Produced: May 19, 2025, 03:15 PM UTC - By Thomas Lamica
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
| Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Reportable Individuals (200AE) | 6,546 | 7,401 | 6,686 | 6,819 | 6,955 | |
| Student Barriers | English Language Learner (149AE) | 2,597 | 3,034 | 2,642 | 2,694 | 2,747 | |
Member Level Metric Targets
In this section, Member Level Actuals data from DataVista for the previous three years, including areas to input data for member level Targets for the upcoming three years are shown below.
The first row shows the required metric of Adults Served Who Became Participants. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Member Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Allan Hancock Joint CCD (Reported by Allan Hancock)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 5,543 | 6,022 | 6,322 | 6,600 | 6,900 | |
* Mandatory for all members
Lompoc Unified (Reported by Lompoc Unified Adult Education (LUSD))
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 497 | 582 | 1,200 | 1,300 | 1,400 | |
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
| Member | % of Available Funds Spent | Member Level Targets | ||||
|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
| Allan Hancock Joint CCD | 100% | 100% | 21% | 100% | 100% | 100% |
| Lompoc Unified | 100% | 98% | 0% | 100% | 100% | 100% |
Objectives
Objective #1: Address Educational Needs
Ongoing data review meetings to identify areas of improvement and to implement programmatic changes to improve student outcomes. Ongoing professional development to support staff growth with data review and improving student outcomes. Ongoing progress checks with students.
Objective #2: Improve Integration of Services & Transitions
Objective #3: Improve Effectiveness of Services
Activities & Outcomes
Objective #1: Address Educational Needs
Ongoing data meetings to improve student gains
The Allan Hancock and Lompoc Unified Adult Education consortium will enhance student learning gains by instituting ongoing data review meetings. These meetings aim to foster a culture of data-driven decision-making, enabling educators and administrators to refine strategies that directly improve student outcomes.
Activity Details:
Regularly scheduled data review meetings will be conducted to assess student learning progress, identify trends, and implement targeted interventions. These meetings will involve analyzing key metrics such as skill attainment, learning gains, and program completion rates, with a focus on continuous improvement.
Allan Hancock College and Lompoc Adult School consortium members, including administrators, educators, data specialists, and program coordinators, will lead these meetings. Additional insights and contributions may be provided by community partners, workforce development boards, and external evaluators.
Key deliverables:
Development of a structured data review protocol.
Creation of accessible dashboards for monitoring learning gains and outcomes.
Implementation of data-informed strategies to enhance instruction and support services.
Periodic reports documenting progress and areas for improvement.
This activity supports achieving the following CAEP objectives:
Improving Program Effectiveness: The analysis of learning data ensures programs are better aligned to student needs, leading to measurable improvements.
Promoting Equity and Accessibility: Disaggregating data by demographic groups helps address disparities and ensures underserved populations receive targeted support.
Strengthening Workforce Connections: Data-driven insights allow for better alignment of educational outcomes with workforce requirements.
SMART Outcomes:
Short-Term: By the end of the first quarter, 100% of instructional and support staff will participate in initial data review meetings, with actionable strategies identified for improving learning gains.
Intermediate: Within one year, student skill attainment levels will improve by 15%, as evidenced by post-assessment results.
Long-Term (optional): Over three years, the consortium will achieve a 30% increase in overall program completion rates among adult learners.
Impact on Serving All Learners: Through rigorous data analysis, the consortium will ensure equitable access and outcomes for all students. Particular emphasis will be placed on identifying and addressing the needs of marginalized and underrepresented learners, including English language learners, individuals with disabilities, and those from economically disadvantaged backgrounds. These efforts will create a more inclusive and supportive environment for adult learners.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| AHC Dean | Allan Hancock Joint CCD | 06/30/2028 |
| Principal | Lompoc Unified | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Transition Data Review & Planning Meetings
The activity involves conducting Transition Data Review & Planning Team meetings aimed at improving the integration of services and transitions for adult learners. These meetings will focus on analyzing transition data, identifying gaps, and planning strategies to enhance student transitions from adult education programs to postsecondary education, training, or employment.
Agencies or Individuals Involved
- Allan Hancock College: Adult Education Program Leadership, Staff/Faculty, and Transition Specialists.
- Lompoc Unified School District: Adult Education Leadership, Staff/Teachers, and Transition Specialists.
Key Deliverables
- Comprehensive Data Reports: Detailed analysis of transition data, highlighting key trends and areas for improvement.
- Action Plans: Strategic plans outlining specific actions to address identified gaps and enhance transitions.
- Progress Reports: Regular updates on the implementation of action plans and progress towards goals.
- Stakeholder Engagement: Documentation of meetings and feedback from stakeholders to ensure continuous improvement.
Contribution to CAEP Objectives
- Objective 1: Increase the number of adults served: By identifying and addressing barriers to transitions, the activity will help increase enrollment and retention in adult education programs.
- Objective 2: Improve the quality of services: The data-driven approach will ensure that services are tailored to meet the needs of adult learners, leading to better outcomes.
- Objective 3: Enhance transitions to postsecondary education and employment: The strategic planning will focus on creating clear pathways for students, improving their chances of successful transitions.
Contribution to Outcomes
- Short-term Outcomes: Quarterly meetings in place by October 1, 2025, for a Transition Team to review data, identify gaps, and recommend improvements to student services for improving/increasing postsecondary and employment transitions.
