CAEP
Three-Year Plan

Produced: May 19, 2025, 03:15 PM UTC - By Thomas Lamica

Details

Consortium Information

In this section, information about the consortium, its primary and fiscal contacts, and CAEP funds received is auto-populated in NOVA.

As this information is auto-populated from your consortium's landing page in NOVA, make sure the information there is up-to-date, especially the Primary and Fiscal Contacts. This will ensure the correct information is auto-populated properly into the three-year plan.

Consortium Name:
01 Allan Hancock and Lompoc Unified Adult Education Consortium
Address:
800 S. College Dr. | Santa Maria, CA | 93454
Website:
https://www.hancockcollege.edu/caep/
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$2,103,613
CAEP Funds 2024-25:
$2,053,707
CAEP Funds 2023-24:
$2,031,963

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactwebber.elaine@lusd.orgPrincipal(805) 742-3100
Fiscal Contacthernandez.angelica@lusd.orgDirector, Fiscal Services(805) 742-3190 ext: 3191
Fiscal Contactabraham.gonzalez@hancockcollege.eduGrant Accountant(805) 922-6966 ext: 3842
Fiscal Contactlaura.becker@hancockcollege.eduDirector, Business Services(805) 922-6966 ext: 3268
Fiscal Contactdanaavila@hancockcollege.eduAdmin. Asst. III(805) 922-6966 ext: 3242
Primary Contactalicia.paniagua@hancockcollege.edu

Members

Auto-populated

Member AgencyMember TypeContactPhone
Allan Hancock Joint CCDDistrictThomas Lamica(616) 238-3990
Lompoc UnifiedUnified School DistrictLompoc Adult School and Career Center Elaine Webber(805) 742-3100

Executive Summary

The CAEP Allan Hancock and Lompoc Unified Adult Education Consortium includes Allan Hancock College and Lompoc Adult School and Career Center, collaborating to improve adult education services in Northern Santa Barbara County. The consortium focuses on transitions to postsecondary education and the workforce, addressing diverse learner needs and promoting lifelong learning.

Allan Hancock College serves 7,720 noncredit students annually with basic skills education, high school equivalency programs, ESL classes, and CTE programs. It also provides counseling, tutoring, and job placement, making it the region’s largest adult education provider. Lompoc Adult School and Career Center serves over 1,000 learners annually with high school diploma classes, ESL, citizenship courses, and career training, offering job search and resume support as the sole comprehensive provider in its community.

The consortium’s Three-Year Plan involves representatives, staff, students, employers, and stakeholders, addressing regional needs like low literacy, limited English proficiency, and poverty, with spending across staffing, materials, technology, professional development, and facilities. 

Three-Year Plan Metrics: English Learners and All Learners were selected.

Objectives and strategies include the following: Ongoing data meetings to improve student gains. Transition Data Review & Planning Team meetings to improve transitions. Personal Learning Plans to improve persistence. 

Outcomes: 

Short-Term Outcomes:  By the end of the first quarter, 100% of instructional and support staff will participate in initial data review meetings, identifying actionable strategies to enhance learning gains. Additionally, by October 1, 2025, quarterly Transition Team meetings will be in place to review data, address gaps, and recommend improvements to student services aimed at increasing postsecondary and employment transitions. Furthermore, by the end of the second quarter, 90% of participating students will have completed Personalized Learning Plans (PLPs) outlining their academic and career goals.

Intermediate Outcomes:  Within one year, student skill attainment levels will improve by 15%, as demonstrated by post-assessment results. By June 30, 2026, persistence rates for students with PLPs will increase by 20%, and by June 30, 2028, enhanced student support services will lead to a 5% annual increase in transition rates to postsecondary education and employment compared to the prior year.

Long-Term Outcomes:  Over the next three years, 50% of students who completed their PLPs will successfully transition to employment or higher education programs. Sustained improvements in transition rates will result in a 30% increase in program completion rates among adult learners over three years. By June 30, 2030, partnerships with transition-focused organizations—including community groups, secondary institutions, and employers—will grow by 25%, with an annual increase of 5%.

Summary of Funds Evaluation

The Allan Hancock and Lompoc Unified Adult Education Consortium (AHLUEC) is funded through the California Adult Education Program (CAEP), with allocations distributed between AHC and LASCC using a longstanding formula. No changes to allocation percentages are anticipated over the next three years. Both agencies have carryover funds due to staffing shortages and delays in obtaining materials needed for program expansion. Member agencies have received technical assistance and submitted plans to effective reduce carryover.

CAEP funds will support a variety of programs, including ABE/ASE, GED, Career Readiness/Training/Certification, ESL/Citizenship, and services for Adults with Disabilities. The consortium will focus on increasing enrollment, enhancing outcomes, and promoting student persistence to achieve program goals. Neither agency reports additional resources outside of NOVA.

