The resources available to the East Side Union High School District Adult Education Program are various. The funds that are received from the state through revenue limit allocation comprise more than 77% of the revenue side of the total budget. If funds from categorical grants are excluded, this percentage rises to 95%. Because the program has been in a continuous growth mode since its inception in 1988, the revenue limit allocation has increased every year. Revenue limit allocation is a product of two factors: the revenue limit set by the state and the program’s ability to reach its CAP.

CAP is the limit placed on the amount of ADA that the program can claim. CAP is usually adjusted annually by a statutory 2.5%. The program has exceeded its CAP in fourteen of the fifteen years since 1988. Therefore, nearly 100% of available revenue has been claimed from the state during that period. For the 2002-2003 school year the program’s revenue limit was $ 2,242.28 and the CAP was set at 2,811. These factors generated a basic allocation of $6,304,117.45. It should be noted that even though the CAP was 2,811, the program generated 3,116 ADA in the school year 2002-2003.

The program also receives a grant from the federal government through the Workforce Investment Act/Adult Education and Family Literacy (WIA). The amount of the grant varies from year to year depending on how students perform in reaching certain benchmarks as measured by the grant parameters. A small grant also comes from the Carl Perkins Vocational and Technology Education Act. Other sources of income include an EL Civics grant, a supplementary technology grant from WIA, lottery money, CalWORKs ADA, and Liaison program, Community Education tuition, rental fees from outside agencies, revenue from snack and drink machines, and some scholarship donations. These non-revenue limit income sources have generated approximately $1.7 million dollars.

Over 87% of the budget is expended on salaries and benefits for classified, certificated, and administrative staff. The remaining portion is allocated to categories designed to assist in the efficient and equitable delivery of the instructional program. Grant money is used to supplement the instructional program through the purchase of books, adding/upgrading technology, software purchases, funds for resource teachers, supplies for teachers, and any other appropriate materials that will assist the staff in their delivery of the instructional program. Over $12,000 was dedicated for staff development through the program’s WIA grant in 2002-03. Some limited funds were also allocated for conferences.

The budget development process begins in late February. The Director develops a preliminary budget in concert with the district’s business office. This budget is then shared with the administrative/leadership team. A preliminary budget is sent to the Board for review in April/May. Adjustments are made, if necessary, to the preliminary budget based on the input from the members of the team. Salaries and benefits are projected by computer software program (QSS) based on current assignments, possible pay increases, and percentages assigned to benefits. The 4000 and 6000 accounts are also projected based on previous year’s expenses and adjusted for projected income. Once the final budget is submitted to the Board of Trustees and approved (June), the finalized product is then given to the Account Analyst for input into QSS. Adjustments to the budget are also made based on unforeseen expenses and/or income that arises after the budget process is completed.

The current economic condition of the state of California has had its effect on the program’s budget. The specter of possible mid-year cuts still hangs heavy over the current budget allocations. A final copy of the budget is then shared with the certificated bargaining unit at their request. Funds are allocated to budget categories (4000, 5000, and 6000 accounts) and not to specific departments or programs. As needs arise at the department or program level, funds are allocated to cover the costs. Requests for funds are generally made by staff through the department chairs and coordinators, discussed with, and approved by the administrator in charge of the program, and forwarded to the Director for final confirmation.

The East Side Union High School District undergoes an annual audit. As part of that process, the Adult Education Program is included. Any recommendations or suggestions made by the auditor are implemented into the program’s procedures to insure that practices are in accordance with any and all federal, state, and local regulations.

Standard accounting procedures are used throughout the Adult Education Program. Once the budget is established, expenses are encumbered against funds allocated to the various account categories. Requests for Purchase Orders (RPO’s) are generated within departments at the sites, sent for signature to the administrator responsible for the account, and then submitted to the Director of Adult Education for additional approval and signature. The RPO is then forwarded to the Education Center, where an additional signature is required from the Director of Purchasing. Then a purchase order (PO) is created and the funds are encumbered from the account listed on the RPO. The complete purchasing process requires four signatures: the requisitioner, the department head, the administrator authorized to expend the funds, and, finally, the Director of Purchasing. Copies of the PO are sent to the vendor, the requisitioner, the authorized administrator, and the accounts payable department for proper verification and follow-through.

