Neil Kelly: All right. Thanks, Veronica. Welcome, everyone. Just like the good old days, I know Jeff from Marville is going to have his burrito today during the webinar, so we look forward to that transitional burrito that Jeff always brings to these webinars. Hopefully as enough to share.

So, let's talk about the purpose of the three-year plan. And this is right out of the Ed Code. So three-year planning process is meant to be inclusive and collaborative among entities that provide education and workforce services in the region. So when you look at Ed Code 84903, we talk about what's the definition of an adult education region?

And that's where the Superintendent of Public Instruction and the chancellor from the community college system got together with the team of state-level and field-level people and determined that the boundaries of the regional consortia would be aligned to 84903, and they used the community college district boundaries as a way to create these 72 regions, which are really 71, because two regions combined.

And then if you're curious about who can be a consortium member, that's 84905 in the Ed Code. It talks about who can join a consortium, who can receive funding. That's laid out there in 84905. Before you go to the next slide, just a reminder, that we are in the planning process. When we input this in NOVA, this is meet minimum compliance.

So if you'd like to have charts and photos, student testimonials, or things about your partners, you can add to that. You can do that outside of NOVA. But for minimum compliance, filling out the questions in NOVA and the boxes, that's what the state needs to meet that minimum compliance.

But we do suggest that you take this and make it presentable for local board presentations, as well as sharing with partners in a regional setting, and whoever else might be interested in adult education and where it's going in your region over the next three years. So you probably should already be starting that process. And then just typing all this stuff into NOVA is to be that last process after you get your local board approved or your consortia approval, and then moving on into certification of your three-year plan.

So let's go to the next slide. And so just to continue that purpose discussion, the members contribute their data-- we'll talk about that in a little bit. Implications of the data and further adult education programs. Charting that path forward for the next three years.

And like I said, so this last sentence, in fact, although the plan is a requirement meeting minimum compliance, like I said, for recipients of CAEP funding, the primary intended audience of the plan is the consortium members themselves, and, I would add, their partners, adult education partners and public officials. Next slide, please.

So let's talk about how the three year plan was set up with the legislature-- or by the legislature. And let me go into a little more detail. Next slide, please.

So when we look Ed Code 84906, which was updated just a few years ago for this round of three-year planning, it says, commencing 19-20, as a condition of receipt of apportionment of the funds, the members of the consortia shall have a consortia-approved three-year adult education plan that addresses the three-year fiscal planning cycle. The plan shall be updated at least once a year based on the available data.

So that update is your annual plan, as you know. And your annual plan drives your member work plan, which drives your member budget, which also drives your quarterly expenditure report. So everything is a hierarchy. The three-year plan is the kickoff of all this. And then your annual plan updates your three-year plan every year. And then as a result of that, you have your member work plan, expenditure reports, and things like that that go along with it.

So it's all connected. It should flow upward and downward, and you can connect those dots. The wrinkle this year is we're adding in mandatory metrics and targets and things like that in addition to your outcomes and activities. So next slide, please.

So the way the legislature broke this out, they have an Ed Code that-- the 84906, there is a section-- several sections on evaluation, several sections on actions they want to see and then several sections on descriptions they want to see. And so that's all included in NOVA so you can meet that minimum compliance of addressing those Education Code mandates.

So if you look at evaluation, the first one, number 1, is evaluation of education needs of adults in the region, and we have a lot of information and resources on that, so I'm not going to spend that much time on that. The other evaluation component is the evaluation of current levels and types of education and workforce services for adults in the region.

And the way we look at levels and types of services in the region, those are your participant numbers. So there'll be a table in NOVA that Veronica will go over and show you that you'll list the number of participants in your region. Because if you look at the types and levels, so the types would be the program areas, the seven program areas that were funded by CAEP to serve.

And the levels would be your reportable individuals, meaning one hour or more of instruction, or your participants, which would be 12 hours or more of instruction. So those are your levels. So if that makes sense. So an evaluation of those levels and types of services for adults in the region.

And then lastly, they do an evaluation of funds available to the members pursuant to paragraph 2, which is the number-- the entities that provide adult ed services.

