Friday, February 5, 2016

Challege: Teacher Credentialling for Adult Education

CFT's Adult Education Commission met on January 23rd, 2016.  One of the topics for discussion was credentialing.  With the new Regional Consortia system, which entails Adult Schools and Community Colleges working together to provide Adult Education, there is a need for clarity and streamlining where credentialing is concerned.

Shari Deghi, Coordinator of the new La Costa Adult School, details why she is concerned about this issue:

"I am happy the Adult Education Commission is shining a light on credentialing and I would like to add a major concern. The Adult Ed requirements for teachers are archaic, out of step with other post-secondary institutions and significantly hamper our ability to hire teachers and serve students. I am an administrator of La Costa Adult School on the San Mateo coast. I recently recruited a teacher with an MATESOL (Masters in Teaching English to Speakers of Other Languages) who could not teach ESL in our classroom. She had to take a CBEST test (that is at about the 7th grade level after she completed her Master’s degree) and then she only qualified for an emergency credential which means she’s limited to teaching 30 classes.

Her only option to be able to teach all year is to enroll in an Adult Education Credential program which costs about $4,000 and takes 18 months to complete. Why would a teacher do that to earn $35 an hour, part time? 

The other way an adult school can hire a teacher is to find someone with a multiple subjects credential (middle school or high school teacher) who’s credential allows him/her to teach in “classes organized primarily for adults”. That’s great. Except that it’s very difficult to find a teacher who’s been wrangling kids all day, full-time, who wants to also prep and teach ESL classes at night! 

To add insult to injury, adult schools can’t even hire college professors who’s been teaching ESL for years without requiring them to pass the CBEST and get an Adult Ed Credential.

There is a host of people who are qualified to teach ESL either because they’ve already been doing it or have the knowledge of English and experience teaching that would make them valuable assets for adult education. Here I am referencing people who’ve been teaching ESL for community based programs, for profit language companies, and international organizations. What’s necessary to teach ESL is a good background in English grammar, writing, phonics and pronunciation and an ability to relate well to students, none of which is taught as part of the adult ed credential.

As difficult as it is for people to afford living in the Bay Area, adult schools cannot find enough people who want to jump through all the necessary credentialing hoops to teach our classes. This has to change if adult education is going to thrive."

Keep in mind these credentialing challenges exists within a multi-caused teacher shortage in California Adult Education.  One cause is the fact that many teachers lost their jobs during the cuts and closures and went on to other jobs. They are no longer available to take jobs as programs and schools re-open or start up.  Another cause is the fact that working in Adult Education was not an attractive prospect during that time.  Who would choose to enter a teaching profession that was being decimated?  There are few new teachers ready to take new jobs.  And thirdly, this shortage of Adult Ed teachers exists within a much larger teaching shortage.  Read more about this problem and the legislators who are trying to do something about it in this Edsource article, "Legislators Challenge Sacramento to Tackle Teacher Shortage."

New Adult School on San Mateo County Western Coast

Thanks to the stabilization of funding, Adult Education is coming back in places where it was cut or eliminated.  One such place is the western coastline of San Mateo County, which has not had an Adult School since 2009 when cuts first hit and decimated Adult School all across California.  

The new La Costa Adult School will serve the Western coast of San Mateo County.   It is part of ACCEL, the Regional Consortium serving San Mateo County.  Until it's opening in January of this year, coastal residents had to drive or get a ride "over the hill" to Adult Schools on the Eastern side of the County or drive in to La Puente, a non-profit community resource center in rural South San Mateo County.

Close to 30% of children in the Cabrillo School District are English Learners.  Ensuring their parents have access to ESL classes is crucial to the success of these children. 

Below is a write up about La Costa by Coordinator Shari Deghi, as well as a Half Moon Bay Review article about Adult Ed on the Coast - then and now.

Kudos to all who stood up for the value of Adult Schools and Adult Education, worked to save and stabilize them, and now work to build and rebuild these much needed pillars of education, community, civic and economic life.

La Costa Adult School

La Costa Adult School, the newest adult school in California, serves residents from Montara to Año Nuevo on the San Mateo County coast and is affiliated with the Cabrillo and La Honda/Pescadero Unified School Districts.

La Costa has two locations: Half Moon Bay and Pescadero. Half Moon Bay just started its first classes on January 11 and already over 200 students are taking English as a Second Language (ESL) classes every Monday and Wednesday evening from 6-9 pm at Cunha School. La Costa plans to start GED/HiSET preparation classes this semester and has a waitlist for interested students.

