Mandilee Gonzales: If you don't have it or don't know it, Holly has just dropped it into the chat, so you can reference it. So some of the reporting requirements are if you were active in the last program year, in year 2024-2025 year, you need to submit your program area report, the hours of instruction and then all operational costs for those expenses.

Oops. And then, Dulce, if you want, just feel free to pop off if you want to jump in at any time here.

Dulce Delgadillo: I'm also keeping an eye on the chat as well if anybody has questions.

Mandilee Gonzales: I appreciate you so much. OK. So reporting requirements, again, these are going to be your actuals. And the best that you can, if you don't have a way to get your actual numbers into NOVA, then your best estimates.

I'm going to just blow through these. So your Ed Code 84913 goes over all of your program areas. What are the CAEP allowable use of funds and what are those program areas? So when you're entering in your program area report, these are the areas that you will be reporting, student hours as well as any funds utilized to support those.

We know that CAEP funding is a large part of most of our institution's funding, but we also know that braiding funds from other grants and other apportionment funding also helps to support the program and the work that everyone does in the CAEP program areas.

So this is the opportunity to show the legislators exactly how much we're spending on each student and in what areas. Hours of instruction, and these are reportable by individual. So we want to make sure that we're not duplicating our students here. This link, and it's actually accessible in what Holly had dropped earlier.

So your hours of instruction construction are for the program-related instruction hours. Just moving forward, and then this might be where Dulce is probably getting a lot of questions or how are we calculating our CCD's hours. And this is really her expertise.

If you are using TOPSpro, there is a program area report that can be pulled. And then of course, you always have whatever system you're using for your student information, for local attendance, that's another great resource to use when you're pulling the information to input into NOVA.

All right. Operational costs are just what I alluded to earlier, it's the true cost. What does it cost to run your program to support your student? And that's instructional hours but as well as your classified support staff, supplies, custodial services, et cetera.

So I know it sounds simple, but we do get that question often because they really want to get a good, comprehensive view of what it takes to run a program. Here are some additional examples of operational costs and where you would enter that in and then some of the other funding that would come into play.

One thing I do want to highlight is the in-kind. So this is the only opportunity in NOVA where you would add any in-kind. And when we do the live demonstration in NOVA, I'll show you how you can add any additional grant funding. If you have ELL health care pathways, there's an opportunity where you would just drop down and select a state grant. So we'll go through that and answer any questions that come up there.

OK. Data input. So ensuring your consistency between your hours and your expenditures. NOVA does not allow you to enter in any expenditures if you do not have any hours inputted in that program area. So you have to make sure that you input the hours in that identified program area, and then in the workflow, it will unlock the opportunity to add in the funding piece there.

And that is it. So this was just a quick down and dirty high level overview but something that you can always refer back to if you have any questions on what you should be doing with your program area report. If you have any questions, you can reach out to the Taps, and we will make sure that we support you. And then with that, I'm going to go into a quick demonstration. And while I transition, were there any questions in the chat?

Holly Clark: Mandilee, there was one. Suzanne asked, our TE report does not correspond to the NOVA reporting. How do we handle the differences? For instance, short term CTE workforce reentry.

And I believe what this question pertains to is that sometimes in CASAS it may not break down or in the various data reporting tools, they don't specifically break it down workforce reentry and short-term CTE. It may all be lumped together as CTE.

And I believe the answer, and anyone can correct me if I'm wrong, is if CASAS, and the report is called the CAEP program hours or CAEP program hours report in CASAS, if it lumps it together as CTE, you're going to report it as CTE. If they do not separate it, you cannot separate it.

So I apologize. So that would be the answer, Suzanne, to that question. Mandilee, do you know of anything different than that?

Mandilee Gonzales: That sounds right to me. And I'm just double checking. I'm also trying to log in to NOVA, so apologies.

Holly Clark: And then Joyce, I can answer. Joyce, while Mandilee is logging in, Joyce said, what is CSS? It's Child School Success. It was formerly the K-12 Student Success.

Mandilee Gonzales: And I'm not finding it, but I know that we also have our FAQ from last year, where a lot of these similar questions will arise. Hi, Mayra. I see that you're here with us.

Mayra Diaz: Hi, Mandilee. I was also looking at the Q and A from 2023-2024. So I think it would be helpful to post that in the chat. We are working on updating and sending out a memo for 2024-2025, but that question is also-- one of the questions is captured in there. So that might be a good resource to share.

