FAQs

As part of program support, we provide Frequently Asked Questions (FAQ’s) to the field. This helps facilitate effective communication and improves the understanding of Adult Education policy. This FAQ has been compiled over several months of responses to the field of Adult Education in Illinois.

Q1. Can my program provide services outside of our APC using AEFL funds?

A1. If a program wishes to provide services outside of its established APC, it would need to apply with a separate grant application. In other words, the program would need to produce an application in its current APC in addition to an application in the APC in which it would like to provide services. This can only be done during a competitive process, not during a continuation year. This does not prohibit the program’s attendance at APC meetings in other APCs. In fact, if a program is considering making application outside of the current APC in upcoming years, ICCB encourages the program to attend these other APC meetings.

Once the ICCB has a competitive process, both agencies are free to apply for funds in any APC that they intend to provide services.

Q1. What publications must adhere to the Stevens Amendment?

Only those paper publications that reach the public. The Stevens Amendment does not apply to websites, television commercials, or radio advertisements.

Q2. In the ICCB Adult Education Provider Manual regarding the Stevens Amendment, does the term ‘project or program’ refer to our Adult Education program in its entirety, or is it referring to the specific marketing piece that is produced with those (federal) funds?

The amendment refers to your Adult Education Program in its entirety. It does not apply to a specific marketing piece. Your statement needs to indicate that $$$$$ or X% of your total program is supported with Federal funding. The program you would be promoting is your Adult Education Program and you would include any and all Federal funds used to support the program. If only ICCB Federal funds are used, then the total and percentage would be based upon that amount. However, if there are other Federal sources of funds then the total of all Federal funds and the percentage that is of all your resources used to fund the program would be the numbers used.

Q3. What salaries are allowed in the direct instruction row?

Direct Instructional salaries pertain to just that – Direct Instruction.  Actual time in the classroom or actual time for classroom/instructional preparation or interaction with students, assignment grading, activities associated with a specific class, etc. would be considered part of Direct Instruction.  If an instructor has other duties not associated with instruction, then that part of the salary should come from a different line item.

Q4. What is the difference between the 45% rule and the 51% rule?

At least 45% of the funding stream total (except State Performance) must be spent on Direct Instruction. At least 51% of the cost of a particular class must come from Adult Education funding in order for the provider to generate (claim all of the instructional units) off of that class.  For example, if 51% of the instructional cost of a class is funded by Adult Education funds, then the students in the class can be assigned to Adult Education. If less than 51% of the instructional cost of a class is funded by Adult Education funds, then no students in the class can be assigned to Adult Education for generation purposes.

Q5. Where should photocopies be charged that instructors make for student use?

These should be charged to the Direct Instruction line, Supplies and Materials object of your budget.

Q6. What line in the budget should we use to charge transportation cost for the IACEA awareness day?

As with all costs, the purpose of the activity will determine where the costs will be charged. If staff are attending the IACEA Awareness day, then the cost of transportation should be charged to the administrative line as this is an administrative activity. If, however, students are attending and the program has spent time in the classroom discussing the process of government with these students visiting with their legislative leaders or visiting other historical sites in Springfield, then the trip could be classified as an instructional field trip with costs being charged to the Direct Instruction line in the budget.

Q7. Would staff who are funded partly by ICCB Federal Basic and partly through EL/Civics need to complete the time distribution sheets?

Programs are required to keep a time distribution sheet for staff that are funded with two or more funding sources or who are funded out of one funding source’s multiple line items.

Q8. How can my program go about requesting our Federal Funds?

Within your executed grant agreement and in the Adult Education Provider Manual, there are instructions and deadlines on how to request Federal funds. It is critical that you request the Federal Funds by the required deadline.

Q9. Can you clarify the supplemental charges that programs are allowed to charge students?

Students may not be charged for instructional costs including the cost of instructional materials. Any provider using State Basic and/or State Performance funds may supplement the cost of offering ASE classes using a $6.00 fee per student per unit of instruction with a cap of no more than $30 per semester per student.  (Students receiving public aid under the Illinois Public Aid Code cannot be assessed this fee.) An accounting of all fees collected must be maintained for each fiscal year. Additionally, an accounting of how the collected fees were used to provide services to ASE students must also be maintained. The fees collected during a fiscal year must be spent during that same fiscal year. All records dealing with a fee charge are subject to monitoring and audit. (Illinois Policy)

Q10. How late can I turn in a budget modification?

Budget modifications are due prior to the expenditure of the modified fund(s) in question but no later than 30 days prior to the end of the grant period.

Q11. How do I do a budget modification?

