AB 86: Adult EducationConsortia Planning 2013-20156-13-14Webinar Serieshttp://ab86.cccco.edu
New Updates
•The importance of your narrative
•Objective #1 – Tables 1.1A & 1.1B changes
–Provide data separately (in each of the five areas) forCredit ESL, Credit Basic Skills, Non Credit, andEnhanced Non Credit.
•Objective #1 – Table 1.1A column E has beenchanged to reflect the change above.
•Objective #1 – Table 1.1A - a column for FY 13-14Unduplicated enrollment and ADA/FTES hasbeen added.
New Updates (cont.)
•Objective #1 – Table 1.1B – we are combining VTEA& Perkins (they are the same thing).
•Objective #2 – Table 2.0 changes
–Do not complete the FY 2015-16 Projected Enrollmentcolumn.
•Program Area 5 – Apprenticeships
–The AB86 Workgroup is currently working with theState Apprenticeship Lead (College & K-12) to obtainenrollment & budget information. Stay tuned.
Questions – from this week
•How do you explain the logic behind asking foran unduplicated enrollment count?
•If some regional consortiums need one on oneattention – how do you set that up?
•Will the table data collected from the 70regional consortia be shared with the generalpublic? If yes, how will you ensureconfidentiality regarding sensitive fiscalinformation?
Review Prior Questions
•These questions were answered on the 6/6/13webinar.
•We will review these questions once more.
•Feel free to ask for a clarification.
From prior Webinar 6/6 –Operational Definitions
•Is there any guidance you can provide to those wantingoperational definitions?
•Do adult schools categorize by credit, non-credit etc.?
•How do community colleges differentiate adult educationfrom basic skills courses? Do you anticipate communitycolleges will include basic skills courses as part of theiradult education programs?
•What is the difference between ESL credit vs non-creditin relationship to what is considered adult education?
Operational Definitions (cont.)
•At colleges, what makes one CTE program an “adulteducation” program and another “not adult education?”
•“Adult basic skills” - does this require registration in a programor course for skills remediation, or can the student be in acredit class for a degree?
•Can the student have a HS diploma but need skillsremediation?
•How long is short term CTE? One year or less? Or a certainnumber of credits?
Table Questions
•Are we just including our unrestricted general fund? Or shouldthe costs include indirect?
•Why are we including data for 13-14? It is not complete yet, sowill not include the entire year through June 30.
•We do not track the general district budget by program type(credit, noncredit, etc.). The best way to break this down is todo a percentage based on overall FTES. Will this be sufficient?
•How will the program report tables and narrative be submittedto the CCCCO and are there any guidelines for the narrative inparticular (page length, format, etc.?)
Other Questions
•Are you saying that members should NOT report anycourses that are fee-based? Or are you only referring tofee-based online courses?
•At my community college there are no specific coursesfor adults with disabilities but we do offer supportservices funded through DSPS and SSSP. We track thenumber of students served but it's not FTES generatingso how does that fit into the tables . . . or does it?
•Can you confirm whether or not you want the dollaramounts per funding source ONLY for the AB86 adulteducation programs (not for the whole adult school)?
Other Questions (cont.)
•If we list the total for the program area, howdo we account for different rate pays offaculty, who may be paid at different rateswithin a particular program area?
•Many of our primary and secondary partnersprovide "services" (including tutoring) and/orworkshops, but not "classes" "courses" and"programs" of formal instruction. How shouldwe report that?