehensive career pathway system l Tie AEBG accountability to impact through establishment of a cross-system accountability structure m Provide comprehensive technical assistance and professional development 15

16 Use AEBG to drive a comprehensive career pathway system Create educational pathways for adults through guidance on pathways strategies for the Adult School to Community College transition Promote CCC internal alignment efforts for equitable career pathways Create CCCCO guidance on Ability to Benefit pathways Design career pathways with WIOA core partners Strengthen the priority of service link among AEBG, WIOA, Human Services Promote immigrant integration pathways 16

17 WIOA career pathway programs Comprehensive CP System 17 WIOA Sec 3(7)

18 18 Comprehensive CP System

19 WIOA priority of service Comprehensive CP System WIOA Section 134(c)(3)(E) requires that priority for WIOA title I Adult career services and training services be given to recipients of public assistance, other low-income individuals and those who are basic skills deficient WIOA basic skills deficient = unable to compute or solve problems, or read, write, or speak English, at a level necessary to function on the job, in the individual's family, or in society. 19

20 Immigrant integration Comprehensive CP System AEBG directive: CDE and CCCCO senior leadership to seek advice from, and coordinate with, other state officials responsible for programs for adults. EDD/CWDB Workforce Navigator Pilot Program IET for incumbent workers 20

21 Establish a cross-system accountability structure Delineate and distinguish populations from services Clarify fund reporting on AEBG s five objectives Align data definitions and processes among AEBG, WIOA title II, and Community College providers Maximize the use of WIOA Measurable Skill Gain in AEBG Clarify transition to postsecondary education across reporting for AEBG, WIOA title II, and LaunchBoard Measure progress on mandated objectives in AEBG regional plans 21

22 Maximize WIOA Measurable Skill Gains Measurable Skill Gain Secondary Diploma/ Equivalent Secondary or Post- Secondary Transcript Educational Functioning Level Gain Progress toward Milestones Passing Technical / Occupational Knowledge Based Exam Pre-Post Test Completion of Carnegie Units Program Exit + Entry into Postsecondary Education in the program year V

23 5 Types of WIOA Measurable Skill Gains in Adult Education NRS Tables NRS currently will not collect these, but WIOA quarterly reporting requires all Measurable Skill Gain Secondary Diploma/ Equivalent Secondary or Post- Secondary Transcript Educational Functioning Level Gain Progress toward Milestones Passing Technical / Occupational Knowledge Based Exam Pre-Post Test *Completion of Carnegie Units Program Exit + Entry into Postsecondary Education in the program year V

24 Connect AEBG to broader work WIOA Regional Planning partnering with CWDB and local boards WIOA Regional Organizers Strong Workforce Planning Economic Mobility Summits California Career Pathways cacareerpathways.clasp.org 24

25 California Adult Education Data and Accountability System 25

26 26 Background

27 Legislative Requirements (AB104; 2015) Identify common measures for determining effectiveness of members of consortia in meeting educational needs of adults Align data used for reporting with data reported by local agencies for other purposes such as WIOA (Perkins, Strong Workforce) Establish common assessments and policies regarding placement of adults into adult education program, measuring needs of adults, and effectiveness of providers Report twice yearly to the legislature: Preliminary Report October 30 th ; Final Report March 1 st after the end of the previous program year (July 1 to June 30 th ) 27

28 AB104: Data for Measuring the Effectiveness of Consortia: (1) How many adults are served by the consortium. (2) How many adults served by the consortium have demonstrated the following: (A) Improved literacy skills. (B) Completion of high school diplomas or their recognized equivalents. (C) Completion of post-secondary certificates, degrees, or training programs. (D) Placement into jobs. (E) Improved Wages (F) Transition into post-secondary education 28

29 AEBG Data, Accountability, and Assessment Planning Process Between May 1st and August 1st the Chancellors Office, CDE, and WestEd will convene field teams tofinali ze the def i nitions, tools, and data collection methods for measuring the impact and ef ectiveness of California s investments into Adult Education Programs and Consortia. 3 Field Teams and State Leadership will convene 9 times to consider and resolve all major decisions regarding AEBG data and accountability, deliver a final report to the legislature and Department of Finance by August 1st, and develop guidance and technical assistance strategies for the field. Adult Education Data and Accountability System Planning Process AEBG Field Team Process 3 Teams: Data & Accountability, CTE, Basic Skills 35 Field Participants Leadership Team Data & Accountability CTE & Basic Skills Assessment Teams K12, community college, WIOA system, labor, CDE, CCCCO 40 hours in 8 meetings over 8 weeks White papers, notes, agendas published on AEBG site White Paper (WP) May June July 15 WP Process Review, Key Issues & Definitions 25 WP Mapping Student Pathways & Programs WP CTE BS 6/1 6/2 Unpack Core Assessment Issues for Program Areas 16 Pathway Models, Baseline Numbers, Tracking & Coding, Fund Sources WP Draft Leg Report Assessment in programs & pathways WP CTE 7/11 BS 7/13 Finalize Assessment Decisions by Program Area WP 1st Final Report Final Report Review & Revisions Mapping & Tracking Student Transition & Outcomes Final Report 29