Mandilee Gonzales: Yeah. Thank you. And then, Holly, I know that you may have the ability to do that. And if not, we'll make sure that we share that out here in just a second. And I apologize to everyone. It's just my sandbox is taking a minute to load. So I guess we can continue with any other questions.

Holly Clark: OK. I'm sorry, I was reading the question. You're wanting the Q and A from November 13 shared out? OK. Let me get that.

Mandilee Gonzales: Yeah.

Holly Clark: Dulce, can I handle hand the chat questions off to you to read out?

Mandilee Gonzales: Yeah, because--

Dulce Delgadillo: Go ahead, Mandilee.

Mandilee Gonzales: Oh, I was going to say because we're recording it will help with the transcript if we read all the questions.

Dulce Delgadillo: Yes, yes. So I believe the last one was by Suzanne Murphy. The report is NOVA program areas in CAEP, but that answer does not make sense as our hours are broken down differently. Oh, it shifted. But we have short-term CTE programs. So I'm not exactly sure which one she is referring to here. Let me see. Suzanne, do you want to come off mute and clarify a little bit?

Mandilee Gonzales: Yeah. I'll hold off on the demo. Yeah.

Suzanne Murphy: Thank you. Because I think others have the same question. So just to clarify, when we pull the NOVA program hours through CAEP, we have different categories that appear differently than we do in the NOVA reporting.

Just to give you an example, we have workforce preparation, which is not in NOVA. We have our career technical education, CTE, but in adult education in NOVA, it asks us to report on short-term CTE-- basically, short-term CTE, which has an asterisk by it. But in adult education, I don't know how you're defining short-term CTE, but we have many programs that we consider short-term CTE.

I don't know if that would fall under workforce preparation. And I'm going to continue because I have a few questions. That's first. So you're saying put everything under CTE, but I feel like that's not reporting accurately unless somebody can give me a definition in NOVA what short-term CTE refers to.

On the other side in NOVA, pre-apprenticeship, short-term CTE, and workforce re-entry all say, DataVista, data. They're all x-ed out for area of focus work plan and DataVista available. But we have a state registered pre-apprenticeship program, which we report on.

I'm putting hours in there, but are they just not going to be counted? Those are two of my questions, and I don't know if others have them. So it's just when they don't align, I'm not really sure where exactly to put things. And then if it says, they're not reportable, but yet, it shows up on my report, should I put it in there anyway? I hope that's that clarifies my question.

Mandilee Gonzales: It does a little bit. So you had a lot of questions. So I'm going to start with a couple things. So when you talk about your CTE, and that question does come up a lot when we're talking your short-term CTE, those short-term CTE programs should be almost like your micro-credential, where it's like a quick certificate.

And we because we get this question so often, I know that I've written something up that I can drop into the chat, which really defines the two. And I don't know, Mayra, if you would like to chime in on what the NOVA differentiation is, but really, a CTE program that's usually a year or more where you're committed to a long-term program with multiple different courses to establish that certificate, that's considered CTE, whereas short-term is, hey, I'm getting a certificate here. I can take that certificate to my employer, and I can start to do more, increase my earning wage, and I can start to stack those up.

And that's really, in layman's terms, I think, the biggest difference or the difference between the two. Dulce, I saw you kind of--

Dulce Delgadillo: Yeah. I mean, it's really about as long as there's consistency across and how you're reporting it every year. Right? In community colleges, we have a variety of ways of how we're coding them, through top codes, through zip codes. Right? And then it's categorized short-term if it's based off of the top code and there's an asterisk.

So internally, we are tracking what those programs are. And we're saying, look, this is our internal programs. And then we're bucketing these programs into CTE, these programs into DSS, these programs into CSS. And we're summing all of those hours as to where you're.

So we're doing that internally, as long as there's consistency across those programs of every year you're using short-term certificates, you're putting them into CTE program area reporting every year, as long as it's consistent within CTE, as long as they fall within the seven areas.

The CTE just gets a little tricky because historically, it's always been one-- it was one program. And then a couple years ago, it broke it up into three, right? But overall, it's still CTE. And so I would encourage you to go back and say, OK, these are the subcategories of our CTE, but we're going to lump them all into-- because really, the program areas that you're reporting for is CTE, right?

That's my understanding. You can lump them all into CTE or am I understanding something incorrectly? Go ahead, Mayra.

Mayra Diaz: And I think what would-- and apologies on our end, we're working on sending out the memo. We posted a copy or we posted the last year's memo that we issued that actually has a section on Q and A and also gets to the similar questions. And so that's some of the Q and A that's been captured on there.

