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Operational Definitions I

AB 86: Adult Education Consortia Planning 2013-2015 6-6-14 Template Questions/Answers Webinar Series http://ab86.cccco.edu. Operational Definitions I. Is there any guidance you can provide to those wanting operational definitions? Do adult schools categorize by credit, non-credit etc.?

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Operational Definitions I

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  1. AB 86: Adult Education Consortia Planning 2013-20156-6-14Template Questions/Answers Webinar Serieshttp://ab86.cccco.edu

  2. Operational Definitions I • Is there any guidance you can provide to those wanting operational definitions? • Do adult schools categorize by credit, non-credit etc.? • How do community colleges differentiate adult education from basic skills courses?  Do you anticipate community colleges will include basic skills courses as part of their adult education programs? • What is the difference between ESL credit vs non-credit in relationship to what is considered adult education? • At colleges, what makes one CTE program an “adult education” program and another “not adult education?”

  3. Operational Definitions II • Adult basic skills” - does this require registration in a program or course for skills remediation, or can the student be in a credit class for a degree? • Can the student have a HS diploma but need skills remediation? • How long is short term CTE? One year or less? Or a certain number of credits? • Please provide clear definitions for each of the options found in Table 1.1, Column E so we can be sure we are collecting and providing accurate information: Community College Credit/Credit ESL/Credit Basic Skills/Non-Credit/Enhanced Non-Credit • Where can I find operational definitions?

  4. Table Questions I • Are there any instructions on calculating the costs?   • Are we just including our unrestricted general fund? Or should the costs include indirect? • Why are we including data for 13-14? It is not complete yet, so will 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 to do a percentage based on overall FTES. Will this be sufficient? • Which program area should we use for community college basic skills courses in English and math? They are not programs for immigrants (program 2), but they are not elementary or secondary education (program 1). We will put ESL under program 2, but not sure about our basic skills. • How will the program report tables and narrative be submitted to the CCCCO and are there any guidelines for the narrative in particular (page length, format, etc.?)

  5. Table Questions II • In Table 1.1B, do you want the Community College to provide separate funding breakdowns for credit, enhanced non-credit and non-credit programs? • In Table 1.1B, Total Dollar Amount by Funding Source for Consortium Members, we had a couple of questions about the column headings. VTEA: Is this the same as Perkins in the next column? • Do you want us to include columns for unduplicated enrollment and ADA/FTES for FY 13-14? • We’ve submitted all data, but realized after the fact that our income figures for fees/apportionment included all program income (including older adults, community ed, etc.). • Are you saying that members should NOT report any courses that are fee-based? Or are you only referring to fee-based online courses?

  6. Other Questions • Why is UNDUPLICATED enrollment requested instead of DUPLICATED? Lumping them together doesn’t seem to provide meaningful data. • I'm still seeking a firmer grasp on the kinds and level of detail that may best describe our region for the purposes of the planning grant and that of future considerations for funding. • At my community college there are no specific courses for adults with disabilities but we do offer support services funded through DSPS and SSSP.  We track the number of students served but it's not FTES generating so how does that fit into the tables . . . or does it? • Can you confirm whether or not you want the dollar amounts per funding source ONLY for the AB86 adult education programs (not for the whole adult school)? • In a recent conversation with a partner, the question of whether member/partner budget and funding information (tables 1-2) should be shared with the rest of the group during planning meetings or can the team use their discretion in deciding how they would like to share this information with each other.

  7. Other Questions • If we list the total for the program area, how do we account for different rate pays of faculty, who may be paid at different rates within a particular program area? • Many of our primary and secondary partners provide "services" (including tutoring) and/or workshops, but not "classes" "courses" and "programs" of formal instruction. How should we report that?

  8. For More Information… • ab86@cccco.edu • http://ab86.cccco.edu

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