Submit a signed Budget Modification form found in Appendix C of the Provider Manual along with a new signed post-allocation budget.  The modification form should detail what funds are being moved.

Q12. Does the GATA 10% reflect 10% of the total award or 10% of the line item?

The GATA 10% rule reflects a 10% increase or decrease of funds for the individual line item. (Grant Agreement, JCAR 7000.40)

Q13. Are “entertainment costs” allowable?

Entertainment costs include parties, snacks, prizes for perfect attendance, high test scores, etc.  These are not allowable. (EDGAR)

Q14. Are “gift cards” or other “cash gifts” given to students for attendance or as a reward allowable?

Gift cards are seen by the IRS as the same as a cash award and are not allowable to reward attendance. (EDGAR)

Q15. Are “advertising costs” allowable?

 Advertising must be for a specific program.  Advertising for the entity as a whole is not allowable.  Unallowable costs include any SWAG/promotional gifts (mugs, t-shirts, hats, bags, etc.). (EDGAR)

Q16. Are “convocation costs” allowable?

Convocation costs are not allowable. (EDGAR)

Q17. Are “certification testing fees” allowable?

Certification test fees are only allowable if the test is part of the class requirement. (EDGAR)

Q18. Can the program purchase uniforms for students?

Uniforms are allowable as supply expenses, however, supplies cannot be given to students to keep. Uniforms are the same as tools (wrenches, stethoscopes, thermometers, welding machines, etc.).  If uniforms are bought with grant funds, they must be maintained by the provider and must have proper safeguards to prevent theft, mistreatment, etc. (EDGAR)

Q19. What is the adult education grant policy on paying student tuition?

 Tuition cannot be used to pay for courses for somebody’s college (certificate, associate, bachelor’s degree).  That has never been allowable.  Tuition would be allowable IF, and only if, the course in question were being used as a substitute/equivalent for an ABE/ASE/ELA – approved course.  That could apply to any developmental courses the   college would offer.

Tuition can only be paid with State funds for pre-approved 1.2-level courses that are part of an ICAPS or that lead directly to an industry credential.

Q1. How should Spanish GED courses be classified?

Foreign language HSE (Spanish) instruction is designed for an adult who is literate in Spanish and who has sufficient education in that language to achieve a foreign language HSE credential. Native Language or Native Language literacy is not fundable. With the exception of foreign language HSE instruction, all other classes must be taught in English. All foreign language HSE classes must be associated with courses at the ASE level.

Federal funds cannot be used for foreign language HSE (Spanish) instruction. Foreign language ABE services are not an allowable activity.

Q2. Does an individual is 18 years old and his class has graduated need a separation?

No, separation documentation is not required if his class has graduated.

Q3. How does a program go about adding an additional site to its current program offerings?

The program needs to take this request to their Area Planning Council. The additional site must be approved by the APC, and an APC Change Form (located in the Appendices of the Provider Manual) should be sent in to the ICCB (Attn: Associate Director for Program Compliance).

Q4: Where are questions about DAISI located?

You can find updated information and DAIS-i frequently asked questions at https://www.iccb.org/daisi/faqs/.

Q5. How does a program go about changing one of the contact persons from Attachment 1 of the RFP?

Programs are responsible for ensuring that contact information as required in the ICCB application is current. Any personnel, email, phone number or address changes should be reported to the ICCB through a communication on institutional letter-head signed by the President/CEO. This information should be provided to the Associate Director for Program Compliance using the Provider Directory Update Form and should be submitted along with the letter detailing the changes identified.

Q6. What is the limit on units for vocational students?

AEFL funds can provide no more than 12 units (180 enrollment hours) of instruction over the lifetime of a students’ enrollment.

Q7. Does PCS/CIP (course code identifiers) refer only to community colleges?

All courses offered by any provider must be identified with an appropriate PCS and CIP code as detailed in the Provider Manual.

Q8. Does a student between 16 and 18 years of age need to show effort of obtaining high school separation documentation?

A high school separation form or proof of an attempt to obtain verification of separation isn’t required for those students who are seeking ESL services and have not previously been enrolled in a U.S. school. However, any student receiving ABE/ASE services should have either a high school separation form or proof that an attempt to get that information was made. That verification of separation should be done with the school in which they would be currently enrolled if they were attending school. Therefore, you may ask the student to obtain documentation from the local school district or Regional Office of Education in their area of residence that indicates they are (1) not currently enrolled in school and (2) not required to be enrolled in school in the local school district. Sometimes the student doesn’t know what school they would be attending without first going to the school district (case in point, Springfield Public Schools which has three public high schools).

Q9. When post-testing for ABE/GED, are both reading and math testing required?

