June 30, 1992 to July 1, 1995
Adult Education Act, P.L. 100-297 as Amended by the
National Literacy Act, P.L. 102-73
California Department of Education
Specialized Programs Branch
Youth, Adult and Alternative Educational Services Division
Adult Education Unit
GOALS, ACTIVITIES AND RESOURCES (continued)
The purpose of the Local Assistance Grants program is to improve the accessibility, quality and cost-effectiveness of instruction. Another primary purpose is to increase the enrollment in basic education programs of functionally illiterate adults who speak English as their native language.
Under the Revised State Plan, the Adult Education Unit will annually award a minimum of 150 adult basic education grants to agencies providing basic education and/or English-as-a-Second Language instruction to 600,000 or more eligible adults in California. This number, which approximates service levels of the 1985-88 period, may well increase. However, greater enrollments per se is not a specific goal of this plan. Instead, the Revised State Plan calls for better quality, higher levels of demonstrated student achievement, and greater retention of students. Specific student achievement and retention goals will be developed, as more is known about appropriate testing and sampling procedures. In addition, the Revised State Plan sets forth measurable goals for improving literacy levels, retention in literacy programs, and long-term learning gains of individuals in the State. The Plan also describes a comprehensive approach for achieving such goals, including the development of indicators of program quality as required by [Section 331(a)(2)].
A quantitative goal that will be pursued is increasing the percentage of students who speak English as their native language from 10-15 percent of the total to at least 15 to 20 percent. The attainment of this goal is expected to occur gradually over the course of the 1990-1995 period.
Local Assistance Grants, which are authorized under Section 321 of the Adult Education Act, will be awarded to eligible school districts, community colleges, libraries, community-based organizations, public or private non-profit agencies, correctional educational agencies, agencies that have the ability to provide literacy services to adults and families, and agencies that have an acceptable plan for meeting the following requirements of the California Department of Education:
(2) Sampling Requirements. Selected agencies will provide both a pre-test and post-test in basic or life skills to a representative sample of ABE and ESL participants each year. Testing materials and sampling guidelines and requirements will be provided by the Adult Education Unit. These agencies will provide the Adult Education Unit with the following data for the purpose of statewide evaluation:
The sample of participating selected agencies will provide a representative sample via procedures to be specified by the California Department of Education. The sample will be representative of local school and community college districts, CBOs, and institutional programs. During subsequent years, accountability guidelines and data collection requirements may become more prescriptive as testing and sampling practices are developed, and as experience from the field is obtained.
Local agencies may exceed minimum standards established by CDE. Moreover, local agencies shall take into account the evaluation data they collect to improve instruction and program management. The grantee will certify that its student population is representative of the local service area. The provider may use the best available data to document that they are meeting the needs of the community by serving those individuals most in need of adult education services.1
(4) Each agency must have a policy in place to track and monitor repetition and satisfactory progress. Guidelines should be determined by each agency based on the scope and size of the program. We know that open-entry open-exit competency-based education instruction requires flexibility in meeting the needs of individual students and special populations (i.e., developmentally disabled students, LEP/NEP students).
(5) The grantee will receive a unit rate for students that is based on 100 hours of instruction. The unit rate will be calculated by the dollars available for Local Assistance Grants divided by the total number of 100 hour units approved by the State.
(6) There shall be a minimum local grant of $3500, which shall be used exclusively for staff development program assessment and networking purposes.
(7) The grantee will receive a unit rate for the recruitment and retention of ABE literacy students that is 25 percent higher than the basic unit rate. This 25 percent incentive will apply to students who are enrolled in ABE classes and speak English as their native language. The bonus will not apply to students in any class entitled "ESL."
More specific information on how to comply with these requirements will be included in the application materials to be provided by CDE.
Local agencies may receive assistance in carrying out their programs from demonstration projects that impact on the local grants programs. Such ancillary support services provide training and technical assistance in both Adult Basic Education and English-as-a-Second Language to adult education teachers and coordinators. Another service provided is accountability and testing support to agencies receiving local assistance grants.
Staff support services include certification of teacher trainers, workshops and courses, and technical assistance to teachers with respect to advice on materials and instructional methods.
Accountability and testing support include guidance and materials to agencies in the evaluation of ABE and ESL student progress. Among the accountability support services are the aggregation and tabulation of achievement data collected by participating agencies, the reporting of agency totals to the State, and training agency personnel to collect and report data and to interpret and use these data for the purposes of program improvement.
Other ancillary services may be provided as they come on line from pertinent research and development.
