CALIFORNIA STATE PLAN
FOR ADULT BASIC EDUCATION

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

Submitted by:

California Department of Education
Specialized Programs Branch
Youth, Adult and Alternative Educational Services Division

 

Chapter 14b

SPECIAL EXPERIMENTAL DEMONSTRATION PROJECTS AND TEACHER TRAINING PROJECTS (continued)


Long-term Plan Implementation

A strategic plan has been developed to guide the direction of California adult education, including the use of adult basic education resources. However, the Strategic Plan addresses comprehensively the adult education system in California and is not limited to the basic skills programs of the State Plan under P.L. 100-297.

COMPONENTS OF LONG-TERM PLAN

This strategic plan includes several recommendations to use technology and modern management methods to help make adult education more accessible, accountable, effective and efficient (See Exhibit 13):

Exhibit 13

COMPONENTS OF LONG-TERM PLAN


IMPROVE ACCESS TO USERS:

  1. Funding to Meet Today's Needs
  2. Funding for Innovation and Performance
  3. Community Adult Education Information Services
  4. EduCard (Adult Education Access Card)
  5. Linkage of Support Services to Increase Access

IMPROVE ACCOUNTABILITY:

  1. Adjusting Priorities for the Future
  2. Quality Standards and Performance Measures
  3. Integrated Adult Education Data System

IMPROVE QUALITY AND RESPONSIVENESS:

  1. Program and Staff Development Support
  2. Teacher Certification Appropriate to Adult Education
  3. Facilities for the Future
  4. Special Grants to Test Program Innovations

IMPROVE PLANNING AND COORDINATION:

  1. Collaborative Planning
  2. Adult Education Research and Planning Institute

Each of these fourteen recommendations are described briefly below:

The above proposals have been developed to systematically meet multiple goals (See Exhibit 13). Each of these proposals has stand-alone value. However, the full payoff and impact of these proposals is linked to their simultaneous application.

IMPLEMENTATION OF THE LONG-TERM PLAN

Full implementation is expected to occur over a six year period. Between 1990-1993, implementation will consist of establishing interim working arrangements among stake-holders, conducting planning and feasibility studies of the strategic components, developing prototype resources and institutional arrangements, and, finally, field testing the strategic model in 3-6 California counties (See Exhibit 14.)

Exhibit 14
OVERVIEW OF PHASE 1 OF LONG TERM PLAN: 1992-95

Strategic Objective 1992-93 1993-94 1994-95

Planning and Coordination Establish Interim Steering Committee, Subcommittees & Local Advisory Network

Continue Interim Steering Committee, Subcommittees & Local Advisory Network

Maintain Prototype State and Local Adult Educational Councils
Establish Interim Adult Education Research and Planning Institute to Conduct Feasibility and Planning Studies of Strategic Proposals

Develop Legal and Institutional Arrangements for Adult Education CouncilsPilot Sites Implementation
Feasibility and Planning Studies on Adult Education Councils and Planning Institute

Implement Institutional Arrangements for Adult Education Research and Planning Institute Apply Monitoring and Evaluation Design for Pilot Implementation
Improve Access to Users: Conduct and Approve Feasibility and Planning Studies:
  • Community Education Information Centers
  • Educard
  • Funding Polices and Procedures
  • Multi-Agency Linkage of Services
Develop, Pre-Test and Approve Operational Prototypes:
  • Community Education Information Centers
  • Educard
  • Funding Polices and Procedures
  • Multi-Agency Linkage of Services
Implement and Assess Prototype Components at Selected Sites:
  • Community Education Information Centers
  • Educard
  • Funding Polices and Procedures
  • Multi-Agency Linkage of Services
Improve Accountability Conduct and Approve Feasibility and Planning Studies:
  • Program Quality Standards
  • Performance Measures
  • Cross-Agency Data
  • Interim Student Assessment Data Collection Procedures
Develop, Pre-Test and Approve Operational Prototypes:
  • Program Quality Standards
  • Performance Measures
  • Cross-Agency Data
Implement and Assess Prototype Components at Selected Sites:
  • Program Quality Standards
  • Performance Measures
  • Cross-Agency Data
Improve Program Quality and Responsiveness: Conduct and Approve Feasibility and Planning Studies:
  • Program Development Support (New Initiative for Existing Staff and Curriculum Development Programs)
  • Grants for Research and Demonstrations
Develop, Pre-Test and Approve Operational Prototypes:
  • Program Development Support
  • Limited Grants for Research and Demonstrations Pertinent to Strategic Plan
Implement and Assess Prototype Components at Selected Sites:
  • Program Development Support
  • Grants for Pilot Testing and Demonstrations of Prototype Components of Strategic Plan

Implementation of the Long-term Plan for Adult Education during the course of this federal plan will be catalyzed by three entities working in close collaboration: (1) the Adult Education Unit of the California Department of Education, (2) a Steering Committee appointed by the Superintendent of Public Instruction, and (3) an Adult Education Institute.

SPECIALIZED PROGRAMS BRANCH YOUTH, ADULT, AND ALTERNATIVE EDUCATIONAL SERVICES ADULT EDUCATION UNIT

Under the auspices of the State Director of Adult Education, the Adult Education Unit will oversee the entire project, approve all contracts and sub-contracts, and carry out the wishes of the Superintendent with respect to general implementation and the involvement of Steering Committee members.