And so that is that program area report that is due December 1 every year for the prior year, and that tells us hours of instruction by program area, and it also tells us expenditures by these-- I think it's six mandated funding sources. That includes LCFF, Local Control Formula Funding, non-credit apportionment, WIOA II, adult literacy, Perkins, I think CalWORKS, and maybe Jain Ed might be those other ones.

So those would be the ones that you fill out every December 1 and certify. And Veronica will go over how that is being brought over into NOVA for this evaluation exercise as part of this segment. Next slide, please.

And so here are the action steps that you're required to do per the legislation, is under 84906(b)(6) (7) and (8). And so the first one is addressing the education needs that we talked about. And then the next one is the action steps to improve the effectiveness of their services. And then lastly, it's actions to improve integration of services and improve transition into post-secondary education and workforce.

And under that, they have three or four sub bullets related to transition of-- or integration and transition. They talk about placement of adults, alignment of academic standards and curricula, qualification of instructors, and collection and availability of data. And so when you go into NOVA, you'll see that that is how the outcomes and activities are broken out into these action step areas. And Veronica will go over that later in the webinar today. Next slide, please.

And then lastly are the descriptions or descriptors. And so they want to know, of the entities that are providing adult education and workforce services to adults, describe who those entities are, describe the alignment of adult ed services in other education and workforce plans. So that would be like your SIB, your local WIB plans, any other education plans that are out there, or workforce plans.

And they specify including plans pertaining to the building of career pathways and the employment of workforce sector strategies. And that's where the reference WIOA-- I think it's WIOA I and WIOA II. And then finally, a description of the ways each of the entities in your consortium that contributed to the development of the plan.

So that's basically those requirements. I did want to reference-- and this is not something you'll have to deal with in NOVA for the three-year planning exercise, but this did-- in the planning Education Code that we just went over, this was included this year in the Ed Code pertaining to CAEP. So let's take a look at it. Next slide, please.

So it's under 84906(3), so this is new. It says before establishing a career tech program, each member of a local adult education consortia or the consortia as a whole shall conduct a job market study. And I think in the past, this was always in Ed Code, but they just formalized it for CAEP.

I think the K-12 adult used to do this. This was part of the Education Code as well as the community college non-credit also has to do a job market study. But they lay out specifically what that should include. If you look at the second paragraph, they talk about a using local labor market information, supply analysis of existing career tech programs in the region.

And they look at those ones maintained by the high school, the community college, and other post-secondary education institutions in the geographic region, which would be our area, which would be the regional consortia. So they want to make sure everybody's talking, things are aligned we're building those pathways. And so next slide, please.

And then the second part of this new code under (B), it says, after completing the job market study and before establishing the career technical education program, the governing body the member of a local education-- or adult education consortia or the consortia as a whole shall determine if the labor market or job market study justifies the proposed career technical education program.

So you either have to go to your local board or you can go to your consortia-- consortium. So I wanted to point that out because that just appeared in Ed Code just recently. And so I guess they put it in the Planning section, because that should be part of your planning anyway when you're developing new programs. Specifically to this, your CTE-- new CTE programs.

So I think I'll pause, next slide, and I think we're transitioning to a new-- yeah. So I'll pause there to see if we got any questions related to Ed Code and the three-year plan.

Audience: Hey Neil, when Ed Code is updated like you just showed us, how is that disseminated to the field? How should we be getting that information?

Neil Kelly: So California Department of Education, the Adult Education Office is working on a handbook, an updated handbook that should include these. And I think when we see new Ed Code like this, what we'll do is probably put something out in the newsletter. And so you'll probably get reminders shortly about this.

It was just interesting. We knew this was coming, but until I dove into the Ed code to develop slides with TAP on this, I didn't realize that it was published in Ed Code. So Christy will do our basic communication where we send it out in the newsletter as a reminder, and then we'll memorialize it in the handbook of the appropriate agency if that helps.

Audience: Thank you. Perfect.

Neil Kelly: OK. And then did we have any other questions, I think, in the chat?

Veronica Parker: Yeah, there are a few. So the first one is from Eric. Since we are including LMI data in our three year plan and we will approve our plan within the consortium, does that meet the requirements of EC 84906?

Neil Kelly: Yeah it sounds like-- I mean, I would-- Eric, I would double-check the language of the Ed Code and make sure you're following what they say is the appropriate job market study. And then having consortia approval, it says and/or, so it doesn't have to be your local governing board, it can be your consortia, so I think it works. That sounds like a good way to go about it.