The NRS Math assessment is only required for students who are in a Math Only class and will only receive Math instruction during the year. However, if a student is enrolled in any classes that are not classified as Math Only, an NRS Reading pre-test is mandatory.

Students must be post-tested in the area in which progress is being measured. If a student receives both a math and reading assessment, progress will be measured based on the assessment reflecting the lowest EFL. Thus, if a student is tested in both math and reading, and their math score reflects a lower EFL, the student must be post-tested in math. If both the reading and math assessments reflect the same EFL, progress will be measured using the assessment with the lowest scale score. If the both the reading and math assessments reflect the same EFL and scale score (which is extremely rare), progress will be measured using the reading assessment.

Local programs may choose to post-test with both NRS Reading and NRS Math for additional documentation to verify student progress, but this is a local decision.

Q10. How long must ICCB adult education files be kept?

All records must be maintained for at least 5 years (Administrative and Student) and be readily accessible. If an audit is in progress at the end of the fifth year, records must be maintained until the audit is complete.

Q1. Are there any specific directions for developing a Professional Development Plan, or is a plan developed from program specific needs?

The Professional Development Plan should be tailored to the program’s needs. ICCB states that the number one priority of a plan should be local professional development activities that reflect state priorities as well as program and individual staff needs.

Q2. Are there a minimum number of hours required for the New Teacher Orientation?

All new instructors are required to complete ICCB New Teacher Orientation (NTO) within six months of hire and within the fiscal year the online NTO was started. NTO does not count towards the 12 hour minimum for professional development. Programs may create a local NTO; however, it may not supersede completion of the ICCB New Teacher Orientation. Contact your PDN for more information.

Q3. Is the new teacher orientation an orientation to the hiring institution or to Adult Education?

New Teacher Orientation is an orientation to Adult Education. Any orientation to the hiring institution would be handled separately. Programs, however, may choose to combine these orientations as appropriate.

It is the responsibility of the local Program Administrator to ensure that each newly hired instructor completes the ICCB NTO. A copy of the Certificate of Completion should be placed in the instructor’s program file.

Q4. If the teacher is coming from another Adult Ed institution will he need to complete another orientation at the new hiring institution?

Instructors who move between programs are not required to take the ICCB NTO if they have documentation that they have completed NTO within the last five years. However, the program may require additional professional development and specific orientation training for their local program.

Instructors employed by more than one program need only complete NTO once. All programs employing the instructor must maintain documentation of completion of NTO.  It is preferred that new instructors complete the core training components as a pre-service activity.

Q5. What is the process for sending employees to out-of-state professional development events?

Programs must meet in-state and out-of-state travel requirements. Professional development is essential in ensuring that staff has access to high quality training. In-state and out-of-state travel related to Adult Education is permissible with both state and federal resources. It is important that a program has a well-developed process for determining who will attend professional development activities at the national, state, regional and local level. Program administrators must ensure that the budget will support travel costs.

International travel with Adult Education and Literacy funds (partial or full) requires prior approval from the Illinois Community College Board Adult Education Division. Requests for approval should be sent to the Associate Director for Program Compliance. The travel must be adult education related. A letter detailing the travel location, the reason for the travel, the dates of the travel, and the approximate costs should be submitted to the ICCB for approval.

Q1. When should students be separated, and how should they be coded?

If a student separates from the program, it should be correctly coded in DAISI. Per NRS guidelines, follow-up goal outcomes are only measured for students that are separated from the program. According to the federal NRS for Adult Education, students should be coded as separating when:

• Instruction ends and the student indicates that he/she will not be returning
• The learner terminates
• A student has not received instruction for 90 calendar days and is not scheduled to receive further instruction.

Q2. What is the 120 day rule?

 Programs may elect to use an assessment from the previous fiscal year for placement in the new fiscal year if that assessment was administered within 120 days of the student’s enrollment in the new fiscal year.

Q3. Why are there sometimes significant differences between the Program Status Report’s unduplicated students by instructional level vs. the educational functioning level?

The Program Status Report is always more inclusive. It includes all students with 7.5 attendance hours. The Performance Report is more restrictive. Students must have attended 12 hours; and Vocational, Foreign GED, and Citizenship Only students are not included unless they have been ‘optionally’ tested with the English language TABE.

Q4. Do programs still have to pre-test by the third class day?

Pre-testing with an ICCB approved standardized assessment must be conducted by either the third class meeting for a fixed-entry class or by the student’s third class period in an open-entry class to establish a baseline for student progress. Detailed information regarding assessment and appropriate testing waivers resulting from COVID-19 or other national/state emergencies can be found in Assessment (Section 6) of the Provider Manual.

A Temporary Testing Waiver form can be found here.