Puente de la Costa Sur has been serving its residents with ESL classes for many years and thanks to increased funding through La Costa Adult School, it is able to increase its offerings. Puente offers ESL, GED/HiSET preparation, Language Skills for Workforce Careers, and primary/secondary education in Spanish.

La Costa works closely with Cañada College and a consortium of all the adult schools and community colleges in San Mateo County to provide education for immigrants, courses for high school equivalency, career technical education programs, apprenticeships and classes for disabled adults.

Volunteers are greatly appreciated and La Costa has current openings for credentialed teachers.

For more information, contact:

La Costa at 650-712-7140

Director Raj Bechar

Coordinator Shari Deghi

Efforts underway to restore Cabrillo adult school

By Julia Reis

Coastside educators are working to restore the Cabrillo Adult School thanks to renewed efforts at the state level to better carry out and fund adult education.

Not long after, the Half Moon Bay branch of the College of San Mateo closed its office in response to cutbacks in the San Mateo Community College District. Since then, adult education offerings on the Coastside have largely consisted of English as a second language and computer literacy classes through Cañada College. Puente de la Costa Sur has its own slate of courses, as well.

Now, Cabrillo Unified School District is gearing up to offer beginning ESL courses that would feed into Cañada’s semester-long Half Moon Bay class. The coordination with the community college is intentional, a part of state legislation passed in 2013 in response to the spate of adult school closures.
Assembly Bill 86 required districts that still had adult programs to maintain them for two years. In doing so, it also set aside $25 million to provide two-year planning and implementation grants to regional consortia made up of community college districts and school districts. The state’s directive, as outlined in the bill, was that community college and school districts should work together to develop regional plans to better serve local adults’ educational needs and avoid the duplication of services.

In San Mateo County, the consortium is known as Adult-Education College and Career Educational Leadership.

Two years after AB 86’s passage, the state responded by earmarking $500 million in the 2015-16 budget specifically for adult education. This fiscal year, funds will be apportioned first to the school districts and county offices of education that were required to maintain their adult education programs the last two years. Beginning in fall 2016, the money will be appropriated directly to the planning bodies themselves, taking into account providers’ effectiveness and need in the region.
Future funding availability will dictate how Cabrillo Adult School grows. What’s currently known is that it will serve Half Moon Bay and Pescadero and will eventually be housed at Pilarcitos High School. The school’s principal, Raj Bechar, will serve as its director.

Before its closure, Cabrillo Adult School offered a range of classes, including ESL and citizenship as well as cooking and yoga. However, the passage of AB 86 mandates that districts spend grant funding toward improving five specific types of education programs. These include classes needed for a high school diploma or equivalency, courses for immigrants, programs for disabled adults, apprenticeship and career technical education programs with high employment potential.

The revived adult school will initially focus on offering free beginning ESL courses this fall, with a start date not yet determined since the school is still in need of classroom space and teachers. Helping Bechar lead the school’s restoration is Shari Deghi, whom Cabrillo hired over the summer as its new adult school coordinator. Deghi helped start ESL classes on the coast 25 years ago and has taught at the San Mateo Adult School for the last seven years. She recalls how her interest in teaching ESL was sparked when she first moved to the Coastside and witnessed a man getting arrested for shoplifting because of a misunderstanding caused by a language barrier.

“I said, ‘We have a huge problem in the community. Shouldn’t we be able to talk to each other?’” Deghi said. “Employers have a really hard time finding unskilled laborers because their level of English is so low. There is more employability with more people speaking English. That will help provide more jobs for local people.”

Deghi added that while the adult school’s focus will be on offering ESL classes initially, the goal is for the school to host classes that benefit adults with varying needs, including those who want to acquire skills to advance in their current job or profession.

For Bechar, who assisted with Cañada College’s ESL classes at Cunha when he taught there, restoring the Cabrillo Adult School means that lives will be improved throughout the community, and not just for those taking the classes.

“Many adults have children in the district,” Bechar said. “A child with an educated parent is that much more able to succeed in school, so it helps the entire community."

Press Release: Asm Lopez to Release Bill to Increased Funding for Adult Ed

A press release from the office of Assemblywoman Patty Lopez, 39th district:

February 4, 2016 (818) 365-2464...
Assemblywoman Patty López to Introduce $250 Million Adult Education Bill

SACRAMENTO, CA ‒ On Wednesday, February 10, Assemblywoman Patty López (D-San Fernando) is scheduled to hold a press conference at the State Capitol announcing the unveiling of new legislation which seeks to restore much-needed funds to California’s ailing adult education system. 