Veronica Parker: And then Elsa adds, does this mean-- does that mean consortia need to have a documented process in place to respond to the new language in Ed Code?

Neil Kelly: I would say for compliance purposes, you would have to have documentation. Like Eric was saying, he's doing this through his three-year planning process. And so there should be some kind of public record that this was discussed and members agreed. So you can always upload documentation in the document box in NOVA, whether it's board minutes or something like that, or consortium minutes. So I think that would be appropriate. I think-- does that answer Elsa's question?

Veronica Parker: Elsa, please let us know if that answers--

Neil Kelly: Yes, she said yes.

Veronica Parker: --said yes. OK. And then the Nahora asked, in the established CTEs, do they have to be re-evaluated based on the job market data?

Neil Kelly: It wasn't clear in the Ed Code, so we'll probably take that back and-- before we send it out in the newsletter, we might want to clarify that. But it doesn't appear it's-- I don't want to say that, I want to reread it again, but it didn't say whether it was existing or new. It just said a labor market, job market study.

So I wouldn't imagine-- I mean, personally, I wouldn't imagine you'd have to go back retro, but let me get a clarification on that.

Veronica Parker: OK. And Dana asks, how will this mandate be monitored or enforced?

Neil Kelly: I haven't thought about that, but we'll-- definitely when we send this information out-- although the CAEP funding doesn't get monitored yet, I don't know, I'll have to think about that and we'll get back to you, Dana, on that one.

Veronica Parker: OK. And Oota asks, is this aligned in any shape or form with the Strong Workforce Consortia?

Neil Kelly: Didn't say that in the Ed Code. The Ed Code was in the CAEP section. So I didn't see any callout to Strong Workforce. Unless somebody knows that there's similar Ed Code for strong workforce, I'm not familiar with that.

Veronica Parker: OK. And Jennae asks, is this Ed Code just for CTE at adult schools?

Neil Kelly: It's CTE in the consortia, so that would include any consortium member, non-credit county office, K-12, Adult. Or JPA or ROP that are members of the consortia.

Veronica Parker: OK. And Emma asks, Neil, when does the Ed Code take into effect? Since we are in the process of a three-year planning, can we include language now on which CTE programs will be explored before approval?

Neil Kelly: I believe that took effect January 1. And we'll clarify that when we send this out in the newsletter, but it was part of a-- I want to say SB or AB486. And so I think that went into effect January 1. But we'll confirm.

Veronica Parker: OK. And Jennae, she asks, can you clarify local board-- the consortium's leadership board or WIB?

Neil Kelly: So that would be your district board. So if you're a K-12, the governing board would be your district board. If you're a community college, that would be your community college board. It wouldn't be your workforce investment board.

Veronica Parker: And Nick asks, doesn't compliance with Ed Code fall on the member district rather than on the consortium?

Neil Kelly: Yes. It says for the member district to go through your consortia. So it's kind of connected. Because the funds are given to the member, and if the member is receiving these funds, they would have to adhere to the Ed Code.

So responsibility ultimately would fall on the member district, but the consortia is there either as a fiscal agent or as if they're direct-funded, still a consortia framework would help with getting this up to speed and having people understand it, providing technical assistance or reaching out to the state for additional guidance, things like that.

Veronica Parker: OK. And Wendy states, new CTE programs at CCS is already regulated with LMI in regional consortium approval, as well as ASCC circular processes, which includes the acronym PCH--

Neil Kelly: OK. So if there's other processes like at a community college that are in place that would meet that local governing board in a process, so I think that would meet that Ed Code.

Veronica Parker: OK. And Martha says, our college is developing an emergency telecommunications certificate using CAP funding. Can we include this as courses under our existing EMS program or do we specifically spell out the courses and certificate?

Neil Kelly: Did she say the college was doing this or did she specify which--

Veronica Parker: College.

Neil Kelly: So you'd have to go through your course approval by the chancellor's office, and then that would probably also include approval by your governing board at the college. So that would be that track. You couldn't circumnavigate that, because that's a mandate by the chancellor's office.

