- The Adults in Correctional Facilities program (K-12 Adult Jail Education Program)
- The federal Adult Education and Family Literacy Act (Title II of the federal Workforce Innovation and Opportunity Act)
- The federal Carl D. Perkins Career and Technical Education Act
- Local Control Funding Formula apportionments received for students who are 19 years of age or older
- Community college apportionments received for providing instruction in courses in the areas listed in subdivision (a) of Section 84913
- State funds for remedial education and job training services for participants in the CalWORKs program
Education Code Section 84911 states, “To determine the need for adult education, the chancellor and the Superintendent shall consider, at a minimum, measures related to adult population, employment, immigration, educational attainment, and adult literacy.” Additionally, Section 84908 (2) (A)(ii) states that, “The chancellor and the Superintendent shall determine the amount to be allocated to each consortium pursuant to this paragraph based on that adult education region’s share of the statewide need for adult education.
For a deeper dive into the regional formula, please access the following link https://caladulted.org/Administrators/38
The CAEP allocation process begins in January with the release of the proposed Governor’s Budget. Based on the amount in the proposed budget, the CAEP Office is required by law to release a preliminary budget by February 28 (Section 84909 (b)). Consortia then have until May 2 to submit the Consortium Fiscal Administrative Declaration (CFAD), which declares the annual allocation for each member in their consortium.
Typically, the State Budget is enacted on July 1 (but can be delayed if not passed by the legislature). The chancellor and the Superintendent, with the advice of the executive director, shall approve, within 15 days of enactment of the annual Budget Act, a final schedule of allocations to each consortium of any funds appropriated by the Legislature for the program. (Section 84909 (c)).
- Elementary and secondary basic skills, including classes required for a high school diploma or high school equivalency certificate;
- Programs for immigrants eligible for educational services in citizenship, English as a second language, and workforce preparation;
- Programs for adults, including older adults, for entry or reentry into the workforce;
- Programs for adults, including older adults, to develop knowledge and skills to assist elementary and secondary school children to succeed academically;
- Programs for adults with disabilities;
- Short term career technical educational programs with high employment potential;
- Programs offering pre-apprenticeship training, in coordination with apprenticeship program(s), as specified.
Funding requirements are posted on the CAEP website
Some spending criteria to keep in mind are as follows (but not limited to):
- The community college district, county office, JPA and K-12 district must be a member of a regional consortium.
- The member district must be located within the regional boundaries of the consortia as determined by the Chancellor and the Superintendent, with the advice of the executive director.
- Each regional consortium must have an approved adult education plan that addresses the fiscal year in which the funds will be expended.
- Funds may only be expended within the seven program areas as prescribed in the CAEP education code (Section 84913).
- Each regional consortium must have an approved 3-year consortia plan.
- Expenditure of CAEP Funds must align with the annual plan as approved by the regional consortium for that specific year.
- All members shall participate in expenditure decisions made by the consortium.
- Consortia and members must follow public meeting requirements as listed in the legislative requirements.
- Consortia and members must follow decision-making rules as listed in the legislative requirements.
- Consortia and members must follow all fiscal and student data reporting requirements.
Yes. Under EC 84914 (b), for any fiscal year for which the chancellor and the Superintendent allocate an amount of funds to the consortium greater than the amount allocated in the prior fiscal year, the amount of funds to be distributed to a member of that consortium shall be equal to or greater than the amount distributed in the prior fiscal year, unless the consortium makes at least one of the following findings related to the member for which the distribution would be reduced:
- The member no longer wishes to provide services consistent with the adult education plan.
- The member cannot provide services that address the needs identified in the adult education plan.
- The member has been consistently ineffective in providing services that address the needs identified in the adult education plan and reasonable interventions have not resulted in improvements.
The same would hold true in years when allocations are less than the amount allocated in the prior year. See EC 84914 for more details.
Student Data Reporting
The following are CAEP Outcomes that align to Vision for Success Goals:
- Student enrollment
- Improved literacy skills
- Measure student progress
- High School Diploma or High School Equivalency
- Job Placement
- Wage increase
- Transition to post-secondary
- Transition to adult secondary education
- Degrees, Certificates
Student data from K12 adult schools is reported through CASAS TOPSpro Enterprise (TE). Colleges receiving WIOA Title II funding and some colleges reporting students not captured in the Chancellor’s Office MIS (COMIS) also report student data into TE. An annual export of the CASAS TE CAEP data is provided to the AE Pipeline development team for integration with the community college data set. Student data from community colleges is reported through regular updates to the Chancellor’s Office Management Information System (COMIS) by colleges.
The data from both data sets is displayed on the Adult Education Pipeline (AEP) dashboard on the LaunchBoard. A unique identifier or derived key is created by using a student’s first name, last name, gender and date of birth in order to track students in both TE and COMIS. A derived key is also required to track students enrolled at more than one agency in TE and enrolled at more than one college or district in COMIS as the same student would have different unique student identifiers assigned at each agency in TE or at each college district in COMIS.
TOPSpro Enterprise: The federal National Reporting System (NRS) requires that barriers to employment be reported each year, so in TE, barriers to employment are populated each program year. Therefore, agencies need to enter barriers to employment every year.
COMIS: For COMIS data, barriers to employment are identified through specific student data elements.
Adults served, also listed as Reportable Individuals, includes the following:
- Students receiving one or more instructional contact hours in a course that is included in the CAEP allowed program areas, from COMIS all noncredit students with one or more instructional contract hours is included.
- Students receiving services but not required to be enrolled in any CAEP program.
In CAEP transition refers to specific outcomes defined as important indicators of student progress or as elements of a student journey. The most important transition metrics are:
- Transitioned to ASE from ESL/ABE
- ESL, ABE and ASE participants who transition to postsecondary (or CTE Pathway)
- ESL, ABE and ASE participants who transition to CTE
- ESL, ABE and ASE participants who transition to Credit Coursework
The Adult Education Pipeline dashboard includes other metrics in the transition and progress tabs relevant to understanding student journeys that involve transitions. These include:
- Enrolled in Adult Ed after Taking College Credit Course (for those students who transitioned to postsecondary)
- Completed 6+ College Credit Units (for those students who transitioned to postsecondary)
- Community College GPA 2.0 or Higher (for those students who completed 6+ college credit units)
- Students taking transfer level credit math or English courses (in the Progress Tab)