WHO: Assemblywoman Patty López
WHAT: Adult Education Press Conference
The Assemblywoman, along with the bill’s key stakeholders, will present details and field questions on the purpose of the legislation, its social and fiscal impact and plans for its implementation.
WHEN: Wednesday, February 10, 2016
10:30 am ‒ 11:00 am
WHERE: State Capitol
Room 317
Sacramento, CA 94249

If you are interested in attending, please RSVP to Christopher Sanchez at

Assemblywoman Patty López represents the 39th Assembly District, which includes the communities of Agua Dulce, Arleta, Canyon Country, Lake View Terrace, Mission Hills, Newhall, North Hollywood, Northeast Granada Hills, Pacoima, San Fernando, Santa Clarita, Shadow Hills, Sun Valley, Sylmar and Sunland-Tujunga.

Assemblymember Patty Lopez Representing the 39th California Assembly District

Wednesday, February 3, 2016

Perspective: "Adult Education, Why Does It Matter?" by Lucy Ochoa

The following piece was written by San Mateo Adult School student Lucy Ochoa.  Ms. Ochoa wrote the piece for a journalism class at U.C. Berkeley.  In her home country of Ecuador, she is a journalist.

Adult Education,

Why does it matter?
By Lucy Ochoa

It's 6:30 pm on Thursday, the last day of school before the weekend. About twenty students rush into a room at the main campus of San Mateo Adult School, greeting each other in different languages. After signing the attendance sheet they choose seats behind of one of the long wooden tables that face the whiteboard.

Learning English is the challenge that brings these students together whenever their schedule allows it. Despite their different origins, all of them share two characteristics: they are adults and their native language is not English.

According to the Public Policy Institute of California and data from the U.S Census Bureau, this state has over 10 million immigrants, the largest number in the United States. Californian immigrants are, mostly, working-age adults. Their most common language spoken is Spanish followed distantly by Chinese. 

Adult school programs are how these adults improve their language skills and approach to the American society. However, since 2009, these programs have been affected by budget cuts.

ESL (English as a Second Language) is one of the 9 core programs offered by adult schools, and most of time, it is the gateway course to assimilate one into the new culture. These classes integrate all the language skills: reading, writing, listening, speaking and pronunciation; in units related to important topics for adult students as finances, society, house and home, community, etc.  Every year more than 1.2 million students benefit from one of the 340 adult schools across California.

In the second row sits 32-year-old Gerber Gonzalez from El Salvador. His first language is Spanish. He has been living in the United States for about 16 years. This semester, after an assess test to evaluate his English proficiency, he has been placed in the ESL Low Advanced level.

Since 1992 the ESL program has consisted of seven courses from beginning literacy through high advanced level. Gonzalez, who works in a Mexican restaurant at the San Francisco International Airport, has been taking ESL classes at San Mateo Adult School nearly for a year. His work schedule often changes. Like most of classmates, he has to prioritize his jobs above going to school. For this reason being able to choose between morning or evening ESL classes is convenient.  “Last semester I took some classes in the morning and some classes at night,” he says. “The schedule is flexible, it works for me.”

He wants to finish the program, get his high school certificate and start his own business. Language proficiency is essential. “I don’t say that I don´t want to speak Spanish, but English opens a lot of doors that otherwise will remain closed,” he says.  

In fact, according to state guidelines governing this program,  ESL courses help non-native English speakers to open “doors” by equipping students "with the language and cultural proficiencies required for the eventual fulfillment of personal, vocational, academic and citizenship goals so that they may participate fully in American society.”

Jessica Giambruno, who teaches ESL low advanced class at San Mateo Adult School, says teaching adults is challenging, but satisfying because the students are self-motivated. “I don’t know any teacher that is here just for a job,” Giambruno says. “Everybody cares deeply. Students really care about education, about school, about community.”

But financial considerations may determine whether or not districts like San Mateo continue to offer adult education classes. In 2009 the California Department of Education gave K-12 school districts the flexibility to divert adult education funds to other educational purposes. Since then, adult schools have been fighting for survival.

Tim Doyle, assistant director of the San Mateo Adult School, says that because of a budget crisis in the educational system, between 50 and 60 schools were closed around California. In 2008 the state spent $750 million on adult education through K-12 funding, but during the budget flexibility, the annual amount decreased to about $350 million. For instance, Oakland adult school programs were slashed, 90 percent, from $11.4 million to $1 million; and at least 60 percent of the budget of the San Mateo Adult School was cut. However the 2015-2016 California governor’s budget assigned $500 million for the Adult Education Block Grant, ensuring schools’ doors open.  