By leveraging CAEP funding alongside supplementary resources like WIOA II, AHLUEC aims to effectively implement the Three-Year-Plan. This approach will ensure that adult education services in North Santa Barbara County address community needs and contribute to regional economic development. The consortium’s planned strategies and resource management will foster sustained growth and positive impacts for learners.

Assessment

The consortium assessed educational needs, regional alignment, and current levels and types of education and workforce services in a variety of ways.

Pre-planning assessment included reviewing the current three-year plan and the multiple data indicators included in that plan. These data sources provided a diverse lens to assess the consortium region, including growth sectors and career pathways with viable living wages.

Current indicators were collected from sources including the following: Workforce Development Board 2021-2025 Local Plan, Santa Barbara County Association of Governments (SBCAG) Regional Growth Forecast 2050 Santa Barbara County, BW Research Covid-19 Impact Report for Santa Barbara County, University of California Santa Barbara Impact Project 2021, U.S. Census Bureau Reports, Employment Development Department Projections, CAEP Online Reporting Tool.

The Consortium conducted workshop events, following the regular, quarterly consortium, to involve community members, staff, partner agencies, and employers. Additionally, the consortium members conducted in-person and online surveys for stakeholders such as staff, students, and local employers. Barriers faced in collecting data include the typical challenge of encouraging stakeholders to participate in the process.

Data from the above sources were compiled for review and helped build a comprehensive view to inform the Consortium of the regional need.

What type of representatives make up your assessment planning board members?

Which of the following data sources were referenced and contributed to the consortium's understanding of needs, current levels and types of services, and gaps?

To identify and assess the needs of adults served by the Allan Hancock and Lompoc Unified Adult Education Consortium, a comprehensive data collection process was undertaken. This process began with a pre-planning assessment, which involved reviewing the current three-year plan and analyzing multiple data indicators included in that plan. These indicators provided a diverse perspective on the consortium region, highlighting growth sectors and career pathways that offer viable living wages.

Data Collection Process:

  1. Review of Existing Plans and Reports: The consortium examined various sources to gather current indicators. These sources included:

    • Workforce Development Board 2021-2025 Local Plan
    • Santa Barbara County Association of Governments (SBCAG) Regional Growth Forecast 2050
    • BW Research Covid-19 Impact Report for Santa Barbara County
    • University of California Santa Barbara Impact Project 2021
    • U.S. Census Bureau Reports
    • Employment Development Department Projections
    • CAEP Online Reporting Tool
  2. Community Engagement: The consortium conducted workshop events following their regular quarterly meetings. These workshops involved community members, staff, partner agencies, and employers to gather diverse input.

  3. Surveys: In-person and online surveys were distributed to stakeholders, including staff, students, and local employers, to collect their insights and feedback.

Barriers in Data Collection:

  • Stakeholder Participation: One of the main challenges faced was encouraging stakeholders to actively participate in the data collection process. This is a common issue in such initiatives, as it can be difficult to engage a wide range of participants consistently.

Successes in Data Collection and Analysis:

  • Comprehensive Data Compilation: Despite the challenges, the consortium successfully compiled data from various sources. This comprehensive data collection helped build a detailed and informed view of the regional needs.
  • Diverse Perspectives: The inclusion of multiple data sources and stakeholder inputs provided a well-rounded understanding of the region’s growth sectors and career pathways, ensuring that the consortium’s plans are aligned with the actual needs of the community.

By leveraging these data collection methods and overcoming participation barriers, the consortium was able to create a robust assessment of the needs of adults in the region, guiding their future initiatives and plans.

Regional Alignment and Priorities

Provide the names and types of the regional partner organizations that your consortium works with to ensure programs offered align with regional needs. *

Click Add Partner Organization, search for the organization’s name, and select it. If the organization is not listed, click Create a new one in the modal, enter the Partner Organization Name, and select the Partner Organization Type.

Partner Organization NamePartner Organization Type
Workforce DevelopmentBoardIndustry
Goodwill IndustriesOther
Lompoc UnifiedUnified School District
CommUnifyCommunity Organization
Econ AlliancePhilanthropic Organization
Chamber of CommerceBusiness
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

What are the top priorities in relation to regional alignment?

