State School Aid Act, Section 107, Adult Education

Transcription

1 State School Aid Act, Section 107, Adult Education Sandy Thelen, Office of Adult Education Leslie Shamel, Lapeer County ISD Overview Legislation and Accountability Participant Eligibility Continued Eligibility Eligible Programs of Enrollment Teacher Certification Policies/Requirements Distance Learning Policy Non-Conventional Learning Methods Assessment Policy Goal Setting Policy Adult Learning Plan 1

2 Overview (con t) Tuition and Fees Performance System Reporting Requirements Section 107 FTE Values/Calculations Adult Education Participant Auditing Resources Office of Adult Education Contacts Legislation and Accountability State School Aid Act, Section 107 ($22,000,000) Public Act 201 (House Bill 5372) Adult Education Participant Accounting Manual Adult Education Participant Auditing Manual Adult Education Guidebook Policies: Distance Learning, Assessment, Goal Setting, Adult Learning Plan ISD participant audits - performed pursuant to adult education Participant Auditing and Accounting Manuals 2

3 Participant Eligibility Criteria State 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 Participant Eligibility Criteria State 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 and a, and has no appropriate alternative education program available through his/her district or residence 3

4 Participant Eligibility Criteria State 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 Participant Eligibility State Section 107 Eligibility key: Eligible Ineligible *Exceptions Noted Below Adult Education 16 and Over* Under and Over Participants W/Out GED or Diploma W/GED W/Diploma W/GED W/Diploma W/Out GED or Diploma ABE ESL **** **** GED HSC ***** JOB *** *** STATE TECH ** ** 4

5 Participant Eligibility Exceptions Eligibility exception for an individual who DOES NOT possess a GED or a High School Diploma: 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 and a, and has no appropriate alternative education program available through his or her district of residence. Section 107(2)(b). Participant Eligibility Exceptions Eligibility exceptions for an individual who HAS obtained a high school diploma or GED: ** Is less than 20 years of age on September 1 and is enrolled in the Michigan Career and Technical Institute. Section 107(2)(a)(i); or *** Is less than 20 years of age on September 1 and is enrolled in a job or employment-related program through a referral by an employer, and is not attending and institution of higher education, Section 107(2)(a)(ii); or **** Is enrolled in an English as a Second Language program. (Section 107(2)(a)(iii); or ***** GED Holder Only: Is enrolled in a High School Completion program, Section 107(2)(a)(iv) 5

6 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. 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 6

7 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 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 7

8 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 Eligible Programs of Enrollment State Section 107 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) 8

9 Teacher Certification 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 Teachers must be hired/employed by the eligible school district or eligible federal subrecipient 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 ( 9

10 Policies/Requirements Distance Learning Policy (effective 7/1/11) Non-Conventional Learning Methods (Section 4 of the Adult Education Participant Accounting Manual) Learning Centers (Labs) Distance Learning/Virtual Learning Adult Education Guidebook Assessment Policy (effective 7/1/12) Goal Setting Policy (effective 7/1/12) Adult Learning Plan (effective 7/1/12) Non-Conventional Learning Methods Section 107 Section 4 of the Adult Education Participant Accounting Manual Learning Center Distance Learning Virtual Learning Course 10

11 Learning Center Section 107 FTE value is determined by the class/course in which the participant is enrolled Must meet eligibility requirements: Enrolled and attending eligible adult education course Scheduled for a specific number of lab hours per week Certificated teacher must be present at all times Attendance must be taken and documented Participant may not generate more FTE per course than would be generated by a participant in a traditional classroom setting. Distance Learning Section 107 Computer/Internet Courses Distance Learning Requirements: Participant must meet eligibility requirements Course must be approved by local school board and must count toward a high school diploma or program/progression Certificated teacher and participant must be assigned to the virtual course, which must appear on participant s class schedule 11