- Intermediate Outcomes: Through June 30, 2028, enhanced student support services will increase transition rates to postsecondary education and employment annually by 5% annually over prior year.
- Long-term Outcomes: Sustained improvements in transition rates will lead to a 25% increase in partnerships with transition partners such as community organizations, secondary institutions, and employers by June 30, 2030, with annual growth rate of 5% over prior year.
Addressing English Language Learner Student Barriers and Adult Education Metrics
The activity will specifically target barriers faced by English Language Learners (ELLs) by:
- Identifying ELL-specific challenges: Using data to pinpoint areas where ELLs face the most significant barriers.
- Tailoring support services: Developing targeted interventions to support ELLs in their transitions.
- Monitoring progress: Regularly tracking metrics related to ELL transitions and adjusting strategies as needed to ensure continuous improvement.
This comprehensive approach will help the consortium achieve its goals and improve outcomes for adult learners.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| AHC Dean | Allan Hancock Joint CCD | 06/30/2028 |
| Principal | Lompoc Unified | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Personal Learning Plans to Improve Persistence
The Allan Hancock and Lompoc Unified Adult Education consortium will implement Personal Learning Plans (PLPs) as a strategy to improve student persistence and overall effectiveness of services for adult learners. This initiative aims to provide tailored, student-centered educational pathways that meet diverse needs and goals.
The consortium will design, implement, and monitor individual PLPs for adult learners. These plans will outline academic goals, skill development objectives, and tailored support resources. Educators and advisors will collaborate with students to assess their needs, establish achievable milestones, and regularly evaluate progress.
This effort will be led collaboratively by the Allan Hancock College and Lompoc Unified Adult Education teams, including administrators, faculty, career advisors, and support staff. Partnerships with local workforce development boards, community-based organizations, and employers will also be integral to the process.
Key deliverables:
Development and adoption of a standardized PLP framework.
Training sessions for staff on effective implementation and monitoring of PLPs.
Creation of digital tools to track student progress.
Quarterly evaluation reports on persistence rates and student feedback.
Alignment with CAEP Objectives: This activity will directly support achieving the following CAEP objectives:
Ensuring Equity and Accessibility: PLPs provide personalized learning experiences that address the unique needs of adult learners, reducing barriers to educational success.
Improving Program Effectiveness: By focusing on individual student goals and outcomes, PLPs enhance retention and completion rates, demonstrating measurable program improvement.
Strengthening Workforce Connections: The integration of career-focused milestones in PLPs prepares students for seamless transitions into employment or further education.
SMART Outcomes:
Short-Term: By the end of the second quarter, 90% of participating students will have a completed PLP outlining academic and career goals.
Intermediate: By June 30, 2026, persistence rates for students with PLPs will increase by 20%, as measured by attendance and progression data.
Long-Term (optional): Over the next three years, 50% of students who completed their PLPs will transition successfully to employment or higher education programs.
Impact on Serving All Learners: The activity will address and achieve targets related to serving all learners by promoting inclusivity and equitable access to resources. PLPs will be designed to cater to a diverse population, including English language learners, individuals with disabilities, and low-income students. By focusing on personalized support and clear milestones, the consortium will ensure that all students have the tools and encouragement they need to succeed.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| AHC Dean | Allan Hancock Joint CCD | 06/30/2028 |
| Principal | Lompoc Unified | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
| Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
|---|---|---|
| Allan Hancock Joint CCD | $3,801,564 | Certified |
| Lompoc Unified | $1,461,707 | Certified |
| Totals | $5,263,271 | 2/2 Certified |
Overview of Fund Allocation (NOVA Program Area Reporting)
Total Funding and Allocation: The Allan Hancock and Lompoc Unified Adult Education Consortium (AHLUEC) receives significant funding from the California Adult Education Program (CAEP). This funding is allocated proportionally, according to a historically agreed-upon formula, to the two member agencies to support adult education programs over the next three years. No changes to the allocation percentages are anticipated.
Carryover Funds: Member agencies AHC and LASCC have maintained carryover funds due to staffing shortages and delays with obtaining materials to expand programs. Through Technical Assistance, member agencies have plans to effectively reduce the carryover funds.
Planned Allocation: AHC and LASCC plan to continue using CAEP Funds to support all CAEP program areas, including programs such as ABE/ASE, GED, Career Readiness/Training/Certification, and ESL/Citizenship, and Adults with Disabilities. The focus will be on increasing enrollment and improving program outcomes as well as persistence.
Neither AHC nor LASCC has Other Resources Not Reported into NOVA.
By leveraging CAEP and other funds, such as WIOA II, the consortium can effectively implement the Three-Year-Plan strategies and achieve the desired outcomes outlined in the plan. This comprehensive approach will ensure that adult education services in North Santa Barbara County are responsive to the needs of the community and contribute to the region’s economic growth.
Certification
Allan Hancock Joint CCD - Member Representative
Thomas Lamica - Interim Dean
- thomas.lamica@hancockcollege.edu
- (616) 238-3990
Dana Avila - Admin. Asst. III
- danaavila@hancockcollege.edu
- (805) 922-6966 ext: 3242
Alicia Paniagua - alicia.paniagua@hancockcollege.edu
Lompoc Unified - Member Representative
Lompoc Adult School and Career Center Elaine Webber - Principal
- webber.elaine@lusd.org
- (805) 742-3100
John Grelck IV - Budget Analyst
- grelck4.john@lusd.org
- (805) 742-3192