memo-ilsb-cctd-apr15item01
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California Department of EducationExecutive Office
SBE-002 (REV. 01/2011) / memo-ilsb-cctd-apr15item01
memorandum
Date: / April 17, 2015
TO: / MEMBERS, State Board of Education
FROM: / TOM TORLAKSON, State Superintendent of Public Instruction
SUBJECT: / California State Plan for the Workforce Investment Act, Title II: Adult Education and Family Literacy Act: Extension and Transition to Workforce Innovation and Opportunity Act, 2015–16
Summary of Key Issues
The purpose of this memorandum is to advise members of the State Board of Education (SBE) of an item that the California Department of Education (CDE) will present to the SBE in May 2015 for recommending approval of the 2015–16 California State Plan (CSP) for the Workforce Investment Act (WIA), Title II: Adult Education and Family Literacy Act (AEFLA): Extension and Transition to Workforce Innovation and Opportunity Act (WIOA). In addition, the CDE has submitted a draft of the CSP to the Governor for review and comment, which is required by the OCTAE.
Each state receiving an allocation under the AEFLA is required to submit a state plan for the use of the funds to the U.S. Department of Education (ED). As a requirement of the extension of the AEFLA and transition to the WIOA, the CDE must negotiate student performance measures for the 2015–16 program year with the Office of Career, Technical, and Adult Education (OCTAE). The scheduled negotiation date with the OCTAE is April 17, 2015. The OCTAE encourages states to propose performance goals that demonstrate continuous improvement and set high expectations for local programs. The current and proposed performance goals for 2015–16 are included in Chapter 6, Section 6.3 of the CSP (Attachment 1, pages 22–24). The proposed goals are based on past performance data and historical trend data. A draft CSP with the proposed goals was submitted to the OCTAE on April 1, 2015, as required by the OCTAE.
The WIA, Title II: AEFLA makes funds available to California adult education providers for the purpose of offering literacy education to adults. In 2013–14, the CDE served 305,182 adult students under the WIA, Title II: AEFLA grant. Of those students served, 12,072 attained a secondary school credential or its equivalent. Additionally, students achieved a total of 375,647 learning gains, which is an increase of 505 from 2012–13. In 2014–15, the CDE, as the state’s fiscal agent, received $86,696,471 of AEFLA grant funds, which were awarded to 199 agencies, including local school districts, county offices of education, community colleges, community-based organizations, and public libraries.
The CSP has been revised in accordance with the ED’s transition year guidance document. The following are the new required subsections of the CSP:
· 1.1 Revising a State Plan
· 2.3 Assurance for Unified Plans Only
· 4.1 Descriptions of Allowable Activities
· 4.3 Descriptions of New Organizational Arrangements and Changes
· 6.3 Levels of Performance
· 7.1 Applications for Section 231/225 Grants
· 8.1 Description of Activities
· 8.2 Governor’s Comments
· 10.2 State Unified Plan
· 13.2 Description of Permissible Activities
The following are new sections required of the CSP:
· 14.0 English Literacy/Civics (EL/Civics)
· 15.0 Description of Joint Planning and Coordination for Unified Plan Only
· 16.0 Description of Activities under Section 427 of the General Education
Provisions Act (GEPA)
· 17.0 One-Stop Participation
The CSP also includes updated adult education information in its relevant sections, such as current student demographic and program information.
The 2015–16 year will be the last extension of the WIA and the transition year to the WIOA. During this transition year, the OCTAE requires the CDE to revise the CSP to address how the state will plan for and incorporate requirements of the WIOA, including a single unified state plan and an implementation plan of integrated English Literacy and Civics Education (Attachment 2). In response to the WIOA requirements, the CDE is engaged in the state’s WIOA Implementation Work Group, which was established by the California Workforce Investment Board in September 2014 to ensure that California’s implementation of the new law reflects state strategies and aligns resources accordingly. The work group includes the following representatives:
· Department of Education
· Board of Education
· Chancellor’s Office
· Employment Training Panel
· Department of Social Services
· Department of Rehabilitation
· Local Stakeholders
The WIOA Implementation Work Group is in the process of developing WIOA performance measures and multi-agency metrics, developing policy, catalyzing systems alignment and regional collaboration, and determining any needed governance changes. The unified state plan is due to the ED in April 2016.