For K-12, I think you could-- well, I don't want to speculate, but for colleges, you do-- for CTE, you do already have an existing process going through course approval and local board approval and the job market study and all that. So you'd have to follow those guidelines, which align well with the Ed Code that I just presented on.

Veronica Parker: OK. And she also includes that it's included in their three-year plan for compliance under Ed Code 84906.

Neil Kelly: OK. Just make sure you follow-- if you're a college, follow the chancellor's office requirements as well.

Veronica Parker: OK. And then Mary Ann asks, for three-year plan-- for the three-year plan, are we supposed to include how we meet the Ed Code?

Neil Kelly: No.

Veronica Parker: OK.

Neil Kelly: We don't want to-- we don't want to make your three-year plan even longer than it should be.

Veronica Parker: And then Annabelle asks, could this potentially undermine governing boards if they are approved at the consortia-- the consortium level?

Neil Kelly: Well, if the community college has a process that's already mandated, I don't think it would undermine the process. And if a K-12 wants to go to their local governing board, I don't think that would undermine that process either.

I guess the thing that they want to have happen is, if somebody runs this particular program, they don't want to have someone opening a similar program trying to serve that on top of an existing program in the region. There should be communication within the consortia about CTE programs. So I that's the intent of the legislature in putting this Ed Code in for CAEP.

They want communication among members, they want to make sure that there's pathways that connect, that everybody's talking, that we're not offering multiple programs when there's a labor market data that says you miss this completely new area of CTE that you should have been while you're oversaturating this other area, if that makes sense.

So let's-- I don't want to take up too much time, but let's move into the live demo, or I'll set up the live demo to hand it off to you guys. So next slide, please. All right. So here is the timeline for three-year planning. So of course, we had the governor's budget, then we had the preliminary allocations, and now we're giving you access to NOVA.

And then you'll have a couple of months to work through that as well as your allocation discussions. And then May 2, your CFAD certification just do as well as your governance. And then right after you do that, because you can't certify your three-year plan into your CFAD and governance is certified. So once you do that, then unlocks the three year plan for submission and certification.

You can work on your three-year plan now, you just can't submit it until your CFAD and your governance is certified by your consortia. Then, of course, in June, June 20, three-year plan is due. And then that update per the Ed Code comes in August, August 15, is when you do your annual plan update based on your three-year plan.

So that's how that cycle works. And let's move to the next slide, we're all going to hand it off to Veronica, I believe. Talk about the PD opportunities.

Veronica Parker: Thank you, that is correct. Thank you, Neil. So some of the three-year plan PD opportunities that we still have available for our PLC. So we held the first PLC in January. It's a monthly PLC based on the three-year plan where consortia leads in particular and members come together around questions that they have with the three-year plan.

And so our team, the TAP team, we send out a three-session form where you will have an opportunity to identify those questions. And then we handle those questions off to our facilitators who are Dr. Emma Diaz and Mitch Rosen, we give those questions to them so that they can formulate them into our facilitated discussion.

So we have our next monthly PLC which will take place on February 25. And so we'll drop a link in the chat. If you have not registered and would like to attend this PLC, definitely feel free to come and attend. They're very informative, and not only are we working through questions that you all may have throughout about the three-year plan, we're also sharing practices that you all have either completed or completing with your three-year planning process.

So we'll have another one in March. And then in March or April, we are finalizing a date. We'll have a webinar on the CFAD and governance submission. And so this year will be a little bit different. There is an added component of the CFAD submission where you'll be able to go through a questionnaire that talks about the governance structure within your consortium. And so that will be a part of the CFAD submission.

And as Neil just stated, that in order for you to be able to submit and certify your three-year plan, you will have to submit and certify the CFAD first. So you'll have access to input all of your information, but that submission and certification three-year plan will not occur until the CFAD has been submitted and certified.

So we'll go on to the next slide. So updates to the three-year plan guidance document. So a few weeks ago, we disseminated the updated three-year plan guidance document to all consortia lead leaders and members as well as posted it in the newsletter. And so we wanted to walk you through the update that were made to the three-year plan guidance document as it may help you through three-year planning process.

So we'll go through each page in the actual section that was updated within the three-year plan guidance document, and we'll provide a link to that in chat as well. All right, so next slide. So the first of the updates to the three-year plan guidance, the first being on page 4. So on page 4 at the bottom of this bulleted list that talks about the executive summary, at the end of section 1, previously it talked about checking the assurances.