In response to the cuts and their repercussions, San Mateo Adult School promoted the slogan “Adult Education Matters”. Today, this watchword is shared among all of California’s adult schools to raise awareness.

Adult schools, says Doyle, “are the door to the country for a lot of people, a kind of the first place where they can imagine what their life is going to be in the United States.”

The clock strikes 9:15 pm and today’s lesson ends. Some students help to organize the chairs, clean the board, and close the blinds while they talk a mixture of languages again. After a busy day of responsibilities, Gerber and the rest of the group are ready to go home with the personal satisfaction of having invested time in their educational growth.   


Monday, January 25, 2016

CFT Local 4681's Resolution to Ensure that Adult Education Exists in Best and Fullest Capacity

CFT Local 4681, out of San Mateo Adult School, passed the following resolution:

Resolution to Ensure that Adult Education 
Exists in Best and Fullest Capacity

Whereas education is a human right for people of all ages, and

Whereas Adult Schools have been serving the people of California from every community, including those with the greatest needs and least resources, for over 150 years, and

Whereas, during the last recession, Adult Education was the only branch of public education in California which was nearly eliminated through a combination of funding cuts and allowing districts to take any and all adult school funds for other purposes (Categorial Flexibility), and

Whereas K-12 adult schools were saved only through the determined action of teachers, students, administrators, and their allies, and

Whereas it was only as a result of this activism that the state recognized the need to fund adult education, which Governor Brown and the Legislative Analyst Office reorganized into a system of regional consortia that include K-12 adult schools and community college adult education, and

Whereas, as a result of the budget cuts and categorical flexibility, about 15% of adult schools in California were closed, reducing the number from 360 to around 300; in 2012-13 about 80 schools, though not all closed, received no state money from their districts; and all schools were reduced in size and scope, and

Whereas these cuts and closures were not distributed evenly, sometimes hitting hardest in areas of greatest need, such as rural areas and Oakland, which once served over 25,000 and now serves less than 1,200, and

Whereas adult schools are the most underfunded branch of public education, with community colleges currently receiving $7.7 billion for 2.1 million students, and K-12 adult schools in 2007-8, before budget cuts, having received $754 million for 1.2 million students, more than 1/2 the students but less than 1/10 the money, and

Whereas the funding for adult education has fallen to $500 million for K-12 adult schools and community college adult education together, and the number of students served has dropped to .56 million in K-12 adult schools and just over 1 million total, and

Whereas adult schools must now share this $500 million with community colleges under the new regional consortium system, and

Whereas this is adult schools’ only source of state funding, without which they cannot exist, and

Whereas community colleges have billions of dollars in separate funding, which was increased in Governor Brown’s 2016 budget proposal, and

Whereas there is no increase for Adult Education, even though Governor Brown’s January 2016 Budget Proposal increases public school funding by $2.4 billion over the current year and more than $24 billion higher than at the depth of the recession, directing $71.6 billion, the greatest portion of California tax revenue, to education, and

Whereas there is no money dedicated to K-12 adult schools, so that funds can be taken or blocked by other entities, as is currently happening in Los Angeles, the largest adult education provider in the state, and

Whereas the previous adult education funding was through allocation and usually included a yearly COLA and the new funding is through a block grant which does not include a COLA to accommodate annual increased costs, and

Whereas it is detrimental to decrease or stagnate funding for Adult Education not only to adults and adult schools but also to children and the K-12 system, the greatest predictor of child success being the mother’s education level,  and

Whereas the need for adult education and therefore its funding, because of higher immigration, income inequality, and community instability, has increased, and

Whereas there are 15.3 million adults in the areas targeted by the state for adult education and the system currently serves over 1 million, leaving 14 million unserved, and

Whereas the Adult Education School system is the only educational system accessible to a sizeable part of the population of California with limited English language skills, and

Whereas adult schools once had a mission to provide a broad education to all adults, state funding has been narrowed to seven programs with a focus on workforce development, and

Whereas while the K-12 system is moving away from an emphasis on testing and toward critical thinking, Adult Education is being pushed in the opposite direction, and

Whereas the future of California depends not only on the number of people employed but also on their physical and mental health; civic, community and family engagement; and ability to think critically and prepare for 21st century political, economic, social, and environmental change, it is crucial that Adult Education be available to all adults and well-funded with a broad mission,

Therefore be it resolved that the CFT advocate for:

       Increased funds for adult education sufficient to meet the need and, especially, more money for high need areas,
       Funding for K-12 adult schools that cannot be taken or blocked by other entities,
       A broad mission of education in which adult schools promote the skills necessary to meet the challenges of the 21st-century and serve the whole person, the whole family, and therefore the community and the society, as an important, equal, and self-sufficient branch of public education,
       The passage of legislation which supports any of these points.