And like I said, the new memo will be coming out in the coming days. And that memo is comprehensive, should also provide additional guidance on some of these questions. There was something that was brought up, and I wanted to reiterate.

There are sections in the program area reporting in NOVA that allows you to input. Please do not get thrown off by the DataVista data available if it's crossed off. Please do not get thrown off by that.

There are entry sections available that allow you to still input what you're going to report, and we are working with product ops to update the data. Unfortunately, it may not be updated in time by the time that this report is due.

However, we've said this in the past, please do not-- the DataVista that is reflected is for informational purposes to just help the field, those that are entering data. It's more of a validation check of it shows in DataVista that you have some hours. And so it's just there for informational purposes. However, it is outdated.

And so it is best for you to-- if you see that you have hours to report, continue to report where it best reflects. And the guidance memo will help provide additional clarity. Also, the questions that are being presented today obviously will work with CAEP TAP to develop another FAQ document to issue out.

But just wanted to reinstate that the data that's in there, if it says, DataVista data available, and it has an X, and you're trying to report under pre-apprenticeship, please do not get thrown off by that. You proceed with where you need to report those hours in the appropriate section.

Dulce Delgadillo: Thank you, Mayra. I have a quick-- actually, can you go to the program area reporting, so that we could see, Mandilee, exactly how they're going to answer it? I just went into mine. And you can see, I think, we can clarify a little bit in here.

Mandilee Gonzales: I think this is the best time just to pop right into the demonstration, and we'll go really slow. So I am in the sandbox, and I like just to reiterate that because I will likely be going into an institution but know that I'm not actually touching your numbers.

So what you want to make sure is when you're going into the program area report-- of course, it didn't click on it. When you go into your program area report, you want to make sure that you're selecting the 2024-2025 year. It will always default to the current year that you're in.

With the program area report, we are always reporting on the last full year. So I am going to go into Allan Hancock. Sorry Allan Hancock because you are number one. So when you go into your program area report, you'll see here that you have your member agencies here. This is where the members will be going in and adding in those hours of instruction along with the leveraged funds.

And I'll just invite anyone to come off. I'm going to go slow, but I just want to point out some pieces that are embedded within NOVA that should really help walk you through all of the workflow here. It's a pretty simple report. The workflow here is on the left, the hours of instruction.

And what Mayra was alluding to earlier is that the DataVista, this is inputted, again, just for reference. It will not impact what you're actually entering in. If you are newer to your consortia or if you're newer to your member, this gives you a sense of what was reported on in the 2022-2023 year.

And then again, as you scroll down, I do want to point out members that are funded or not-- sorry, members who are not funded, they do not need to submit the program area report as far as hours and leveraged funds. So that's when they would click this button here with that explanation. This is for those members that are voting members but are not funded members.

I just want to say that again, if you are a funded member, you still need to go into NOVA, click that box with even the explanation that says, voting member only, and then that way, your consortia will be able to move forward.

And really, that's all you need to do there. So now, I'm going to go ahead and scroll down. So what you're seeing here, this is where you're going to add in the hours of instruction. And why are these areas in yellow? This is just indicating that there is data in DataVista for the 2022-2023 year. There were hours of instruction reported there, but it doesn't necessarily mean that you have to add hours there if things have shifted.

So I'm going to just pop in some-- I'll just pop in one for just the sake of opening up the leveraged funds. So now that I've entered in hours of instruction-- and again, it's for the full year. So your Q1 through Q4, the program year of 2024 to 2025.

Once we've put in those hours, we're going to go ahead and go into that next space. You'll see where I did not enter in any hours, those boxes are grayed out. I entered in hours in ABE, CTE, AWD, and pre-apprenticeship. So this is where we'll be able to add in any of those leveraged funds.

So here is-- so for example, in ABE, maybe I am using my CAEP funds here, but I'm also getting maybe some funding from WIOA. So this is where you would enter that amount in there. Say here, we are in CTE, I'm going to use some WIOA funding here. But I also know that we have another leveraged rich to fund, which potentially could be your ELL for those that are receiving it. So you're going to click this. And this is adding another funding stream that you would like to report on. So it could be in-kind, your donations.

And then I'm going to scroll down to other. So there's other federal grants and then other state grants. If you receive ELL health care pathway funding, that is considered other state grants. So you would select other state grants here. If you'd like to select additional funding, you would be able to do that.