30 References and Resources AB86/AB104 Legislation 2012 LAO Report Workforce Innovation & Opportunity Act Office of Career, Technical, & Adult Education National Reporting System Title IV Federal Student Aid Council on Occupational Education Center for Law & Social Policy 30

31 31 Metrics and Guidance

32 Definitions and Guidance: AE Program Definitions 1. Adult Basic and Secondary Education 2. ESL and EL Civics Education 3. Adults Entering or Re-Entering the Workforce 4. Adults Helping Children Succeed in School 5. Adults with Disabilities 6. Short Term CTE Leading to Employment 7. Preapprenticeship Data Element Definitions 1. AEBG Reportable Programs 2. AE Reportable Individual & Participant 3. Measurable Skills Gain and EFL Attainment for ABE, ASE, ESL 4. Postsecondary Credential 5. Completion 6. Postsecondary Transition 7. Occupational Skills Gain 8. Employment & Wages 9. Occupational Skills Gain 10. Workforce Prep Milestone 32

33 Overarching Framework: Metrics needed to be concrete and clear Focus on all AE students regardless of funding source Incorporate, expand on, or default to WIOA definitions Aligned to Strong Workforce, Perkins, other definitions Revised policies should inform guidance that can be refined and grow as needed by the field 33

34 Adult Education Reportable Programs: Population: All adult education students enrolled in ABE, ASE, ESL, or CTE programs enrolled at a: K12 adult education school Community college non-credit program Third party provider supported by a consortium for the purposes of providing training or supportive services This includes all students regardless of funding source including AEBG, CDCP, Perkins, WIOA, fee based, etc 34

35 Postsecondary Credential Completion: For K12 AE and community college CTE programs - Completion of a credential that leads to employment in a clearly-defined occupation including, but not necessarily limited to: Locally approved certificates eligible for inclusion on the Eligible Training Provider List (ETPL) CDCP CTE certificates with more than 48 instructional contact hours Certificates that meet the minimum threshold for inclusion under Perkins Certificates that meet the threshold for Title IV federal student aid Workforce preparation (work readiness) or occupational safety certificates (e.g. OSHA or Safeserve) ARE NOT counted for completion under this metric Completion of any degree or for credit certificate over 6 units 35

36 Postsecondary Credential Completion: For K12 AE and community college CTE programs - Completion of a credential that leads to employment in a clearly-defined occupation including, but not necessarily limited to: Locally approved certificates eligible for inclusion on the Eligible Training Provider List (ETPL) CDCP CTE certificates with more than 48 instructional contact hours Certificates that meet the minimum threshold for inclusion under Perkins Certificates that meet the threshold for Title IV federal student aid Workforce preparation (work readiness) or occupational safety certificates (e.g. OSHA or Safeserve) ARE NOT counted for completion under this metric Completion of any degree or for credit certificate over 6 units 36

37 37 Data Tools and Visualization

38 Data System (2018/19) Quarterly Data Collection TOPSPro Enterprise CO MIS System Data Matching K12 AE Students College MIS Data EDD Wage File HS Equiv Test Data HS Equiv Test Data Data Visualization LaunchBoard Adult Educ Data Tab 38

39 K12 Adult Schools All K12 Adult School Students Participating in the 7 AEBG Program Areas California AEBG Annual Data Data and Reporting System Process Data Source Data Collection Integration & Reporting TOPSpro Enterprise AEBG Annual Legislative Report Community Colleges All CC noncredit students participating in the 7 AEBG Program Areas CA Chancellors Office MIS Sys Launchboard Adult Ed Data Tab TE/MIS Match EDD Wage File Match GED/HISET Match Data Visualization Tools WIOA Title II Agencies Students Participating in WIOA Title II Adult Education & Family Literacy Act Funded Programs TOPSpro Enterprise EDD Wage File Match CCCCO MIS Data Match CDE: WIOA NRS Report 39

40 LaunchBoard Adult Education Data Set Student Demographics (MIS/TOPSPro) Coursetaking (MIS/TOPSPro) Completion (MIS/TOPSPro/GED/TASC/HiSet) Transfer (National Student Clearinghouse) Employment (EDD Wage File, CTE Outcomes Survey) Labor market information (EMSI) Apprenticeship Data (DAS) 40

41 LaunchBoard Adult Education Data Scope/Timeline Comprehensive consortium & member data Disaggregated program, demographics, barriers and other criteria Current build includes 57 student, course taking & outcome metrics Conducting test matching of TE, MIS and other data sources Fall 2017 Available to consortia Spring 2018 Regional training on tools and how to use the data 41

42 Other Activities in 2017/2018 Supplemental Data Report: Annual Report analyzing effective practices, how students are served in credit programs, deeper analysis of work within a region or other special analysis MIS Changes: Implementation of new metrics in CC MIS System Analysis of Potential Changes to CCC Apply: Analysis of how to make CCC Apply more relevant for noncredit students 42

43 California is and must always be a refuge of justice and opportunity for people of all walks, talks, ages and aspirations regardless of how you look, where you live, what language you speak, or who you love. has long set an example for other states to follow. 43

44 Contact Information Neil Kelly, California Community College Chancellor s Office Judy Mortrude, Center for Law and Social Policy Randy Tillery, WestEd 44

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