But instead of pulling in the CFAD assurances into the three-year plan document, we are asking consortia and members to review those assurances from the CFAD prior to moving past this particular section. So that's an update that occurs there. And then on page 7, which is in section 2, the Assessment section, previously we thought that we will be able to auto-populate the number of participants served in the program area with each member agency, but now consortia and members will have to enter in the number of participants.

And so we'll show you what that looks like in NOVA, but that is a change. So instead of that information being auto-populated you will have to enter this information into that particular section. And this information can be obtained from the program area report. The 2020-21 program area report.

And on the next slide we have some updates to the metrics. And so here, we are talking about the metrics that will be listed in the three-year plan in NOVA. Two are required to be tracked at the consortium level, and that's the number of adults served and student barriers. And then there are an additional two metrics that are required to be tracked at the member level.

So we have two metrics that the consortium level and two metrics at the member level, and the two metrics at the member level are adults who become participants and percent of available funds there. And so the next paragraph we're just telling you that for each of the metrics selected in the Metrics section, you will identify targets, which will turn-- that will inform your strategies that you will put forth moving forward.

And then that next sentence talks about the student barriers. So of the four student barriers that are listed-- so English language learner, low literacy, low income, long-term unemployed, the consortium is to select one. And then additional barriers may be selected, but the consortium has to select at least one, and then they'll set targets for the upcoming three years.

And the optional metrics-- so in addition to the mandatory metrics, there are an additional 10 optional metrics that members can choose from. And so how the programming works-- and again, we'll demonstrate this in a live demonstration. But if an optional metric is chosen, the metric will appear for all members within the consortium. And again, I'll show you exactly what this looks like.

But one agency, for example, might select one particular metric that has to do with transition, but the other members within the consortium is either not providing services related to transition or do not intend to within the next three years. But the metric will still appear in their section. If a member does not choose to address this particular metric, they will enter in 0's, and that will-- because all of it are required fields.

So it will take care of the required field piece, and they'll enter 0 until moving forward with the annual plan and which strategies, et cetera. They will not necessarily have for that particular metric, but it will appear in their section-- or for their agency in the three-year plan. So that's one thing that we wanted to call to your attention.

And then with unfunded members, it's the same process. So unfunded members may not provide services, may not provide instruction, but they're listed in the three-year plan, and there are metrics that are still required of them. But if they're unfunded and they do not provide particular services or instruction, they, too, will enter 0's as well, but they will be listed on the metric section in the three-year plan.

Neil Kelly: Veronica, I just wanted to add, there's a couple of questions on the chat. And so Wendy asks, please clarify how a member that provides services But. Does not provide instructions should complete this section. And I think we talked about this before saying it's really up to the consortia and what that member brings to the consortia.

So in some cases, they might be providing services that are helping with student retention or student enrollment or transition. They might not be providing instruction, but they are helping move that along. So it's really up to the consortia to say what metrics that this member is going to be focused on. Even though they don't provide instruction, they provide services that benefit the consortia and the adult student population. And then what those targets are going to be. They're going to set their own targets.

So I hope that answers the question. Then we had a question from Annabelle that said, so unfunded members should enter 0? That depends on how you want to approach that member. That member could be-- although they don't get funding, they could be recruiting all kinds of students from their district for your program.

And so maybe they're tied into the target of increased enrollment or participants or something. So it's really-- you have to really look at what your members do, how they affect the consortia. And it's your plan. So it's not like we're going to check and say, oh, you said unfunded member x is going to-- should be doing this target.

And if they don't meet it, I mean, then you update your plan and maybe change those targets a little bit. But that's up for the consortia discussion and how you want to approach it. So there's no cookie cutter approach for members that are unfunded and members that provide services. Veronica, anything else you want to add on that?

Veronica Parker: No, that covered it perfectly.

Neil Kelly: OK. And then Cathy said, could you go over responsibility of unfunded voting members? Maybe you could cover that, Veronica. In NOVA, what does an unfunded member have to do? What is their responsibility?

Veronica Parker: For unfunded members, they are still-- excuse me, they are still voting members. And so they will have to approve a fiscal three-year plan. They approve a CFAD. So they have approval rights, but they do not complete, for example a budget or work plan, because they do not receive an allocation-- or they do not complete fiscal reports because they don't receive an allocation.