The WIOA was signed into law by President Obama on July 22, 2014, and goes into effect on July 1, 2016. This Act reauthorizes the AEFLA with several major revisions. The key elements of WIOA are as follows:
1. Program Alignment
· Unifies strategic planning across core programs
· Enhances role of State and Local Workforce Development Boards in developing and implementing a Unified State Plan
2. Increased Accountability
· Establishes common measures across core programs
· Increases accountability and transparency through reporting and evaluations
3. Enhanced Service Delivery
· Promotes engagement of employers and alignment of education and training activities through career pathways
· Strengthens partnerships and investments in one-stop delivery system
Attachment(s)
Attachment 1: California State Plan Transition Year 2015–16 (55 Pages): Adult
Education and Family Literacy Act (Title II of the Workforce Investment
Act of 1998 to Title II of the Workforce Innovation and Opportunity Act of
2014). A copy of the California State Plan 2014–15 is available via the
World Wide Web at
http://www.cde.ca.gov/sp/ae/ir/documents/stateplan1415.doc.
Attachment 2: Program Memorandum from Johan Uvin, Acting Assistant Secretary,
Office of Vocational and Adult Education, U.S. Department of Education
(1 Page).
Attachment 3: Guide for the Development of a State Plan Under the Adult Education
and Family Literacy Act (Transition Year Guidance: Title II of the
Workforce Investment Act of 1998 to Title II of the Workforce Innovation
and Opportunity Act of 2014) (26 Pages)
3/16/2018 11:25 AM
memo-ilsb-cctd-apr15item01
Attachment 1
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California State Plan
Transition Year
2015–16
Adult Education and Family Literacy Act
Title II of The Workforce Investment Act of 1998
(transition to)
Title II of the Workforce Innovation and Opportunity Act of 2014
California Department of Education
1430 N Street, Suite 4202
Sacramento, CA 95814
April 1, 2015
memo-ilsb-cctd-apr15item01
Attachment 1
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Table of Contents
1.0 Introduction
1.1 Revising a State Plan...... 4
1.2 California Department of Education Organization..………………………………….5
1.3 Preface.…………………………………………………………………………………..6
2.0 Eligible Agency Certifications and Assurances
2.1 Certifications...... 8
2.2 Assurances...... 9
2.3 Assurance for Unified Plans Only...... 10
3.0 Needs Assessment
3.1 Individuals Most in Need...... 11
3.2 Populations...... 11
4.0 Description of Adult Education and Literacy Activities
4.1 Descriptions of Allowable Activities...... 14
4.2 Special Rule (Uses of Funds for Family Literacy)...... 16
4.3 Descriptions of New Organizational Arrangements and Changes...... 16
5.0 Annual Evaluation of Adult Education and Literacy Activities
5.1 Annual Evaluations...... 18
6.0 Performance Measures
6.1 Eligible Agency Performance Measures...... 20
6.2 Optional - Additional Indicators...... 22
6.3 Levels of Performance...... 22
6.4 Factors...... 25
7.0 Procedures and Process of Funding Eligible Providers
7.1 Applications for Section 231/225 Grants...... 26
7.2 Eligible Providers...... 27
7.3 Notice of Availability...... 28
7.4 Process of Funding Eligible Providers for 231/225 Grants...... 28
7.5 Evaluation of Applications for 231/225 Grants...... 28
7.6 Special Rule...... 30
8.0 Public Participation and Comment
8.1 Description of Activities ...... 31
8.2 Governor’s Comments ...... 31
9.0 Descriptions of Program Strategies for Populations
9.1 Strategies for Target Populations...... 32
9.2 Integrated Education and Training…………...... 34
10.0 Integration with Other Adult Education and Training Activities
10.1 Description of Planned Integrated Activities...... 37
10.2 State Unified Plan……………...... 38
11.0 Description of the Steps to Ensure Direct and Equitable Access
11.1 Description of Steps...... 40
11.2 Notice of Availability…………...... 40
12.0 Programs for Corrections Education and Other Institutionalized
Individuals
12.1 Types of Programs…………...... 41
12.2 Priority…………...... 41
12.3 Types of Institutional Settings…………...... 41
13.0 State Leadership Activities
13.1 Description of New Required Activities…………...... 43
13.2 Description of Permissible Activities…………...... 45
13.3 Collaboration…………...... 47
14.0 English Literacy/Civics (EL/Civics)…………...... 49
15.0 Description of Joint Planning and Coordination for Unified Plan Only...... 52
16.0 Description of Activities under Section 427 of the General Education
Provisions Act (GEPA)………………………………….…………………………..53
17.0 One-Stop Participation…………...... 55
1.0 Introduction
1.1 Revising a State Plan
On July 22, 2014, the President signed into law the Workforce Innovation and Opportunity Act (WIOA), which reauthorizes the Adult Education and Family Literacy Act (AEFLA) of 1998–2004. As a result of this reauthorization, states are required to submit a plan to transition from the Workforce Investment Act (WIA) that previously authorized AEFLA to the new WIOA. As the state agency designated by the Governor to manage this program, the California Department of Education (CDE) is required to submit any revisions in the California State Plan (CSP), including performance targets, and the transition activities necessary to prepare for the full implementation of WIOA in 2016–17. The established performance targets must exceed the actual performance for the 2014 year. This revised CSP must be submitted to the U.S. Department of Education (ED) no later than April 1, 2015.