The majority of the classes in the program are held on two sites: the Independence Adult Center (IAC) and the Overfelt Adult Center (OAC). Additional class sites are made available at over 44 sites, some through partnerships with various community agencies. The San Jose Community and Senior Centers, local day care facilities, convalescent, psychiatric, and residential sites, and local schools are all examples of this use of community resources. Respondents to the student survey rated these facilities highly.

The Independence Adult Center located at 625 Educational Park Drive is a combination of relatively new construction (five years) and four portable facilities. Over 95% of the classes at the IAC site are held in the new facility. This new facility is comprised of 17 regular classrooms, four computer labs, one science classroom, student and staff restroom facilities, a bookroom, a resource center, a student lounge, an assessment center, and a department chair office. The portable buildings house the administrative offices, the Study at Home Program, the support staff, a large classroom instruction area, and a regular classroom. There is also a portable restroom facility.

The Overfelt Adult Center is located at 1901 Cunningham Avenue. This facility primarily houses ESL classes entirely in portables. There are 13 classrooms, one computer lab, restroom facilities, a resource center, a student lounge and administrative offices.

All classrooms in both facilities are wired for technology and internet access. All classrooms have televisions, VCR’s, pull-down screens, bookcases, teacher and student desks, phone, and filing cabinets. Overhead projectors are available to all staff that may request one. DVD technology is currently being investigated for future implementation.

These facilities are maintained by a contingent of four custodians (3.625 FTE) and one gardener (1.0 FTE). The campuses are safe and well maintained. In the student survey, 91.1% of the respondents indicated that the facilities "Always" or "Often" provided the "necessary facilities and resources for learning." The student survey also indicated the respondents’ satisfaction with "Safety" (93.7%) and being "well-lit" (97.4%). A contracted company is employed to assist with site security. The survey showed some concerns that the respondents had for lack of adequate parking.

The procedures for acquiring and maintaining adequate instructional supplies and materials are designed to fully assist the instructor in his/her delivery of the instructional program. Instructors are encouraged to make textbook recommendations to their department chair. The department chair in turn will discuss the selection with the Principal in charge of the program. When an agreement is reached, the textbooks are ordered with the approval of the Director and made available to the students in the bookroom (at IAC) or on-site at the various locations. It should be noted that principals, department chairs, and instructors also attend book fairs and discuss new textbooks with various vendors as part of the selection process. Inclusion of the state frameworks in all new textbooks is an important element in the textbook selection process.

Given that technology offers instructors the opportunity to transfer knowledge using innovative and exciting techniques, technology-based instruction is encouraged and fostered. The student survey indicated that 61.1% of respondents use a computer daily or frequently. Also, 54% of the respondents indicated that computers assisted them in their learning. Two technology coordinators and computer lab aides assist instructors and students with the implementation of technology-based instruction. Eighty-six percent (86%) of the students who use the computer labs find the computer lab staff "helpful." Some of the software packages/programs currently being used in the classrooms/labs include: PLATO, Rosetta Stone (levels I, II, and III), Focus on Grammar, Computer Curriculum Corporation, Live Action English Interactive, Type to Learn, Oxford Picture Dictionary Interactive, Excel, Photoshop, and Microsoft Word. Through partnerships with off-site locations, students have access to computers in a site computer lab setting at additional sites or through placement of adult education computers at various other locations.

Selection of software packages and programs follows a path similar to the textbook selection process. However, major software purchases, such as PLATO, go through a more rigorous process. This could include visitations to facilities where the program is currently operating, discussions with current users, and on-site demonstrations and trial period testing of the product in the classroom.

The hiring process for teaching staff begins with the proper advertising and posting of available positions at various district locations and external agencies. As part of this process, an ad is placed in the Schedule of Classes, which is distributed throughout the district, requesting anyone interested in teaching in adult education to contact the program. The program also receives updates from the area’s Local Educational Agency (LEA), which provides updated lists of newly credentialed teachers. All instructional staff hired must be properly credentialed and qualified.

Prior to any interview process with site administration, candidates must complete all necessary paper work at the district office. Proof of necessary credentials and preparation must be presented at this time. All candidates must go through a Lifescan fingerprint screening and clearance by the Department of Justice prior to being allowed into the classroom environment. Additionally, all candidates must pass a tuberculosis screening.

During the interview process, a candidate’s qualifications in the given subject area are considered and discussed. Background checks of the candidate’s resume are also part of the interview/hiring process. After a teacher is hired, he/she will undergo district orientation, meet with the department chair, and receive a teacher handbook to use as resource for future inquiries. A similar process is followed in the hiring of classified staff.

