Section 260.69.30 of Ohio House Bill 119 directs the state administration of adult career-technical education programs and ABLE be moved from ODE to the OBR. The transfer is designed to better align Ohio adult education and training, to improve the overall quality of course and training offerings and to increase the skills and improve the employment prospects of adults.

The legislation calls for the transfer to be complete by January 1, 2009.

An external advisory committee has been meeting monthly to identify issues associated with the transition of ABLE and AWE. This advisory committee will recommend strategies that will support a smooth transfer of programs and services to the Board of Regents.

The University System of Ohio Web site has a transfer content section with information, including notes from advisory committee meetings. The objective is to make the transfer process as publicly transparent as possible. It can be accessed by going to http://universitysystem.ohio.gov/adult-ed/index.php

Questions and concerns can also be addressed to state AWE and ABLE staff at the Ohio Department of Education.

There is no intent to de-fund the current ABLE programs. Current ABLE grantees have received a one-year extension for FY2009 (program year July 1, 2008 – June 30, 2009) in response to a one-year extension of the federal ABLE State Plan.

The State must comply with federal law that requires a fair and equitable process for conducting a competitive grant process. According to Title II of the Workforce Investment Act, “Eligible providers include – a local educational agency; a community-based organization of demonstrated effectiveness; a volunteer literacy organization of demonstrated effectiveness; an institution of higher education; a public or private nonprofit agency; a library; a public housing authority; a non-profit other than those listed above with the ability to provide literacy services to adults and families; and a consortium of the agencies, organizations, institutions, libraries or authorities described above."

Student enrollment in postsecondary education and training is one of ABLE’s Core Indicators of Performance. The work of identifying transition and career pathway models to better help ABLE students move along the education continuum will continue with even more emphasis. Students at all levels within the ABLE program need to see the value of transitioning in the educational pipeline. ABLE will continue to have a priority of providing foundation skills to all students to help them acquire skills to be better family members, workers and citizens.

Students whose first language is not English and adults at lower functioning levels will continue to be served. The purpose of ABLE is to assist adults to become literate and to obtain the skills necessary for employment and self-sufficiency, to become full partners in the educational development of their children and to complete a secondary level of education. All students in ABLE should have the opportunity to clearly see the educational pathway that includes postsecondary options and be given the opportunity to set postsecondary goals based on this knowledge. ABLE students will enter and leave the system as their needs are met or as circumstances and opportunities arise.

Postsecondary education includes education provided beyond the high school level, including Adult Workforce Education, apprenticeships and two- and four-year colleges/universities.

Yes.

Practitioner standards for ABLE, developed in FY2008, are already changing. Self-assessment instruments aligned with the new standards will help practitioners determine areas for professional growth. The professional development opportunities and resources through the ABLE Resource Center Network are being aligned with the standards; however, other means of professional development (PD) will be needed to support practitioners. A field test of the revised system begins in the spring of 2008.

Field input through focus groups will help explore larger system issues, including the potential for credentialing and/or certification of ABLE practitioners and incentives.

PD specific to assisting ABLE students to become “college ready” and to help ABLE programs implement transitions models will be a needed focus. The diversity of backgrounds and qualifications of ABLE instructors has always been a value and strength of the ABLE system, but so is the continuation of the effort to enhance their capacity to help students achieve their goals.

Programs must continue to use ABLELink for state and federal reporting. No plans are underway for a new reporting system for ABLE.

The addition of other performance measures is possible. However, ABLE programs already collect enrollment in postsecondary education. This is collected through state level data matches with the Higher Education Information (HEI) system and the Adult Workforce Education (AWE) data system. ABLE programs also have an option of using the follow-up survey process as outlined in the Ohio Performance Accountability System (OPAS) Manual for student data not reported through the HEI and AWE systems. Additional data requirements have not been determined at this time.

The issue of capacity will need to be addressed. This will require data on the current capacity of ABLE (are all programs at current capacity) and anticipated capacity if changes are made in serving a population currently underserved by ABLE. The issue of resources would also be evaluated to determine need and gaps.

Yes. The relationship with the local board will remain the same as it has been under the Ohio Department of Education .Local boards of education will maintain authority for the administration of adult workforce education centers within the local district. This will necessitate additional communication and professional development for local board of education members.

No. All centers with adult programs will be included in the transfer process. In the future, each center will be expected to achieve performance measures as outlined by the Board of Regents.

No. Not at this time. However, accreditation, other quality standards and performance measures will be considerations in the future. NCA, known as the North Central Association Commission on Accreditation and School Improvement, is now part of AdvancEd, which is an accrediting body approved by the US Department of Education for postsecondary education institutions. Accreditation of adult education service providers/centers facilitates other initiatives such as the statewide articulation and transfer of credit. In 2010, the vast majority of Ohio adult workforce education centers are scheduled to be reviewed for continuing accreditation.

Yes. This will necessitate a formalized agreement between or among two or more centers that agree to provide comprehensive education and training and services to adults and employers. One center must be designated as the fiscal agent for the partnership.

Yes, at a college or university after statewide course equivalencies are established and through collaboration with Ohio’s public colleges and universities. Credit will be guaranteed upon admission to a community college or branch campus.

HB 119 states that the Chancellor will: “Unify efforts among schools, career centers, post-secondary programs, and employers in a region for career and workforce development, preservation, and public education.”

With the implementation of the Ohio Skills Bank, it is expected that regional organization will be created to work with training providers to coordinate program offers that better align the workforce and economic development needs of each region.

The funding distribution methodology is expected to remain the same in the current biennium, which ends on July 1, 2009. Additional analysis will be engaged to determine the funding structure/formula for the total University System of Ohio, including career-technical adult education, for the FY2010-2011 biennium.

Yes, for the foreseeable future. Analysis is being conducted by OBR and ODE to align or combine data systems.

No. Not at this time. The manner in which the current state funding formula will be incorporated into funding for adult education programs has not yet been determined.

A new regional organization, designated by the Ohio Skills Bank, will work with institutions to coordinate program offerings to better align with the workforce and economic development needs of each region. While the Ohio Skills Bank is focused on high-wage, high-skill, high growth industries to meet employer needs, each training provider is expected to maintain and expand its customer/employer base.

Yes, for the current biennium. It has not yet been determined what the process will be after FY2009. The Ohio Revised Code, 3319.36 “Requirements for payment of teacher for services,” mandates that teachers (includes ABLE and AWE instructors) file, with the school treasurer, a legal educator license to teach specific subjects or grades, with the dates of validity in order to be paid. The law is at http://codes.ohio.gov/orc/3319.36. With the transfer of adult career-technical education into the University System of Ohio, policy and procedure will likely change.