But they are still required to approve the CFAD, the three-year plan, the annual plan, allocation amendments, as well as the option to enter information for the program area report or not if they do not provide any services or instruction.

Neil Kelly: All right. And Annabelle says, if we enter numbers for unfunded members, then will they be required to report on these later on? I would say yes. If you put targets in there, they will have to report on them, correct?

Veronica Parker: Say that again?

Neil Kelly: So if Annabelle enters targets or numbers for an unfunded member, then they'll be required to give an update the following year on how they're doing. If you don't want them to give an update, I guess just put 0, right?

Veronica Parker: That is correct.

Neil Kelly: OK. And then Crystal-- I guess there's a lot of questions. How are currently enrolled students counted on these metrics? For example, the student enrolled in ESL adult school also enrolled at non-credit CAEP course at the college and transitions to credit, is that student counted twice under each member where they enrolled?

So for TOPSpro and COMIS, their data sets are reviewed, and then when the information for transition gets posted on LaunchBoard, they do a de-duplicating process. So depending on which data set you use, if you're using LaunchBoard, that transitional data will be de-duplicated, and so that student only appears once.

If you just use the TOPSpro data and look at enrollment, and if you use the COMIS data and look at enrollment, it will show that its student was enrolled in both programs. So to answer your question, Crystal, it depends on which data source you use. And so we know that LaunchBoard de-duplicates because they do the data matching between COMIS and TOPSpro. Now the individual data systems don't have the opportunity to de-duplicate until it gets to LaunchBoard, if that make sense.

OK, and let's see. Any other questions we missed?

Veronica Parker: The one from Janet just came in for those--

Neil Kelly: OK. For members funded but not providing instruction, I'm assuming they will need to report on targets as well. Yeah, for members that are funded, if you're giving them money and they're providing-- they have to provide something for that money, right? Whether it's services or instruction. So I would assume that you would have to report on targets.

It's those unfunded members where you have the ability to put no targets because they're not getting funded. But if they're receiving CAEP funds, they have to have some kind of targets. Now it's up to you to figure out, because if they're not providing instruction, then they're providing services only, what would that target look like and what's the metric you're going to focus on. So hope that helps. And that's the last question?

Veronica Parker: Yes, that was the last question.

Neil Kelly: OK.

Veronica Parker: --a question.

Neil Kelly: Sorry. So I'm going to mute, go back on mute, and you can continue.

Veronica Parker: Thank you. Appreciate the help. So the next slide-- we are-- this slide, we updated some of the dates. So originally we had the percent of funds spent in 2018-19, 19-20, so on and so forth. So for the three-year plan, we are starting with 2019-20, and that's the data that is available in NOVA, especially for the student outcome data. We start with 2019-20, and then we have fields for 2020 to '21 and '21 to '22.

However, due to the time lags in our data importing, those data are not available at this time. And so you will have your available data-- so of available funds as well as the adults served who become participants for 2019-20. And then this spring, when the LaunchBoard data is uploaded into NOVA for 2020-21, those data will become available.

But in the interim, you are encouraged to use other data sources. So if you're K-12, you're encouraged to use your TE data. If you are a community college non-credit, you are encouraged to use your COMIS data to fill those gaps or any other data that you have available in order to do your evaluation and set your targets. So next slide, please.

OK. So we just talked about these different elements. So we can go on to the next slide. And then on page 16, that has to do with funds evaluation. So the funds that you will be evaluating is based on your total leveraged funds from 2020-21. So that's your program area report that you certified this past December. Those funds are total in NOVA, and I'll show you exactly where they are.

And if you want to see the different funds sources, there is a link that you can click on for each agency and you'll go directly to your program area report you'll see the different funds sources in the total there. So that was a change that we updated there. And on the Preview and Submit section, we just added a note in the guidance document that talked about what we have already covered, that in order for you to submit and certify your three-year plan, your CFAD for 2022 to '23 has to be submitted and certified. So we added that note in the guidance document.

So those are all of the areas in the guidance document where we have updated. And again, we've outlined them in this PowerPoint presentation as well as provided page numbers to use. When you click on that link for the comprehensive guidance document, you will know exactly where to go to review those updates.