12 Virtual Learning Course Sec. 107 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 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 Participant limited to two virtual learning courses per semester Course must be approved by local school board and count toward a HS Diploma or program/progression Teacher-of-record must be identified On-site mentor must be assigned (must be a certificated teacher employed by the district) Each course will count as one class and will generate an FTE value that a comparable course offered by the district would generate 12

13 Assessment Policy State Approved Assessments TABE 9/10 (survey or complete battery) TABE Locator required for new participants CASAS CASAS Appraisal recommended GAIN Work Keys Assessment Policy All adult education participants (ABE, GED, HSC, and ESL) must have a pre- and post-test on file for each program year the participant is with the program Must use the same Office of Adult Education approved assessment tool for pre- and post-test to determine educational gain Pre-test must be administered at intake and PRIOR to a participant receiving any instruction 13

14 Assessment Policy It is recommended that participants be pretested 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 Assessment Policy A post-test from the prior year can be used as a pre-test for the next year as long as the post-test was administered within 180 days of re-enrollment A pre-test from a prior year can be used as a pretest for the next year as long as the pre-test was administered within 180 days of re-enrollment and there was no post-test given in the prior year (If the participant was pre-tested in the prior year and did not have sufficient number of hours to posttest) 14

15 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. 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 10 th grade level in Math can be enrolled in ABE for Reading, and GED/HSC for Math. 15

16 Post-Testing - Minimum Hour Requirements Refer to the Assessment Policy for minimum number of hours required to post-test, for each approved assessment 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 (after GED/HSD is obtained) Goal Setting Policy- Goal Selection Goal Setting policy aligns with latest Office of Adult Education Assessment Policy effective July 1, 2012 Select as many primary and secondary goals as applicable Goals should be selected that are appropriate to the educational level of the participant Goals should align with the participant s program(s) of enrollment Local programs must provide educational services to a participant as determined by their assessment test at program entry 16

17 Goal Setting Policy-Goal Selection Goal selection is a collaborative process between the participant and local program staff Participants need to select their own goals, however, they also need the expertise, guidance and counseling of local program staff. Local program staff must work with participants to ensure that goals selected are achievable Goal counseling is done during the creation of the participant s ALP and periodically during the program year Goal Setting Policy Participant Primary Goals 1. Educational Gain: Required NRS goal for ALL participants Improve Basic Literacy Skills (non-esl programs) Improve Basic English Skills (ESL programs) 2. Function at or above 9 th grade level (ABE only) 3. Achieve English Language Proficiency (ESL only) 4. Pass one or more official GED tests 5. Attain High School Diploma Credits 6. Obtain a GED (NRS) 7. Obtain a High School Diploma (NRS) 8. Enroll in Postsecondary Education (NRS) 9. Obtain Employment (NRS) 10. Retain/Improve Employment (NRS) 17

18 Goal Setting Policy Participant Secondary Goals 1. Reduction in receipt of public assistance 2. Achieve citizenship skills 3. Register to vote or vote for the first time 4. Increase general involvement in community activities 5. Increase involvement in children s education 6. Increase involvement in children s literacy related activities 7. Achieve work-based project learner goals 8. Other (specify): [ ] Adult Learning Plan All federal/state adult education recipients are required to complete, in its entirety, and maintain the Office of Adult Education developed ALP for all participants (pages 1-3) ALP Addendum pages are optional Barriers to Success Educational Inventory, Personal Characteristics and Abilities, Career Interests Electronic version of the ALP is available Technical Assistance Paper 18

19 Adult Learning Plan Working together, both the participant and agency staff should determine goals and complete the ALP ALP is initiated upon intake and utilized for the entire duration of the participant s adult education services across program years Asterisk (*) items are optional Shaded items are reported at ENTRY which remain unchanged during the entire duration of the registration period Tuition & Fees Establish a sliding scale of tuition rates on a uniform basis based upon a participant s family income Tuition cannot exceed the actual operating cost per participant minus any federal or state adult education funds received Cannot charge tuition to a participant whose income is at or below 200% of the federal poverty guidelines Must have a waiver process for participants who are unable to pay tuition or fees All tuition and fees resulting from the adult education program must be expended on the adult education program 19

