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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 MethodsAssessment PolicyGoal Setting PolicyAdult Learning Plan

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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

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Participant Eligibility CriteriaState Section 107If 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 CriteriaState Section 107If 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 380.1311 and 380.1311a, and has no appropriate alternative education program available through his/her district or residence

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Participant Eligibility CriteriaState 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 20 20 and Over

Participants

W/Out

W/GED W/Diploma W/GED W/DiplomaW/Out GED or

DiplomaGED or Diploma

ABE

ESL **** ****

GED

HSC *****

JOB *** ***

STATE TECH ** **

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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 380.1311 and 380.1311a, and has no appropriate alternative education program available through his or her district of residence. Section 107(2)(b).

Participant Eligibility ExceptionsEligibility 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)

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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 -ABEAn 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

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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 orfails 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

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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 EnrollmentState 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)

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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 sub-recipient

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 (www.michigan.gov/adulteducation)

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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

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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 requirementsCourse 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

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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

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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

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Assessment Policy

It is recommended that participants be pre-tested 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 pre-test 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 post-test)

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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 10th

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

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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

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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 PolicyParticipant Primary Goals1. 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 9th grade level (ABE only)3. Achieve English Language Proficiency (ESL only)4. Pass one or more official GED tests 5. Attain High School Diploma Credits6. 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)

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Goal Setting PolicyParticipant Secondary Goals1. Reduction in receipt of public assistance2. Achieve citizenship skills3. Register to vote or vote for the first time4. Increase general involvement in community activities5. Increase involvement in children’s education6. Increase involvement in children’s literacy related

activities7. Achieve work-based project learner goals8. 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

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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

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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

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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

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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 infoEOY General Collection

ISD Auditor manual entry on DS-4061 (Audit Form)

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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

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Adult Education Participant Auditing (con’t)

Audit reportsAudit narrative (include detail)

Alignment with DS4061

Alignment with Performance Objective Report

ResourcesAvailable on the Office of Adult Education Website: www.michigan.gov/adulteducation

2012-13 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

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Resources (con’t)

Michigan Adult Education and Training Conference Information

Technical Assistance Visits Link to the Michigan Adult Education Professional

Development (MAEPD) Website: www.maepd.orgPreparing Workers for the 21st CenturyCareer Pathways ToolkitsE-LibraryProfessional Development OpportunitiesTask Force Meeting information…and much, much more!

Office of Adult Education Contacts(Area Code 517)Dianne Duthie 373-3430 duthied@michigan.govBarb Elkins 373-7428 elkinsb@michigan.govCliff Akujobi 373-4218 akujobic@michigan.govTammy Hernandez 241-1018 hernandezt@michigan.govBrian Frazier 241-3256 frazierb3@michigan.govPatty Higgins 373-0815 higginsp@michigan.govErica Luce 335-0634 lucee1@michigan.govSue Muzillo 241-1016 muzillos@michigan.govKate Wolinski 373-6911 wolinskik@michigan.govRyan Pohl 241-6939 pohlr@michigan.govSandy Thelen* 373-3395 thelens@michigan.gov(*State Section 107)

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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: 313-456-3200MAERS: MAERS@michworks.org

Dean Smith 335-0386 smithd20@michigan.gov

Sue Johnson 241-6616 johnsonS28@michigan.gov