So we're going to add the selected fund. And then you'll see it'll appear here at the bottom. So now, I'm here, and I'm like, OK, for my CTE, I'm also using some ELL money here. So I'll just add in my money there.

This is giving a comprehensive look of all of the funding streams that support any of the CAEP seven program areas. I see the chat is going, but I'm sorry, I'm not reading it. So I'll pause for questions.

Holly Clark: Mandilee, can you hear me?

Mandilee Gonzales: I can.

Holly Clark: OK. So let's see. I was trying to go in order. I know Pauline said she has some questions on this section, contracted services and resources. Pauline, did you want to come off? That's all I saw.

Pauline Lopez: Is it OK?

Holly Clark: Yeah, go ahead.

Pauline Lopez: So just the first question I'll clarify is, is this only 6391 or are we including other resources that reflect the other program areas of CalWORKs and Perkins and all that? That's the first one.

Mandilee Gonzales: Yes. So if you have-- so we have Perkins here. If you have additional funding, if it's not already listed here, then you would add another fund here. So once you select, hey, I'm going to throw in donations, you still have to hit that other button again, and then you'll see it adds it down here to the bottom of the--

Pauline Lopez: OK. And then so for contracted services, on the very first program areas, the California Adult Education , right, program, so that's our 6391, our CAEP. So if we have contracted services that are underneath that resource, do we report it underneath contracted services? Because my understanding was that the totals should be equal to whatever amount we were allocated.

And so if we're going to go by that amount, it wouldn't have that-- it wouldn't have that number, right? If we are putting contracted services on the other line for those program areas under CAEP funds?

Holly Clark: Mandilee can I answer this one?

Mandilee Gonzales: Sure.

Holly Clark: Sorry. Let me come off camera. So Pauline, I think what we're looking at is here, we want to be looking at the columns, not the rows. So the row that you see is for CAEP and that goes across.

So you're looking right now Mandilee has fake reported hours of instruction in ABE, CTE, and adults with disabilities pre-apprenticeship. So if she had said that she had put in $100,000 from her CAEP program, she would do that in the ABE column.

Now, if you had contracted services funds that also supported your ABE program, you would scroll down to the contracted services row, and you would add those funds there. So your CAEP funds and your contracted services funds wouldn't commingle in the same box. They might both support the same program area. So they would be in the same column, but they would never be in the same row.

Pauline Lopez: Got it. OK. That's clear enough. So at the very end, the total would be everything in CAEP minus the contracted services basically?

Holly Clark: No. So the total is going to exceed CAEP, because your top row is just CAEP. We do not expect this to ever match your fiscal report. Your fiscal report is simply CAEP dollars. This is all dollars that support these program area hours.

So we know that maybe possibly you supported 12,000 hours of instruction, but you only had an allocation of $30,000. Did you really do that with $30,000 or did you use some CalWORKs and did you use fees and did you-- show us the true cost to support those hours of instruction.

So it may not match. It probably would never match your CAEP allocation. It could, but possibly, it will not. We don't expect it to match. We want to see the true cost to support the hours of instruction.

Pauline Lopez: Got it. Thank you very much. That's extremely helpful.

Holly Clark: Yes. And then Mar-- hold on. I had another question. Let me get back to it. I was trying to go in order. OK. So Margie had a question. If we add hours in the areas that are shaded in NOVA, example short-term CTE, does that mean that those hours will not show up on a DataVista report and make it appear that we do not have many hours in CTE? If so, isn't it better to just report it all as CTE in NOVA?

Dulce Delgadillo: So it's my understanding it feeds up into it. So here, pre-apprenticeship, short-term CTE, workforce reentry should add up into what is your total CTE of one there. So it's not going to duplicate it. It's going to be encountered.

What I see in data-- I'm sorry. Not in data-- in DataVista, what it would do is that, for example, the visualizations where you're able to disaggregate the count of students more within the CTE program, you just may not be able to do that because they don't have those hours. They'll just lump it into CTE.

So that's the only circumstance that I can think of that would impact this if they put it into-- Because it's still-- if you put in the numbers in there, and you put in just the numbers just for short-term CTE, then it's going to sum up into what the CTE program is. Correct? Can you put a-- can you play around with it? Can you put a 2 in there?

Mandilee Gonzales: Yeah. Yeah.

Dulce Delgadillo: Put a 2. OK. Does it update it?

Mandilee Gonzales: Down here, it updates it. And then we'll go over here, but it's just going to all be in the CTE bucket.