Member agencies Lompoc Adult School and Allan Hancock College participated in developing these plans and, in addition to collaborating with agency representatives, utilized multiple relevant education and workforce plans guiding services in the region. The California Adult Education Program (CAEP) Three-Year Plan outlines strategies for adult education and workforce services, focusing on addressing barriers and meeting regional needs. The Workforce Innovation and Opportunity Act (WIOA) Plans include both Title I Local and Regional Plans and Title II Continuous Improvement Plans, which aim to enhance workforce development and education services. The services provided by CAEP align with WIOA Title I and II plans by offering comprehensive career services, training services, and support services. This includes job search assistance, occupational skills training, and on-the-job training opportunities, which are designed to enhance workforce development and education services2. The Perkins Local Applications focus on career and technical education, ensuring that programs meet the needs of students and the local economy. CAEP-supported career and technical education programs at Lompoc Adult School and Allan Hancock College are designed to meet the needs of students and the local economy. These programs ensure that students gain the skills required for high-demand jobs, aligning with the goals of the Perkins Local Applications3. Strong Workforce Program Plans aim to improve the quality and availability of career technical education in California1. Both institutions participate in the Strong Workforce Program, which aims to improve the quality and availability of career technical education in California. Their programs are designed to enhance the skills of the local workforce, supporting economic growth and meeting the needs of employers.

Santa Barbara County Workforce Development Board (SBCWDB) Initiative plans develop innovative workforce strategies to support economic vitality across the county. The innovative workforce strategies developed by the consortium are supported by the programs at Lompoc Adult School and Allan Hancock College. These institutions collaborate with the SBCWDB to ensure their services contribute to the economic vitality of the county by providing relevant training and education.

Potential Gaps in Alignment across CAEP and these other plans may include the following:

Service Integration Gaps: There may be inconsistencies in how services are integrated across different providers, leading to potential duplication of efforts or missed opportunities for collaboration. Resource Allocation Gaps: Ensuring that resources are allocated efficiently to meet the diverse needs of adult learners and job seekers can be challenging. There may be gaps in funding or support for certain programs, which can limit the effectiveness of services. Data Sharing and Tracking Gaps: Effective data sharing and tracking mechanisms are essential for monitoring progress and outcomes. Gaps in these areas can hinder the ability to measure the impact of services and make informed decisions for future planning. Alignment with Regional Needs Gaps: While CAEP and other plans aim to address regional needs, there may be gaps in how well these needs are identified and addressed. This can result in services that do not fully align with the specific demands of the local economy and workforce. Collaboration and Communication Gaps: There may be gaps in collaboration and communication between different agencies and stakeholders involved in adult education and workforce services. This can lead to a lack of coordinated efforts and missed opportunities for leveraging resources and expertise.

Identifying and addressing these gaps is crucial for improving the alignment and effectiveness of adult education and workforce services across CAEP and other regional plans.

The educational needs of adults in North Santa Barbara County are diverse and significant. Key Data Points and Percentages include the following:

  • High School Diploma/Equivalency Needs: Approximately 15% of adults in North Santa Barbara County lack a high school diploma or equivalent.
  • English as a Second Language (ESL): Around 25% of the adult population in the region are non-native English speakers who require ESL services with about 25% of the population speaking English “less than very well”.
  • Career Technical Education (CTE): About 30% of adults in the region need career technical education to gain skills for high-demand jobs in sectors such as healthcare, technology, and trades.
  • Older Adult Education:  Nearly 20% of the adult population are older adults who require upskilling or reskilling to remain competitive in the workforce.
  • Digital Literacy: Approximately 35% of adults lack essential digital literacy skills.

  • Implications for Prioritization and Resource Allocation
  • High School Diploma/Equivalency Programs: Prioritizing these programs can help improve employment prospects for adults without a high school diploma or equivalent.
  • ESL Programs: Allocating resources to ESL services is crucial for the non-native English speakers to improve their language skills and better integrate into the workforce.
  • Career Technical Education (CTE): Investing in CTE programs is essential for adults needing skills for high-demand jobs, supporting local economic growth.
  • Older Adult Education: Focusing on upskilling and reskilling programs for older adults can help them remain competitive in the job market.
  • Digital Literacy: Addressing the digital literacy gap for adults lacking these skills is vital for their participation in the modern workforce and daily life.

By addressing these key data points, the consortium can effectively prioritize adult education services and allocate resources to areas that will have the most significant impact on the community.

Please identify the categories of needs of your region.

Not Entered
What challenges does your region face that impact the programs you have previously or are currently offering?

Not Entered
Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Allan Hancock Community College Faculty Community college faculty Provided data
Lompoc Adult School and Career Center Bargaining unit of the school districts and community college districts Participated in planning meetings
Lompoc Adult School And Career Center Staff Principal Participated in planning meetings
Allan Hancock Community College Administrator Participated in planning meetings

Regional Service Providers

For each Consortium Member service provider, enter the number of Participants in each program area.