Some of the members of CFT Local 4681

Back:  Elizabeth Yale, Pres Bruce Neuberger, Mary Peros, Lisa Dolehide, Betty Chen, VP David Doneff
Front:  Secretary Cynthia Eagleton, Shirley McMahon, Katherine Leiban

Friday, January 22, 2016

Perspective: Run, Don't Walk to See "The Big Short" To Understand How Everything Happened

This is a Perspective piece.  Mine - Cynthia Eagleton's.

Too often, the conditions out of which bad things happen, never get examined.

Poor health, economic collapse, the devastation of Adult Education, or any other bad thing - you can always trace them back to conditions.

In a diabetic coma?  Did you check your blood sugar levels this morning?  Take your meds?  Exercise?  Over exercise?  Fail to exercise?  How did you get diabetes in the first place?  Were you overweight and inactive for decades?  At risk due to a family history?  Look hard and ask the right questions, and you'll understand why you have diabetes and why you're in a coma.

The cuts and closures of Adult Schools in 2009 and the years following came as a result of an economic collapse that was felt worldwide.

How did that collapse happen?

You can read the book, "The Big Short" to understand - which would be good.  You would understand a lot.

Or you can go see, "The Big Short" while it's in movie theaters or watch it on cable or Netflix when available - which would be faster.  Also funnier.

In a couple of hours, you understand what happened, feel it deeply, see what could or couldn't have stopped it, who did and didn't care, who did and didn't profit by it, who did and didn't pay the price for it, and have the information you need to vote or act toward better conditions in the future.

We worked hard to save Adult Education and to a significant degree, we succeeded.

We can work hard now to rebuild Adult Education within the new Regional Consortia system.

We can push for an extension of Prop 30 so that funding for education continues to be sufficient to sustain public education.

But if we don't keep an eye on the economy, it will all be for nought.

Another meltdown could happen again.  Even if a meltdown of the same type or intensity doesn't happen, the damage that Climate Change is going to wreak on our state infrastructure is play havoc on the funds the state needs to fund Public Education.

Not to mention the fact that damage Climate Change will do in other states and on the federal level - very important since California contributes more to federal funding than it receives.  We are a donor not a recipient state in our union.

In any case, the one thing we can be sure of is that hard times will come again.  I am not alone in this feeling - our Governor talks about it all the time.  Brown and I may not agree on exactly what to do about it but we are certainly both sure that life is uncertain and you should pack two bags - one for the best possible outcome and one for the worst. 

Speaking of which, Governor Brown, something to consider:  Severance tax on fossil fuels.   We are the only oil-producing state that doesn't have one!  Why do Alaska and Texas tax oil corporations for removing oil from our soil but we don't?

Back to the point at hand...

If you wonder how the heck all this happened - why there wasn't enough money for schools - this movie is for you.

If you think banking is complicated and boring and overwhelming and confusing, this movie is for you - because it manages to make it clear, interesting, and yes, even funny.

If you sometimes see the truth in a situation and call bull**** while everyone tells you you're crazy, this movie is for you.

If you worry about the future, about our economy, our schools, our future, our planet, this movie is for you.

If you like Steve Carrell, Brad Pitt, Ryan Gosling, and Christian Bale, this movie is for you.

If you want to make a zillion dollars, this movie is for you.

If you sometimes feel like Dr. Burry, like you just don't relate well with others and think outside the box and see things clearly and others call you crazy, this movie is for you.

If you love our planet and our people, our nation and our world, and don't want to see it suffer any more than necessary, this movie is for you.

If you or a loved one was hurt in the housing collapse or is being hurt in the housing crisis now, this movie is for you.

And if you love a good yarn that is based on the truth, then yes, run, don't walk, to see "The Big Short," now at a theater near you. 

And when you get to the part about Lehman Brothers, remember this.