Mayra Diaz: So I think it just tallies it up at the bottom, but the system is not set up to categorize them under a particular bucket. It's just they're self-reporting under each section, and it'll stay captured that way. It'll just total the entire hours at the very bottom.

Mandilee Gonzales: And that's right here.

Dulce Delgadillo: So right now, it has 6, 2, 3, 4, 5, 6. So it is double counting it.

Mandilee Gonzales: So here's 2, 3. So they're put in--

Dulce Delgadillo: I would assume-- I would assume that because the pre-apprenticeship, short-term CTE, and workforce re-entry, that all of those are under CTE, that the total number under CTE would be 3 because it's collapsing it.

Mandilee Gonzales: So here we have short-term pre-apprenticeship and then CTE and then hold on. Sorry. I missed the other one. And then workforce re-entry. So it will separate it here. So we have one CTE bucket, workforce re-entry for leveraged funds, pre-apprenticeship, and then the short-term CTE.

It's not going to roll it all up into CTE in how it's pulling it apart here. So I would say--

Dulce Delgadillo: Yeah. That's fine.

Mandilee Gonzales: So if you know that, hey, I'm going to separate all of my CTE, I wouldn't put hours here. And then you can separate them out here, and then you can really get a clearer picture.

If you are in-- if you're in the mind of, OK, I'm not doing all of this, so I have one-- I have eight hours total here, I'm just going to clear this out. I'm going to put my eight hours here. Go back to your leveraged funds, now you can see my short-term, my pre-apprenticeship, where I had hours, those are all grayed out. But here, I'm going to dump it all into this bucket here.

Dulce Delgadillo: And I'll tell you-- can I walk through how I've been working within community colleges to work around these, calculating these through their FTES numbers?

Mandilee Gonzales: Yeah. I think that would be helpful. Did you want to share screen or just--

Dulce Delgadillo: I can. Yeah, I can share screen. So one of the tools-- we're lucky because obviously, we have a Department of Institutional Research, where 320, which is the FTES report-- this is not MIS. MIS and 320 are not the same thing. One's fiscal, the other one's data reporting.

So 320 is FTES, how you receive apportionment institutions. So there is a process where you can gather and this is how we do it within North Orange Continuing Education, which is we essentially take our FTES that was generated for the academic year, which is our program area, quarter 1 through 4. And we divvy that up, and then we say, OK, basic skills, we had 50 FTES generated.

Then in order to calculate the hours, you would just have to take 50 times 525, because one FTE is equivalent to 525 hours of instruction. And so that would be the calculation that you would need in order to be able to extract the number of hours that your institution produced in order to be able to put in the hours into the NOVA.

So what I'm going to walk you through really quick is a resource where you can start at your institution if it is needed just to get a conversation going as to how can you get FTES numbers. So just really quick, FTES is full-time equivalent students. Credit colleges and -credit-- credit colleges submit it-- sorry, all institutions submit it.

All community colleges within the system submit FTES. And so what you see right here is Data Mart. This is where all of our MIS data lives. Now, I said MIS and 320 is not the same, but the 320 numbers do come up in an informal way through Data Mart. This is publicly available. I'll go ahead and put in the link in here.

Oh, sorry, how do I get to the chat? Essentially, what I'm having people do as a starting point is you can go into your institution here. So you can go into your college. I'm just going to pick on citrus here. You could do an annual search, and you're going to be looking at your previous annual search, so 2024-2025.

And what you're going to get is a distribution between your credit FTES and your non-credit FTES. So here, you can see that last year for the program year 2025-2026-- sorry, 2024-2025, Citrus College generated 254 FTES. But you don't know if those FETS are within CAEP program areas.

You have no idea where those FTES-- they could be all older adults, which isn't even a program area for CAEP. So one of the ways that you can start determining what is that distribution is there's course status here. This is where your course coding is really important.

If your course coding is accurate, and you're actually coding your non-credit classes in your ABE and your ASC categories and your CTE classes as vocational, they will pop up here for their FETS. And here, what you can see is that among the 253 non-credit FTES that were generated, 204 of them were basic skills.

So right off the bat, you can see that 204 times 525 hours is what was generated of hours of instruction for basic skills education for that year. Similarly, you can do that methodology with vocational.

Here, you see that Citrus generated 19.42 FTES of vocational FTES. That's all CTE. Now, give it. You don't have that breakdown specifically, unless you're actually-- you can take this further and you can go to your coding or at your institution, you can say, hey, I need to know the distribution of how much of this 19.42 is pre-apprenticeship. How much of this 19.42 is-- what's it called? The other categories, the other three.