Neil Kelly: I think Jamie had a question. I just wanted to confirm with you. So if members want to go-- and when the consortia is working on their draft of their three-year plan, can members go in and see the progress? Or do they have to wait until it's submitted?

Veronica Parker: No. Everyone who has access to NOVA-- so an email address and a password can go into NOVA and review your consortia for your plan progress.

Neil Kelly: All right. Great, thank you.

Veronica Parker: Yes. And Heidi, I see you mentioned that the current data is incorrect in Nova for your consortium, and it does not match LaunchBoard. So if you can send us the details on that mismatch, we can look into what is going on there. OK. And Jamie, yes, there is only one editor. So the primary contact for the consortium, that person who's listed first would be the person who is able to enter in your consortia's information.

And then are expenditures based on current reports for past funding years or at the close of the fiscal year? So it's based on the close of the fiscal-- the close of the fiscal year. So we start with 2019-20. So based on reports that were submitted and certified for that program year. OK, Neil answered that question. OK, great.

All right, so those are all of the updates to the three-year plan guidance document, so now we can move over into NOVA and we can begin the live demonstration. So as we are bringing up NOVA-- OK. So as we were bringing up NOVA, how you access the three-year plan, if you haven't already done so already, but you'll log in using your username and password. And then you will go to the blue pane on the left-hand side of the screen. Go to the programs, you'll see AP. And then you will click on Consortia and Numbers.

And you would search for your consortium, or if you know exactly where it is, or if you know the number, you will just type that in and your consortia will be pulled up. And then once you have pulled up your consortium details page, you will go to-- scroll down to the bottom. And I want to say it's the second or third section before the end of the page, and that's where the three-year plan is listed.

And so we are now here. And so Mandalee is working to pull up the consortium that we would demonstrate from. And I am on the live site. We will be demonstrating from the live site. And so in order to protect their information, we will not be entering any information because it is the live site. So you won't see input of any information, but we'll just go over the different sections and the information that is supposed to be in those particular sections.

So scrolling down, underneath the Supporting Documents, there is a three-year plan. So you'll click on that link there and it'll pull up the three-year plan for this particular consortium. And so it automatically starts with section 1, which is the Details section of the three-year plan. And so before we slow down, let's go to that guidance section, the very first section.

And so what we did is we wanted to provide as much information and guidance to you all as you were submitting your three-year-- or working through submitting your three-year plan. And so for each of the sections, we have provided this guidance section. And this-- it just covers some of the nuances that you will experience as you are completing the three-year plan, or any helpful information that we thought would be important for you to have.

So of course, we reminded you that your three-year plan is due June 20, 2022. And that it will only become available-- well, now it is available after we submitted the preliminary allocations. But in order to certify your three-year plan, you have to submit and certify your CFAD. So that's the guidance document to the guidance that we have provided to you all.

Underneath that is the next section. It's information that's automatically imported about the consortium. So it goes over the consortium name, the number, address, whether they are a fiscal agent or direct-funded, and the total allocation for the consortium. So if you scroll back up, Mandalee, the next section is the--

OK, so underneath the consortium information, you have your consortium primary contact-- or consortium contact, excuse me. So the consortium primary contact, the individual who's listed first, that will be your editor for the three-year plan. And then underneath there we have other contacts for the consortium.

The consortium primary contact, which should be the consortium lead or the consortium director in most cases. Those are the people who can enter in the three-year plan information. And then underneath, we have our Member Agency section. So here are all of the member agencies who are a part of the consortium, as well as the contact people for the consortium.

And so as long as this information-- basically the people who certify the CFAD will be the same people who will have to certify the three-year plan. So all voting members who certified the CFAD are the same members who will certify the three-year plan. And they should be listed here in this Member Agency section.

I'm going to scroll down, and then we get to the executive summary. So the executive summary, here is where you will just provide a summary of each of the sections in the three-year plan. So you'll provide a summary of the Detail section, the assessment metrics, objectives, activities, and outcomes, and fund evaluation.

Please remember that the character limit is 5,000 characters. So when you are drafting your three-year plan, let's say, in a Word document, be sure to count the characters so that when you come to copy and paste it into NOVA, you don't run into any issues where you may have to update the section in order for it to fit in this character limit.

