If an institution offers accelerated developmental education options, which allow students to complete coursework in a shorter time period, programs are encouraged to consider them for their students. Initial research shows that students in accelerated programs are more likely to succeed in college than students enrolled in traditional developmental courses. These models have the potential to save students time and money by accelerating their progression out of developmental courses sequences and into credit-bearing college courses. In addition to advancing a student’s progression into college-level work, initial research also suggests that accelerated programs more accurately represent college-level classes due to the more challenging level of coursework. When considering a student for placement, the program should use all relevant and appropriate information so that the student will be ready, upon completion of the program, for enrollment in credit-bearing courses. The Department requires programs to ask each student, in a neutral manner, to provide his/her social security number and to sign a release of information form for the purpose of outcome follow up. Programs are required to maintain a minimum enrollment of 15 students per semester, no less than 12 of whom are former (or current) -funded adult education students, as verified by a unique identification number (formerly SMARTT ID). Enrollment is defined as participation in the required Transition course (i.e., College for Success). Enrollment is verified by attendance in the Massachusetts adult education data system through participation in the required course. Grant recipients are required where appropriate to collaborate with programs similar to Transition Programs (e.g., TRIO) to reciprocate services and resources. Enrollment in a Transition Program is also an option for students currently enrolled in ESE-funded programs as long as the following criteria have been met: Students have an identified goal of attending postsecondary education; Students’ academic levels, as determined by ACCUPLACER score results, are appropriate for enrollment in the Transition Program; Students can maintain an ongoing commitment to an increased amount of instruction; and The programs’ class schedules do not conflict. This dual enrollment option exists as an accelerated alternative for some students, and is something on which staff from both the Transition program and the ABE program should collaborate to ensure the continued support for and success of the students.
allowable for federal grants. Additionally, state funded grants do not allow grant charges that occur under similar circumstances. (FTE) Programs must base calculations on the grantee agency's written definition. The is based on the college's definition of full-time employment or the may be calculated by dividing the employee’s paid hours/year by the number of annual hours that the college defines as "full time," i.e., (actual paid hours/week) x (paid weeks/year)/ college definition of full time hours/week) x (52 weeks). (PD) There are many PD resources for Transition Programs: the Massachusetts Professional Development System, , , and Ongoing PD is highly recommended for Transition Programs. Programs must send one representative from the program to the annual AE Directors’ Meeting and required Transitions meetings. Administrative Requirements and Accountability By law, adult education grants are issued on a competitive basis in the first year of a multi-year funding cycle, and on a continuation basis subject to performance and allocation of funds in subsequent years. Competitive grants are open to applicants that meet eligibility criteria listed in the Request for Proposals (RFP) and approved by the Commissioner of Education based on an assessment of their merits. Applicants propose a program design and budget based primarily on the costs of classes. Through the grant review and funding process, all, some, or none of the proposed services may be recommended for funding. Upon approval of grant recommendations, the grant award becomes the applicant's contract with the state; this contract is renewable in each year of the funding cycle. In each subsequent year during the funding cycle, grantees again submit a program design for approval. The Department supports adjustments in the program design in order to remain responsive to changes in the community and to meet students’ needs. If student needs change during the funding cycle, then the program is encouraged to adjust the previous year's program design accordingly with prior approval. Grant funds may not be used to pay for expenses that have been paid for by other local, state, Federal, or private awards. Programs must have effective accounting systems in place to track expenditures including responsibility for monitoring subcontracts and ensuring that all grant funds are expended as articulated in the Memorandum of Agreement (MOA) between partners. Grantees must maintain separate and auditable records for each project for which the grantee receives funds; time and attendance records must support payrolls; and time distribution