What we just know is that 19.42 is what can be put in your CTE. So what is that? You're going to take your 19.42 times 525, which is 10,195 hours of instruction for your CAEP bucket area of CTE. So that is a starting area that you can start as an institution with your FTES.

You can break it down at least for these two levels. If you know that your institution, the only other program that's being offered is ESL, then you can derive that 204.41 plus 19.42, is 223. So the remainder of the 30, around 30, 31 FTES that are being generated in this year, are they all ESL? If that's the only other thing that is being offered, then by default, it would be ESL. And that's where you would be getting your hours for ESL.

So that's one of the methodologies in which you can use that FTES report to be able to at least calculate those instructional hours. Because remember, one FTES is equal to 525 hours of instruction. I hope that clarifies it. I know that was a lot of in the weeds and a lot of numbers thrown at you, but I'm going to go ahead and put my email as well in the chat. And I just want to see if there's any questions here.

Mandilee Gonzales: And there's actually a bunch of questions that I started to see when I stopped sharing screen, but I will-- so we'll start to go through all of those questions, I want you to know that we will address them. But Mayra did state, and I just want to make sure I verbalize it for those that maybe didn't see the chat, so the nuances of the K-12 and the community college systems, because of those nuances, in order to complete these two exercises, CAEP members are expected to enter into NOVA the best estimate given the information and data from your local and state level systems, which we alluded to

Earlier. But this really just punctuates that point. Mayra continues to say the CAEP state office encourages members to prorate when necessary into funding sources or programs overlap and/or are too difficult to separate.

But lots of thank yous to you, Dulce, for going over those pieces. And then as we scroll back up, there was a question--

Dulce Delgadillo: Really quick.

Mandilee Gonzales: Sure.

Dulce Delgadillo: There's one other potential filter that could help you disaggregate a little bit more, is if you're very familiar with top codes. You can see that they can even break down your FTES by top code. So if you know, again, that ESL is being here is or early childhood or any other category, then you can identify it in some way, shape, or form by your top codes.

But again, this is going back if you're going to break it up a little bit more. You can see here that 0.45 is coming out of health of non-credit. That's most likely not a CAEP area. So you would have to do a little bit of digging and disaggregation.

But top codes right here is another way that you can disaggregate the type of FTES. And again, once you figure out how they're distributed, then you got to say, OK, you know, all of these vocational, they're CTE.

If you want to take it down, even down to the top code, to identify are they pre-apprenticeship or do they fall within the other categories, you could do that by top code but not necessarily. So this is just a really good tool that you could potentially go down. All right. I'm done. Thank you.

Mandilee Gonzales: Thanks, Dulce. OK. So one of the other questions we had in the chat-- so I'm trying to go from top down. And I think Margie, we answered your question as far as the CTE piece. Then Jen Wilson from Grossmont Adult had a question, and is K-12 adult ed jails funds only ADA?

And I'm actually going to punt this one over to Mayra if you have-- I don't have the answer that bubbles up to the top of my head right away. I want to say-- I shouldn't answer unless I confirm with you.

Mayra Diaz: I'm sorry. I'm trying to answer some questions in the chat. I did not capture the full question.

Mandilee Gonzales: No, is K-12 adult ed jail funds or only ADA? And I'm going to share screen again, so we can also take a look at the-- when we're looking at those leveraged funds pieces, so we can reference that as we ask and answer these questions. So there's no the space to enter in jail ed, would that go under AWD is the question I think.

Holly Clark: No. AWD is adults with disabilities.

Mandilee Gonzales: Exactly. Sorry, ADA. I read it wrong. Sorry, ADA.

Holly Clark: ADA. And it's K-12 specific, right? So I don't know. Mayra, I don't know that you have that answer.

Mayra Diaz: So if you scroll down, where it says add another fund, can you double check if that populates?

Mandilee Gonzales: Yeah. Sorry, moving my Zoom controls. So--

Mayra Diaz: If one of the other resources or funding sources populates, otherwise if it doesn't fit-- if there are additional sources that maybe don't fit into one of the populated categories, then either capture by adding another fund or under other state grants.

Mandilee Gonzales: Yeah. And I would say with-- yeah, ADA, would that fit better into other federal or other state?

Mayra Diaz: Sounds like it's state funds.

Mandilee Gonzales: Yeah.

Holly Clark: So I would agree state, yeah.

Mandilee Gonzales: I would too. And then so the only time that would get tricky is-- because there's not really a space within the program area report to differentiate. So if you are getting, say, ADA and ELL, you would just have to have those-- you would combine those numbers in that one area. OK.