And above the actual entry, we have provided what we are describing as helper text. And so this, again, is just helpful information for you as you are completing these sections. Within each of the written sections, you do have a few formatting tools. So although you are unable to enter or upload images, graphs, et cetera, you do have the option to do some formatting with your text. So you can use bold, you can use italics, underline, bullets, numbering, et cetera.

So how you will access that, Mandalee, if you could just click into the box, the executive summary box. And then you'll see your formatting tools right above where you can use some of those features that are available to you. So that's a little different than the three-year plan where the three year plan you only can enter and static information.

Neil Kelly: Veronica, you might have covered this, but do the characters include spaces in that count?

Veronica Parker: Yes, the characters do include spaces in the count.

Neil Kelly: And commas and all kinds of-- anything like that, right? OK.

Veronica Parker: Yep, yep, all of those things. Mm-hmm. All right. And so that's section 1. Section 1 is pretty easy. It's just asking you for the executive summary, and all of your other information will be pre-populated. So we'll move forward to section 2. And section 2 is your Assessment section.

So again, we provided guidance text to you. So here, one of the helpful tips that we have provided is the regional service providers. You will enter the number of participants in each applicable program area based on the available student data. And then, again, do the time lags, at this time, we only have the 2019-20 LaunchBoard student data available. However, you do you are able to use other data sources.

And at the bottom section, it's asking you about your service provider. So the first section are the member agencies within the consortium, and then the bottom section are the service providers. And so if you have additional service providers, you are able to add those additional service providers, and you just check off which program area they are providing services within the consortium.

So the Pre-Planning Assessment section, this just asks you to provide a narrative describing the assessment conducted by the consortium, including the overall approach, the process undertaking, and the data sources and your contribution to the assessment. And again, keep in mind that 5,000 character limit which includes spaces, punctuation, et cetera.

And then your Regional Alignment section, that's actually to provide a description of the alignment of adult education and workforce services supported by CAEP with those and other education and workforce plans. And then underneath here, the next section talks about evaluating the educational needs of adults within the region. Again, providing that narrative description, and then contributions by entity.

So you would describe the ways in which each consortium or partner contributed to the development of the three-year plan. And so this should include a list of the consortium members and partners who contributed, and a brief description of the ways in which they contributed to the three-year plan. And note that this particular section, contributions by entities, is 2,500-character limit versus the other ones. I think the vast majority of the narratives are 5,000-character limits, so keep that in mind as you are drafting the three-year plan.

So here is where I talked about entering-- for each member agency provider, you will enter the number of participants in each program area. So all of the member agencies are listed here, and the person who is filling the slot will have to enter in the number of-- scroll back up, please, Mandalee. Thank you. They'll have to enter the number of participants for each of these program areas.

And then at the bottom-- excuse me, on the far right-hand side, a total will be automatically populated, so you'll be able to see that information. And then if you scroll down to the next section, that is where you will be able to add a service provider. So you'll click on this Add button here. Mandalee, if you click on that. If you click on that Add button there, then you will be able to search for the provider's name. Or you can create a new one by clicking on the link above.

And so the NOVA system will automatically capture that service provider. And then once we have entered a service provider-- so you can click out of the Add a Service Provider. And then click the Add Service Provider again. OK. OK. And then let's just enter-- enter the letter A.

OK. So nothing is appearing, but you will enter in a service provider name, and again, if they are not already in the NOVA system, you will create a new one. And then once you do that-- OK, so let's click on Cal Urgent Business. And again, this is a demo, so we can remove all of this information.

But if you click on Add, OK, now you can see that that agency's has appeared. The provider type, which that's a business, will appear. Those are all automated. And then you will check each of the boxes for the program area in which this service provider provides services to the consortium.

But you have to select at least one box, because you have identified this particular agency as a service provider. And so we'll delete this, Mandalee.

Speaker: So Veronica, there are a couple of questions. I don't know. One is, is there a reason why some of the entry fields are flagged red?

Veronica Parker: That's because there's no data in there as of right now. Whenever you see a red-- entry field that's red, that is a required field. But again, this is the live site, and we don't want to mess up this consortium's three-year plan, so we're not entering any hard data. But that red field will be removed as long as you enter in a value of at least 0.