Thursday, January 14, 2016

CCAE Legislative Analyst Dawn Koepke's Analysis of Gov. Brown's 2016-17 Budget Proposal

From CCAE Legislative Analyst Dawn Koepke:

Governor Releases FY 16-17 Budget Package
Last week Governor Brown released his proposed $170 billion ($122 General Fund) FY 16-17 budget package that provides his initial road map for state spending in FY 16-17.  It is merely the opening salvo in a long process that will play out with legislative budget hearings and a revision released by him in May ("May Revise").  The package, with legislative adjustments, must be finalized by June 15th in time for the Governor to sign the package and the new fiscal year to begin on July 1st.   Budget overview hearings will be scheduled in the next couple of weeks with subcommittee hearings scheduled in March/April. 
Overall, the package provides significant growth in funding for education, health care and state infrastructure.  Additionally, it continues to build the state's Rainy Day Fund, pay down the "Wall of Debt" and more. 
Since its release, I've received many inquiries regarding the status of adult education in FY 16-17 and beyond.  Concern has been widespread that adult education was not mentioned in the widely publicized and circulated budget summary; however, I want to assure the field that adult education is absolutely contemplated as part of the package and will see $500 million, as expected and proposed, in FY 16-17. 
So, why wasn't it discussed in the budget summary and related documents?
Each year when the Governor prepares for his news conference and initial outreach on his proposed budget package a summary document of all of the adjustments to the budget from the current budget year is prepared.  To be clear, only items that are proposed to change in some way are included and mentioned in the package.  This could include cuts to a program, revenue increases, staff allocation adjustments, realignment of programs, and more.  For adult education, as I've mentioned on a host of occasions, there are no changes contemplated by the Governor and Department of Finance at this stage in the budget discussions.  That isn't to say the conversation that plays out over the next five months may not lead to adjustments, but currently the Governor and Department of Finance are more interested in seeing the continued implementation of the Adult Education Block Grant (AEBG) play out locally.  They're clear about some of the challenges with implementation that have been experienced across the state, but are adamant they want to see additional progress before investing greater sums of resources in to such a new system - even with the great potential and promise it holds for millions of Californians in need of basic skills and short-term career training. 
Still skeptical? 
In an effort to ensure I wasn't reading the tea leaves incorrectly, I reached out to the Department of Finance to ensure adult education was included as expected.  In this regard, I was pointed to page 15 of the galley, line item 201 under the Proposition 98 expenditures in the following file  This provides the marker for adult education funding under the AEBG for FY 16-17.
So what about the details for expenditure of those funds?
To be clear, the distribution of the funds will continue to be dictated by the provisions in AB 104 and the local consortia plans.  Nothing changes in that regard.  Further, this number and current law ensures that adult schools will continue to receive the same amount you are receiving in the current FY 15-16 budget year in FY 16-17.  More specifically, Education Code Section § 84909(d) provides:
(d) The chancellor and Superintendent shall determine the amount to be allocated to each consortium based on the following:
(1)   The amount of funds apportioned to the members of that consortium in the immediately preceding fiscal year.
(2)   That adult education region's share of the statewide need for adult education.
(3)   That consortium's effectiveness in meeting the educational needs of adults in the adult education region based on available data.
In this regard, unless a region is failing to address the needs of adults effectively, the funding for each consortium will remain relatively flat and stable.  Further, as it relates to each individual consortium member, Section 84914 speaks to the three criteria under which this base funding would be eligible to be taken from any particular member.  Specifically, it provides the based funding may be stripped if:
"...the consortium makes at least of the following findings related to the member for which the distribution would be reduced: (A) the member no longer wishes to provide services consistent with the adult education plan. (b) The member cannot provide services that address the needs identified in the adult education plan. (C) The member has been consistently ineffective in providing services that address the needs identified in the adult education plan and reasonable interventions have not resulted in improvements."
In this regard, our efforts to ensure stability and some semblance of base funding continues to exist for adult schools going forward, presuming they are not falling into the criteria noted.
All of this said, the state associations are keenly aware that this level of funding will not address the need that exists nor will it ensure maintaining capacity over the long haul, particularly with a lack of adjustment for cost of living considerations and staffing costs.  We will be discussing these issues with Department of Finance and the Legislature in the coming months.  In the meantime, please know we're continuing our efforts to promote K-12 adult education, increase the level of funding for the AEBG and provide further clarity on the key provisions of the AEBG that remain problematic and/or confusing at the local level.
Stay tuned and be sure to save the date for the CAEAA & CCAE Legislative Day at the Capitol on April 5th!