Practices with Promise Success Story
Submitted By: Paige Broglio, Lassen Community College
Mini Grant Applications for Allocations of AEBG funds
- Type of Practice: Consortium Organization
- Targeted Population: Adult Basic Education Students, Adult Secondary Education Students, Adults with Disabilities, CTE Student, English Language Learners, First-time Students, High School Diploma Students, High School Equivalency Students, Returning Students
- Program Area(s): Adult Basic & Secondary Education, Adults with Disabilities, English as a Second Language & Citizenship , Career Technical Education
- Consortia Involved:
LASSEN COUNTY AB86 CONSORTIUM: Big Valley Joint Unified School District, Fort Sage Unified School District, Lassen Community College District, Lassen Union High School District, Modoc Joint USD, Surprise Joint USD, Westwood Unified School District
In our rural community with limited resources for the adult learners it is a challenge to find programs that will meet their short-term academic goals. Adult learners in this regional area need high school diploma completion or equivalency and basic skills to enter the workforce, with training that focuses on employment skills.
Deciding which programs would receive the allocations from the Adult Education Block Grant funding was a challenge. And choosing the programs to fund that align with our consortium’s needs and regional area requests.
Develop a Mini Grant process for the grant allocations. We had heard of this type of allocation process that another college was going to use in our Far North meeting at the AEBG Summit in September.
Using sample applications, we adapted the criteria to meet our consortium’s needs, and created a mini grant application. Distributing this application at the consortium meeting for edits and approval from the consortium provided positive feedback.
There were twelve applicants that applied for the mini grants to the consortium. Each of the applicants was given the opportunity to present their mini grant and explain their proposal and program to the consortium at their December meeting. This practice of allowing the mini grant applicants to present before the consortium gave the opportunity for all to see the program outline of the applicant asking for funding.
The consortium chose a Mini Grant Review Committee of three school district superintendents and the grant coordinator to meet and review the applications. Having the review committee look in depth at their applications and budgets provided the superintendents the time to evaluate allowable expenditures and program outcomes.
Seven of the mini grants were selected for funding, with two combined as joint programs. These were presented to the consortium at their January meeting.
At the January consortium meeting a discussion was held on timelines, guidelines, and reporting requirements. These will be inserted in to the MOU that will be in place with each school district prior to receiving funding allocations. Member Districts receiving program funding will provide all necessary student data, expenditure documentation, and any AB104 information needed for the completion of mandated reports, performance measures, and program outcomes to the consortium.
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