RELATIONSHIP OF LOCAL ASSISTANCE GRANTS TO DEMONSTRATION GRANTS AND STAFF TRAINING
Local Assistance Grants under Section 321 will be supported by a variety of demonstration and staff development activities under Section 353. These include an Outreach and Technical Assistance Network (OTAN) to catalog, disseminate, and develop state-of-the-art instructional practices and technologies; the development of an Adult Literacy Instructor's Training (ALIT) Institute to improve the quality of ABE instructors and programs; the continuation and expansion of the Leadership Institute to improve the management of adult education programs; and the Adult Education Institute which will be created as part of the State Literacy Resource Center to guide the implementation of a long-term plan for adult education. Also, there will be staff training in data collection and reporting and test interpretation, the development of required sampling procedures for the reading or life skills test. These activities, which provide technical support for the emphasis on quality and accountability in the Local Assistance Grants program, are described in Chapter 14, along with the resources they will require.
The percentage breakdown of resources that will allocated to operate the California Adult Basic Education program are as follows:
|62-65||Local Assistance Grants, Adult Education Providers|
|10||Local Assistance Grants, Institutionalized Populations|
|2-3||Ancillary Staff Support in ESL|
|2-3||Ancillary Accountability/Testing Support|
|4-6||Adult Education Outreach and Technical Assistance Network|
|1.0||Formative Evaluation of Federal Program|
|4-7||Implementation of Long-term Plan and the Adult Education Institute|
|<1||Implementation of State Literacy Survey|
|1||Implementation of California/Mexico Adult Literacy Project|
|<1||Implementation of S.F. Community College Project|
Actual percent distribution will vary somewhat from year to year. However, the ranges noted above will not vary more than one percent from the upper and lower limits. In addition, approximately 18 percent of the funds allocated for state administration will be used for program improvements.
Exhibit 12 indicates resource allocation by activity.
|Resource Allocation by Goals and Activities|
|Goals:||Activities||Percent Distribution of Federal Funds:|
|1.0||To implement a minimum of 200 local assistance grants and serve a minimum of 200,000 students under Section 321 of the Act.|
|1.1||Issue public notice of the availability of funds & request for applications.|
|1.2||Review all applications and execute funding decisions.|
|1.3||Notify applicants of grant awards.|
|2.0||To implement a grants program to serve adults in correctional institutions under Section 326 of the Act.|
|2.1||Issue public notice of the availability of funds & request for applications.|
|2.2||Review all applications and execute funding decisions. Notify applicants|
|3.0||To implement a grants program to serve adults in institutions that serve the substantially handicapped under Section 326 of the Act.|
|3.1||Issue public notice of the availability of funds & request for applications.|
|3.2||Review all applications and execute funding decisions. Notify applicants|
|4.0||To implement ancillary staff support services under Section 321 of the Act.|
|5.0||To implement ancillary accountability and testing support services under Section 321 of the Act.|
|6.0||To implement an adult education outreach and technical assistance network under Section 321 of the Act.|
|7.0||To implement an ALIT Institute under Section 353 of the Act.|
|8.0||To implement the long-term plan for adult education research and planning institute under section 353 of the Act.|
|9.0||To implement a leadership institute for adult education under Section 353 of the Act.|
|10.0||To implement a formative evaluation of the federal four-year plan under Section 353 of the Act.|
|11.0||To implement a State Adult Literacy Survey for adult education under Section 353 of the Act.|
|12.0||To implement a California/Mexico Adult Literacy Project under Section 353 of the Act.|
|13.0||To implement a San Francisco Community College project under Section 353 of the Act.|
|* State administration may not exceed 5 percent. In addition, approximately 18% of the funds allocated for administration will be used for program improvement.|
|**NOTE: The annual total must sum to 100 percent. Grand totals may sum to more that 100 percent because totals are the sum of the lowest and highest numbers in the range for 10 program categories. Actual percent distribution for each goal will vary somewhat from year to year. The ranges noted above may vary up to one percent from the upper or lower limits of the range.|
The Adult Education Act requires the federal share of expenditures to be not more than 85 percent for FY 1990, 80 percent for FY 1991, and 75 percent for FY 1992 and thereafter. The requirement to gradually increase the state contribution over the course of the State Plan will not impact California, which currently overmatches the federal contribution by a ratio of 21 to one (in FY 1988, California spent $168 million on ESL and ABE programs compared to the federal contribution of $8 million). California will continue to maintain its level of effort, as prescribed by the pertinent provisions of the Act. The following chart estimates both federal and state expenditures for fiscal years 1992 through 1995. Actual expenditures will be based on both state and federal funding levels for fiscal years 1992 through 1995.
|Federal||$ 19.2||$ 20.0||$ 20.1||$ 20.2|
***** Continued on "Ch.07 State Administration" *****