Mayra Diaz: Yeah. That's correct. Can you double check again on the add another fund, what are the options that we have?

Mandilee Gonzales: Sure. Sorry. Let me--

Mayra Diaz: Because we do know that for those ELL grantees, if they are wanting-- if they are receiving CAEP and ELL, then they could report that under other state grants. I just wasn't sure if there was another category that might fit either of those two options. But it sounds like lumping into other state grants is best.

And of course, keeping local record, I don't know if there's a narrative section where they can provide an explanation to those resources but just having that information available locally and documented.

Mandilee Gonzales: No. And unfortunately, not with the PRR. It's limited in that way. But I think there's pros and cons to that. So here are the other added funds. So I've already included other state grants here and contracted services.

And so then when you start to add other grant funding sources to your list above, it'll start to take away the options down here. So you'll see we have other federal grants because I already have the other state grants listed up here.

Community college support services, strong workforce program, in-kind donations, donations, an then the WIOWA one. And potentially, that is something that we can notate and provide that feedback to programmers and to our CAEP leadership as an opportunity to improve. But for now, there's no narrative section.

And when you go to the hours section, I'm just going to go back through to our workflow, there's no additional space here to add that narrative or context. The only time a narrative box populates is when you select you don't have to complete the report and it's asking why.

Mayra Diaz: Yeah, and that's a really good point. We can definitely take that recommendation back to improve and incorporate a narrative given that we're starting to see additional funding sources become available, like one time funding sources become available. And perhaps we need more than one other or the flexibility to capture-- there was a question or a comment from Suzanne on lumping ELL pathways with CAI grant. I know those are two very specific. So I know maybe from the state level, we'd probably want to see like CIA investments, or are you categorizing that, I'm assuming, both under other?

Mandilee Gonzales: I don't know how they're doing it, but I would think that the only option in this program area report would be for them to combine it.

Mayra Diaz: To combine it. OK. Perfect. Yeah. And I think it'll be helpful for us to incorporate into the system the flexibility to self-report additional categories, given that it sounds like there's going at times to be more than one other. And it would be great to capture that and give the field the flexibility to incorporate that and then of course, provide narrative section if necessary. So we can certainly take that back.

Mandilee Gonzales: Yeah. I wrote down some notes, and I can share that formally if you'd like. All right. So then moving on to the next one, it looks like Joyce is just building on Jen's question. So what is your definition of K-12 adult ed jail funds? Our jails contract with us and pay for our services. Do we log that under K-12 adult ed jail funds?

Holly Clark: I believe that.

Mandilee Gonzales: I think did we capture that already, Joyce, or did you want to come off mute and expand? Oh, I'm not hearing you. OK.

Holly Clark: I think it's a yes.

Mandilee Gonzales: Yeah. So Joyce, go ahead and add more to the chat and maybe just go back to your original question and then just reply to it. That way, we can keep it condensed there.

Jen Wilson: This is Jen Wilson. I also work with Joyce over at Grossmont Adult Ed. Can you hear me?

Holly Clark: Yes.

Mandilee Gonzales: Yes.

Jen Wilson: OK. We're in two separate rooms, so--

Mandilee Gonzales: Oh, great. Joyce, go over there.

Jen Wilson: Yeah, exactly. OK. So here, let me set up my video, so at least I'm not weird. OK. So we have right now-- here she comes. She comes running over. Here.

Joyce Liou: No, you can go.

Jen Wilson: OK. So what we're doing right now is that we have a contract for our jail system. That portion, approximately less than half a million, comes in to support us through ADA funding. The other portion to support the contract is paid by our local paid Sheriff's Department. How do we break this out on this grid?

Holly Clark: I would think, and I would ask Mayra to confirm, but if the Sheriff's Department is giving them funds, they would report that under K-12 adult ed jail funds. Is that accurate?

Jen Wilson: And not contracted services? Because it's a contract.

Mandilee Gonzales: I would probably put it under contracted services.

Jen Wilson: And then our ADA value would go under K-12 adult ed jail?

Mandilee Gonzales: So here and here.

Holly Clark: OK. I thought in the previous answer, you said the ADA would go under state grant.

Jen Wilson: That's what I'm-- yeah, that's what I'm trying to confirm.

Mandilee Gonzales: Oh, I'm sorry.

Holly Clark: So to the previous question, you said, the ADA would go under other state grant. And so does the ADA value go then under K-12 adult ed jail funds?