It is the intent of the leadership team of the East Side Adult Education Program to create a safe, caring, and nurturing educational environment for both students and staff. An "open door" policy of communication adhered to by members of the leadership team is indicative of this environment, as is the professional approach the team takes to its responsibilities. The team’s relationship to all staff is one of collegiality. If the staff members are treated with respect and a professional attitude, they will in turn treat clients with the same respect and professional demeanor.

The governing board and the school administration execute responsible resource planning for the future of the institution. With 87% of the budget directly related to staff salaries and benefits, it is imperative that these elements of the budget be the priority in any budget-planning scenario. Because the budget resources are so heavily encumbered by staff costs, the local administration must discuss and adopt a master schedule that meets the academic needs of the community and is fiscally responsible. The Principals working in concert with their department chairs and resource teachers develop a master schedule that is designed to meet the needs of the diverse student population. The Principals then present the master schedule to the Director, who reviews it to determine its fiscal and educational plausibility. Adjustments, if necessary, are made to the master schedule in discussions between the Principals and the Director before it is finalized.

As alluded to earlier, the program has been in a continuous growth mode over the past fifteen (15) years. While the program certainly benefits from "word of mouth" exposure, it is also marketed through various other mechanisms. The student survey indicated that over 31% of the respondents heard of adult education from a friend. The other most effective method of the program’s marketing strategies is the publishing and dissemination of the Schedule of Classes. The Schedule of Classes is now published three times a year (reduced from four issues) and is mailed to over 185,000 households and made available to the public at over 35 locations throughout the district. It is also available on line at aenet.esuhsd.org. Twenty-one percent (21%) of respondents indicated that they first heard of the program through receiving/reading the Schedule of Classes.

Other means of marketing programs are done through agency contacts, use of the

school marquee, daily bulletins at district school sites, ads in local newspapers, community agency newsletters, local area newspapers, and flyers distributed by hand in the community. The Program is also advertised and disseminated through the various networking activities of individual members of the staff. Even with all of these efforts, there are still members of the community who are only now learning about the Adult Education Program.

Growth has been a two-edged sword for the program over the past few years. Community needs and expectations far exceed the program’s ability to deliver a product to all who request it. Many of the programs/classes currently have waiting lists. The program has exceeded its CAP in fourteen (14) of the past fifteen (15) years. In the 2002-2003 school year, the program exceeded CAP by 311 ADA. Since excess CAP is not funded by the state, this excess CAP was funded from the program’s general allocation. While the Program aspires to meet all the community’s educational needs, it is limited, by both fiscal and facility resources, to do so.

The downturn in the state’s economy, which currently limits growth and COLA, will continue to effect any long range planning for program expansion. In fact, the Program is more in the position to cut programs and to limit access in order to keep the budget balanced. The Independence and Overfelt facilities are at capacity during both morning and evening sessions. IAC is also at full capacity on Saturdays. Even if the program had the financial resources, it would be hard-pressed to service more students without drastically increasing class sizes.

However, even given the limitations of finances and current facilities, the Program continues to plan for the future:

The Adult Education Program is an independently financed operation distinct from the general operation budget of the East Side Union High School District. The program cannot be funded in any way by the district. In actual fact, the program is a funding source for the district through the district’s implementation of "indirect costs." In the school year 2002-03, the program paid the district $262,142.45 for these costs from its operating budget.

Through various professional and governmental agencies, the site administration communicates its needs to the community and to the legislature and/or governing agencies that have an effect on the institution. Through membership and participating in organizations such as ACSA (Association of California Administrators), CCAE (California Council for Adult Education), CAEAA (California Adult Education Administrators’ Association), and SVA (Silicon Valley Alliance), members of the program are active participants in an ongoing process to seek support for adult education programs, both locally and statewide. Staff membership on committees such as the Strategic Aging Master Plan Committee, the Senior Citizen Commission of San Jose, and the Mayor’s Commission on Aging give the program the opportunity to be active participants in the decision making process.

Through networking with these agencies, the program is kept apprised of legislation and/or initiatives that may have an effect on the program. Such awareness offers site administration the opportunity to contact legislators or agencies via letter writing, telephoning, or e-mails encouraging support or non-support on issues/legislation that may have an impact upon the program.