The ED distributed a revised Guide for the Development of a State Plan under the Adult Education and Family Literacy Act. This includes the “Transition Year Guidance: Title II of the Workforce Investment Act of 1998 to Title II of the Workforce Innovation and Opportunity Act of 2014.” The CDE’s CSP follows this guidance in its revision of the required and pertinent sections. The revision contained in this document includes updated sections of the state’s original plan and current program information. Additionally, the CSP has been updated to include existing adult education information, such as current student demographic and program information. The CDE is required to submit a new WIOA state plan to the ED by April 2016.
The following are the new subsections of the CSP:
· 1.1 Revising a State Plan
· 2.3 Assurance for Unified Plans Only
· 4.1 Descriptions of Allowable Activities
· 4.3 Descriptions of New Organizational Arrangements and Changes
· 6.3 Levels of Performance
· 7.1 Applications for Section 231/225 Grants
· 8.1 Description of Activities
· 8.2 Governor’s Comments
· 10.2 State Unified Plan
· 13.2 Description of Permissible Activities
The following are new sections as required of the CSP:
· 14.0 English Literacy and Civics Education (EL/Civics)
· 15.0 Description of Joint Planning and Coordination for Unified Plan Only
· 16.0 Description of Activities under Section 427 of the General Education
Provisions Act (GEPA)
· 17.0 One-Stop Participation
1.2 California Department of Education Organization
CDE Leadership
State Superintendent of Public Instruction
Tom Torlakson
Interim Chief of Staff
Glen Price
Deputy Superintendent, Instruction and Learning Support Branch
Lupita Cortez Alcalá
Director, Career and College Transition Division
Russell Weikle
Administrator, Adult Education Office
Christian Nelson
CDE Adult Education Office Staff:Amukela Gwebu
Carmen Martinez-Calderon
Catherine Peacock
Chiem-Seng Yaangh
Clifford Moss
Diane Hurley / David Stang
Irene Castorena-Krueger
Myra Young
Shadidi Sia-Maat
Vicki Prater
Rich Berry / Cynthia Crowl
Gina Wong
Janet Morrison
Laura Cropper
Mary Molina
Melissa Spero
Current Leadership Project Contractors:
Comprehensive Adult Student Assessment System (CASAS)
Outreach and Technical Assistance Network (OTAN)
California Adult Literacy Professional Development Project (CALPRO)
Agency Partners:
Local School Districts
County Offices of Education
Community Colleges
Public Libraries
Community-Based Organizations
California Department of Corrections and Rehabilitation
1.3 Preface
The CDE’s adult education system builds upon the goals and principles that have guided the development of adult education programs over the past 155 years.
The mission of the California Department of Education Adult Education system is to advance California’s economic, workforce development and societal goals by preparing adult learners for college, career, and civic responsibility.
· Preparation for college is the development of the literacy and numeracy skills necessary to transition to non-remedial coursework in a variety of postsecondary settings, including on-the-job training, industry certification programs, apprenticeships, the military, two and four year college and university programs, and high-level technical schools.
· Preparation for career is the development of the literacy, numeracy, and technical skills, as well as foundational workplace readiness skills, necessary to transition to apprenticeships or other on-the-job training, gain and retain employment, and advance in a career pathway.
· Preparation for civic responsibility is the development of literacy skills that enable students to understand their responsibilities and benefit from the rights of civic life.
Adult education is at a historic crossroads. By moving proactively, California continues to create an educational system that meets the needs of the ever-changing adult learner and positively affects our state’s economy. In addition, the adult education programs constantly focus on expanding and improving. Technology, for example, is used to provide individuals awareness of the learning opportunities available and to streamline the processes of enrollment and participation. Technology also provides alternative approaches to teaching to ensure that education is appropriate to adults and easily accessed by individuals with varying needs. The expanded uses of technology allows adult education courses to be provided at convenient times, utilizing instructional technologies such as interactive Web sites and computer assisted education programs. Technology based tutoring in conjunction with on-the-job training is offered to assist students to rapidly obtain successful transitions to postsecondary programs and employment.
Proper assessment and data collection assists agencies to ensure that the adult population has the education and skills to be successful in a competitive economy. Procedures for collecting and processing data serve the needs of students and schools as well as meet compliance requirements. Student achievement and program data guide program improvement efforts to ensure maximum return on the state’s investment in adult education. Data also guides periodic reassessment and prioritization of instructional programs so that the content of adult education remains attuned to state and local needs. For those who administer and teach adult education programs, WIA supplemental funds have been used to enhance and expand professional development.