Mandilee Gonzales: Well, now, I'm going to ask Mayra to confirm, if you don't mind.

Mayra Diaz: Yeah. It sounds like I think we can take that back, because it will be helpful with all the questions that are coming in for us to be able to document the response. I think it could go under the K-12 adult ed, the ADA section could go there, but you have the flexibility to best-- if you're mentioning that it's contracted, so it makes sense that the other portion can go there, whereas really, other is for anything else, any other category that might not best be reflected under the categories that we do have.

And so will you get penalized for either one? No, it really just comes down to you're going to self-report that information where it best fits, and that goes for some of the other state grants and what you're essentially bringing up.

So we can certainly take that back. But I would say that would be the recommendation. And we'll ensure to capture that in the FAQ, so that there's guidance that we can refer back to.

Jen Wilson: Thank you.

Mandilee Gonzales: OK. So Rebecca Nowlen has a question in the chat. And it says, we have an agency that has been going through transitions, and they reallocated all of their funding last year. They are funded, but they have zero instructional hours. What should they do?

Holly Clark: And I think, Rebecca, they were funded but they reallocated their funds.

Mandilee Gonzales: And there's still a fund-- but they're still a funded member. They're still a funded member. It's not like they did a CFAB process and removed funding. So they'll still keep their allocation moving forward.

Holly Clark: But they wouldn't fill out this report if they have no budget.

Rebecca Nowlen: OK. I'll let them know.

Holly Clark: Right. They would check that box, Mandilee? If they reallocated their funds, they would check that box and say, we reallocated our funds to other members, and we had no expenses.

Mandilee Gonzales: For the 2024-2025 year. And then the assumption is that sounds like they're going with the transitions that they'll start to provide program in the 2025-2026 year. You don't have to answer that. Yeah, sorry. Now, I just got curious. So I'll just stop right there.

Rebecca Nowlen: We can talk offline manually.

Mandilee Gonzales: OK. That sounds good. And then that's where you would provide that narrative here. So that there is a narrative box for those instances, which I do appreciate you sharing because now the only other instance I could think of is if it was just for people who were not funded. So thank you.

And then Jaemi Naish says, should it roughly match what we report in ECR final for WIOA? Can you tell me what ECR is? Or maybe, dulce, you know.

Jaemi Naish: Final ECR report for the WIOA grant, the last expenditures, total expenditures for the year.

Mandilee Gonzales: And so what should-- so what are you asking should match? So everything you enter in the program area report?

Jaemi Naish: So I guess what I'm trying to do is get what we were-- we had to guesstimate our CAEP expenditures for that August 1 deadline. So to roughly match what we reported there, I guess, for the FPM audits. I don't know, I'm just thinking they probably should roughly align but maybe they shouldn't. I don't know.

Mandilee Gonzales: Well, I would say that-- and I don't know the parameters of the window of time that is captured in what you submit for your ECR, but I would say that's a good-- you could probably pull from that. It sounds like you were doing some self-reporting there as well if you were guesstimating. But I would say I don't think you have to have them aligned. And then Will, I see your hand up.

Will Nedderson: I just want to say, Jaemi, CalWORKS we don't report on in the ECR in those pieces. We're here because it's California specific, they want that information. So I would expect some alignment not to be aligned because certain numbers the ECR isn't asking that at the federal level. We're here in California. They're asking to look at what's being funded through California funds.

Mandilee Gonzales: Thank you, Will. And then Jamie, does that satisfy?

Jaemi Naish: Yes, it does. Thank you.

Mandilee Gonzales: OK. And then my questions went away.

Holly Clark: Well, the next question-- I think the next question--

Mandilee Gonzales: Mayra answered.

Holly Clark: --I answered in the chat. It was just that last year, they had reported all CTE hours under short-term CTE, because the CTE that is now showing was not an option. Do we report the hours under the new CTE option, or do we stay consistent and report them all under short-term CTE?

And I just said, it's best to be as accurate as possible. If last year, it wasn't an option, you were as accurate as possible. But if it is an option this year, we do want you to be as accurate as possible with your reporting.

Mandilee Gonzales: That sounds good. OK. And then I see that there was some questions that they were answered in the chat.

Holly Clark: Yes.

Mandilee Gonzales: Doing a quick roll. Are there any questions that we have missed that we didn't read aloud? We do have the five minutes left. I want to make sure we ask--

Holly Clark: And we will capture all of the questions from the chat too. So if we didn't get them answered, we will work on them.