STEERING COMMITTEE

The Steering Committee will continue the work of the Superintendent's Adult Education Plan Advisory Committee that helped produce the Strategic Plan. The Committee will have representatives from education and other government agencies, business, and user groups. The Committee will be comprised of appointees of both the Superintendent of Public Instruction and the Chancellor of the California Community Colleges.

The Steering Committee oversees the process of implementing the recommendations, provides information and advice, and assists with outreach and communication to the field. The Committee use a subcommittee structure.

ADULT EDUCATION INSTITUTE

The Adult Education Unit will contract with an outside organization to provide technical support to the implementation of the long-term plan. This Institute will also staff the Steering Committee and its subcommittees.

The Institute conducts feasibility studies, designs and tests recommended components of the adult education delivery system, designs and tests program evaluation and management information systems, and coordinates the activities of the Steering Committee as well as outreach to the field with respect to the implementation of the long-term plan.


Administrative Processes

The process of awarding and evaluating grants under Section 353, and the process of disseminating and institutionalizing exemplary practices will be consistent across programs and projects.

APPLICATION, FUNDING AND APPEAL PROCESS

Most grants under Section 353 are administered through contracts that will awarded on a competitive basis. Competitive grants require that the California Department of Education issue public notification of the availability of funds and a request for proposals (RFP). The RFP includes an application period of at least two weeks, an application form with spaces to describe the applicant (name, address, project director, etc.), the applicant's proposal for funding, and agreement to comply with a General Statement of Assurances that is appended to the application. In addition, Section 353 grant recipients must complete form (ED 80-0013) which consolidates certifications required under 34 CFR Part 82, "New Restrictions on Lobbying" and 34 CFR Part 85, "Government-wide Debarment and Suspension (Non procurement)" and Government-wide Requirements for Drug-Free Workplace. Most grants under Section 353 are for a two-year period.

The appeal process is standard for all projects administered by the California Department of Education. In addition to guidelines of the California Department of Education, the appeal process will follow guidelines required by the Department of General Services.

CRITERIA FOR EVALUATING APPLICATIONS

The criteria for evaluating applications for grants under Section 353 will vary depending on the specific nature of the project. In general, the criteria include:

  1. Evidence that the project will meet identified adult education needs and priorities as supported by research activities or analysis.

  2. A rationale for believing that exemplary practices can be readily and economically replicated, and a plan for disseminating information about the project should such practices be developed.

  3. Measurable performance objectives and identifiable activities which facilitate their achievement.

  4. Evaluation strategies and procedures based on valid methodology which will provide evidence of the extent to which stated goals and objectives have been met.

  5. An awareness of similar programs, relevant research findings, and views of experts.

  6. Evidence that the project staff has professional qualifications and experience adequate for achievement of project objectives.

  7. A detailed budget itemizing all proposed expenditures, in-kind support, and additional sources of revenue to support the project.

  8. Evidence that the proposed project will contribute to regular adult education programs.

  9. Evidence that the project planning will include participation by representatives of groups impacted by the project, such as students, teachers, administrators, project benefactors, or other persons representative of the cultural, ethnic, or educational resources of the area to be served by the proposed project.

  10. If applicable, the extent to which the project is related to and is carried out in conjunction with other Section 353 projects or coordinated with local adult education programs operated under Section 321 of the Adult Education Act.

The specific criteria for each project will be developed to ensure fair and sound management of the proposed program.

DISSEMINATION AND ADOPTION OF EXEMPLARY PROGRAMS

The California Department of Education disseminates information about exemplary programs practices through several of the projects that are or which have been supported by funds available through Section 353 of the Act. These include the new Adult Education Outreach and Technical Assistance Network, which focuses on learning resources and technology; the ESL, ALIT, and Adult Leadership Institutes, which communicate exemplary practices through various training programs, workshops, conferences and colloquia; CASAS which provides an adult assessment system, and the Adult Education Institute, which identifies, develops and/or disseminates exemplary practices with respect to information systems, recruitment, intake and assessment, accountability and student and program evaluation.

Adoption of exemplary practices occurs through the adoption of improved accountability and evaluation systems that are being developed as part of the implementation of the long-term plan. If the programs and practices achieve exemplary results, are highly publicized, and influence the distribution of resources, they are likely to be adopted.

MONITORING AND EVALUATION

CDE staff monitors each project. The overall State Plan including programs and projects under both Sections 321 and 353, is currently being evaluated by an independent contractor (See Chapter 16). This State Plan evaluation is a formative evaluation; hence, evaluation activities are ongoing.

CONTINUING PROJECTS AFTER COMPLETION OF FUNDING

Project evaluation findings are analyzed in the context of adult education system needs to determine whether or not they will continue to receive funds under Section 353, or whether they can become, at least in part, self-sustaining. These judgements will be made by the Adult Education Unit.

COOPERATIVE AGREEMENT AND NON-DUPLICATION OF PROGRAMS

The core of the Long-Term Plan recommendations are to promote cooperative arrangements and prevent unnecessary duplication, particularly the recommendations to establish Educational Information Centers, EduCard, Cross-Agency Data System, and State and Local Adult Education Councils or Coalitions.

 

*****Continued On "Ch.15 Institutionalized Adult Programs"*****