Title II of the Workforce Investment Act of 1998 (transition to) Title II of the Workforce Innovation and Opportunity Act of 2014
California Department of Education
1430 N Street, Suite 4202
Sacramento, CA 95814
April 1, 2015
Table of Contents
Table of Contents 2
Section 241 Administrative Provisions 6
1.1 Revising a State Plan On July 22, 2014, the President signed into law the Workforce Innovation and Opportunity Act (WIOA), which reauthorizes the Adult Education and Family Literacy Act (AEFLA) of 1998–2004. As a result of this reauthorization, states are required to submit a plan to transition from the Workforce Investment Act (WIA) that previously authorized AEFLA to the new WIOA. As the state agency designated by the Governor to manage this program, the California Department of Education (CDE) is required to submit any revisions in the California State Plan (CSP), including performance targets, and the transition activities necessary to prepare for the full implementation of WIOA in 2016–17. The established performance targets must exceed the actual performance for the 2014 year. This revised CSP must be submitted to the U.S. Department of Education (ED) no later than April 1, 2015.
The ED distributed a revised Guide for the Development of a State Plan under the Adult Education and Family Literacy Act. This includes the “Transition Year Guidance: Title II of the Workforce Investment Act of 1998 to Title II of the Workforce Innovation and Opportunity Act of 2014.” The CDE’s CSP follows this guidance in its revision of the required and pertinent sections. The revision contained in this document includes updated sections of the state’s original plan and current program information. Additionally, the CSP has been updated to include existing adult education information, such as current student demographic and program information. The CDE is required to submit a new WIOA state plan to the ED by April 2016.
The following are the new subsections of the CSP:
1.1 Revising a State Plan
2.3 Assurance for Unified Plans Only
4.1 Descriptions of Allowable Activities
4.3 Descriptions of New Organizational Arrangements and Changes
California Department of Corrections and Rehabilitation
1.3 Preface The CDE’s adult education system builds upon the goals and principles that have guided the development of adult education programs over the past 155 years.
The mission of the California Department of Education Adult Education system is to advance California’s economic, workforce development and societal goals by preparing adult learners for college, career, and civic responsibility.
Preparation for college is the development of the literacy and numeracy skills necessary to transition to non-remedial coursework in a variety of postsecondary settings, including on-the-job training, industry certification programs, apprenticeships, the military, two and four year college and university programs, and high-level technical schools.
Preparation for career is the development of the literacy, numeracy, and technical skills, as well as foundational workplace readiness skills, necessary to transition to apprenticeships or other on-the-job training, gain and retain employment, and advance in a career pathway.
Preparation for civic responsibility is the development of literacy skills that enable students to understand their responsibilities and benefit from the rights of civic life.
Adult education is at a historic crossroads. By moving proactively, California continues to create an educational system that meets the needs of the ever-changing adult learner and positively affects our state’s economy. In addition, the adult education programs constantly focus on expanding and improving. Technology, for example, is used to provide individuals awareness of the learning opportunities available and to streamline the processes of enrollment and participation. Technology also provides alternative approaches to teaching to ensure that education is appropriate to adults and easily accessed by individuals with varying needs. The expanded uses of technology allows adult education courses to be provided at convenient times, utilizing instructional technologies such as interactive Web sites and computer assisted education programs. Technology based tutoring in conjunction with on-the-job training is offered to assist students to rapidly obtain successful transitions to postsecondary programs and employment.
Proper assessment and data collection assists agencies to ensure that the adult population has the education and skills to be successful in a competitive economy. Procedures for collecting and processing data serve the needs of students and schools as well as meet compliance requirements. Student achievement and program data guide program improvement efforts to ensure maximum return on the state’s investment in adult education. Data also guides periodic reassessment and prioritization of instructional programs so that the content of adult education remains attuned to state and local needs. For those who administer and teach adult education programs, WIA supplemental funds have been used to enhance and expand professional development.
The WIOA continues the goals and objectives established in AEFLA by strengthening the literacy skills of adults and helping to create stronger partnerships with the workforce development agencies in California. Collaborative planning among public and private stakeholders facilitates needed changes and establishes adult education as a critical pillar within California’s education system. This plan proposes a new commitment and a focused effort to improve adult education services to meet the unique needs of the adult learner. However, it does not propose a radical restructuring of existing educational institutions and programs, only a more integrated and coordinated effort among the providers of the adult education delivery system.
The activities proposed in this plan build upon existing partnerships and encourage the establishment of new partnerships among adult education providers. These changes are intended to improve the knowledge and skills of adult learners but will require commitment, responsiveness, and dedication on the part of adult educators. The intent is a more engaged and informed citizen and the promise of a better workforce for business. This can only be achieved through greater cooperation, commitment, and support from the entire adult education community.
2.0 Eligible Agency Certifications and Assurances
Section 221(1) of WIOA requires the State to develop, submit, and implement the State Plan, and Section 224(b)(5), (6), and (8) require assurances specific to the State Plan content.
The AEFLA was enacted August 7, 1998, as Title II of the WIA of 1998 (Public Law 105-220) and the CDE submitted the original five-year CSP to be effective until June 30, 2004. The CDE has subsequently submitted annual renewals of the CSP to the EDand an extension of the CSP has been granted each year. The CSP serves as an agreement between our state and the federal government under the AEFLA, that the federal funds are administered in accordance with applicable federal laws and regulations.
The CDE hereby submits its revised CSP extension to be effective until June 30, 2016. The CDE assures that this plan serves as an agreement between state and federal governments under the AEFLA and acts as the basis for the transition from WIA to the implementation of WIOA. This plan will be administered in accordance with applicable federal laws and regulations, including the following certifications and assurances.
2.1 Certifications (EDGAR 76.104, Certifications and Assurances) Education Department General Administrative Regulations (34 CFR Part 76.104)
The Plan is submitted by the eligible State agency.
The State agency has authority under State law to perform the functions of the State under the program.
The State legally may carry out each provision of the Plan.
All provisions of the Plan are consistent with State law.
A State officer, specified by title in the certification, has authority under State law to receive, hold, and disburse Federal funds made available under the Plan.
The State officer who submits the Plan, specified by the title in the certification, has authority to submit the Plan.
The agency that submits the Plan has adopted or otherwise formally approved the Plan.
The Plan is the basis for State operation and administration of the program.
2.2 Assurances (Section 224[b], , , and ) Workforce Investment Act of 1998 (Public Law 105-220), Section 224(b), (5), (6), (8)
The eligible agency will award not less than one grant to an eligible provider who offers flexible schedules and necessary support services (such as child care and transportation) to enable individuals, including individuals with disabilities, or individuals with other special needs, to participate in adult education and literacy activities. The eligible provider shall attempt to coordinate with support services that are not provided under this subtitle prior to using funds for adult education and literacy activities provided under this subtitle for support services.
Funds received under this subtitle will not be expended for any purpose other than for activities under this subtitle.
The eligible agency will expend the funds under this subtitle only in a manner consistent with fiscal requirements in Section 241.