20 Performance State Section 107 Section 107, State School Aid Act 10% of funds based upon meeting Section 107 performance objectives indicated within the State School Aid Act Performance is reported on the Section 107 Performance Objectives Report (in the Michigan Electronic Grants System Plus) Performance State Section 107 ABE: One GRADE level gain in Reading or Math as determined by Office of Adult Education approved pre- and post-test assessment. (Not an EFL gain) ESL: Achievement of basic English proficiency (CASAS Reading and Listening scale scores of 236 and above, CASAS Writing scale score of 261 and above, as available) GED: Attainment of GED or passage of one or more individual actual GED tests HSC: Attainment of a HS Diploma or passage of a course required to attain a HS Diploma 20

21 Performance State Section 107 OR Category: If a participant does not meet the specific performance criteria for his/her specific program of enrollment, the participant may be counted in the OR category if the following performance criteria is met: Completion/passage of a local school board approved adult education course and demonstration of proficiency in the academic skills to be learned in the course System Reporting Requirements Michigan Adult Education Reporting System (MAERS) Applicable to all federal and state funded adult education programs Michigan Student Data System (MSDS) Applicable to all state funded adult education programs 21

22 System Reporting Requirements - MSDS For a district maintaining school during the entire school year, participant membership count must be entered into MSDS for all four count dates, otherwise, only the Fall and Spring count dates are used. Fourth Wednesday in July First Wednesday in October Second Wednesday in February Fourth Wednesday in April System Reporting Requirements - MSDS Entering July and September (October) count date info Entering February count date info Entering April count date info EOY General Collection ISD Auditor manual entry on DS-4061 (Audit Form) 22

23 Section 107 (Adult Education) FTE Values/Calculations Full-Time Equivalent (FTE) value for a course is determined by dividing the total number of hours that a class is scheduled to meet for the count period by 450 An individual enrolled for fewer than 450 hours on a quarterly count date will have their FTE amount proportionately reduced Participant cannot be counted for greater than 1.00 FTE per count date/period Refer to Section 2 of the Adult Education Participant Accounting Manual Adult Education Participant Auditing Adult education programs must be desk audited for each participant count Adult education programs must be field audited once every two years or yearly if considered high risk Audits must be performed pursuant to adult education participant auditing and accounting manuals 23

24 Adult Education Participant Auditing (con t) Audit reports Audit narrative (include detail) Alignment with DS4061 Alignment with Performance Objective Report Resources Available on the Office of Adult Education Website: State School Aid Act (Section 107) Participant Accounting & Auditing Manuals Distance Learning Policy Assessment Policy Goal Setting Policy Adult Learning Plan Office of Adult Education Guidebook Adult Education Planning Calendar 24

25 Resources (con t) Michigan Adult Education and Training Conference Information Technical Assistance Visits Link to the Michigan Adult Education Professional Development (MAEPD) Website: Preparing Workers for the 21 st Century Career Pathways Toolkits E-Library Professional Development Opportunities Task Force Meeting information and much, much more! Office of Adult Education Contacts (Area Code 517) Dianne Duthie Barb Elkins Cliff Akujobi Tammy Hernandez Brian Frazier Patty Higgins Erica Luce Sue Muzillo Kate Wolinski Ryan Pohl Sandy Thelen* (*State Section 107) 25

26 MICHIGAN ADULT EDUCATION REPORTING SYSTEM Contacts (Area Code 517) Report all issues regarding MAERS 2.0 to : MAERS2.0@michigan.gov Access Issues: MAERS Help Desk: MAERS: MAERS@michworks.org Dean Smith Sue Johnson smithd20@michigan.gov johnsons28@michigan.gov 26