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
*Allan Hancock Joint CCDMember Representative

24

3,252

327

0

0

2,131

0

989

0

6723
*Lompoc UnifiedMember Representative

303

261

0

100

0

168

0

125

201

1158
Total Participants 327 3513 327 100 0 2299 0 1114 201 7881
* Consortium Member required to input number of Participants

For each service provider added, check the box in the program areas where services are provided.

No Service Providers for this consortium.

What industries do you currently serve/plan to serve in the future?

Not Entered

Overall, the existing levels and types of services provided by Allan Hancock College (AHC) and Lompoc Adult School (LASCC) address many of the educational needs in the region. The consortium offers education and services across the seven program areas defined by the California Adult Education Program (CAEP):

AHC and LASCC both provide extensive noncredit/adult education classes in Adult Basic Education/HSE, Noncredit ESL, Citizenship, Career Readiness/Certifications, and Adults with Disabilities.

Lompoc Adult School and Career Center (LASCC) offers a range of programs, including ABE/High School Diploma classes, ESL/Citizenship, career certification, and work readiness programs.

The existing levels and types of services offered by the consortium address many of the educational needs identified earlier and include the following assessments/gaps:

High School Diploma and Equivalency Programs: The consortium provides robust Adult Basic Education and Adult Secondary Education programs throughout the region, addressing the need for high school diploma equivalency and high school diploma. Addressing gaps could include increasing flexible scheduling and online options to accommodate working adults.

English as a Second Language (ESL) Programs: The extensive ESL offerings at member agencies help meet the needs of adults with limited English proficiency, from lowest levels of ability to advanced/Citizenship and include career training elements for all learners. Addressing gaps could include increasing offerings of language learning with vocational training that could enhance these programs and make them better serve students and the community.

Job Training and Career Technical Education (CTE): The consortium offers a variety of CTE programs, particularly in healthcare and other high-demand fields such as truck driving. Addressing gaps could include expanding CTE programming opportunities to support additional career pathways in the region.

Programs for Adults with Disabilities: AHC provides programming and services for adults with disabilities while LASCC provides services through connection with Department of Rehabilitation. Addressing gaps could include expanding partnerships to help identify additional programming opportunities and ensure that they are available and accessible to all who need them.

Workforce Preparation: The consortium’s workforce preparation services, including computer skills and related classes and services such as job search assistance and career counseling, are comprehensive and include relevant career certifications as well as robust support and transition offerings. Addressing gaps could include enhancing partnerships with local employers to provide more on-the-job training and apprenticeship opportunities could improve outcomes.

Conclusion: Overall, the Allan Hancock and Lompoc Unified Adult Education Consortium offers a wide range of education and workforce services that address many of the region’s needs. However, there are opportunities to expand and enhance these services to better meet the evolving demands of the local economy and adult learners.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

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 SetMetric DescriptionConsortium Level Metric Actuals Consortium Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllReportable Individuals (200AE) 6,546 7,401

6,686

6,819

6,955

Student BarriersEnglish 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (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.

Enter each of the Percent of Available Funds Spent as percentages for each year
Member% of Available Funds SpentMember Level Targets
2022-232023-242024-252025-262026-272027-28
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

Select the strategies that your consortium is using to improve 1) integration of services and 2) transitions to post-secondary education and the workforce
  1. Utilizing Data

  2. Providing Professional Development

  3. Identifying Best Practices

  4. Offering Flexible Courses and Services

Not Entered

Not Entered

Objective #3: Improve Effectiveness of Services

Select the programmatic strategies that your consortium is using to improve effectiveness of services:

Not Entered

Select the operational strategies that your consortium is using to improve effectiveness of services:

Not Entered

Not Entered

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:

    1. Development of a structured data review protocol.

    2. Creation of accessible dashboards for monitoring learning gains and outcomes.

    3. Implementation of data-informed strategies to enhance instruction and support services.

    4. Periodic reports documenting progress and areas for improvement.

This activity supports achieving the following CAEP objectives:

  1. Improving Program Effectiveness: The analysis of learning data ensures programs are better aligned to student needs, leading to measurable improvements.

  2. Promoting Equity and Accessibility: Disaggregating data by demographic groups helps address disparities and ensures underserved populations receive targeted support.

  3. 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.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

If the activities are accomplished within three to five years, short-term outcomes will be achieved through systematic implementation and support. Clear frameworks for PLPs and data review processes, along with staff training, will ensure consistency and effectiveness. Personalized learning plans and data-driven decision-making will address individual learner needs and enable timely interventions. Regular data reviews will help identify trends and improve program delivery. Collaborative efforts among consortium members and partners will strengthen strategies and ensure alignment with workforce and community needs. These actions will lead to improved engagement, skill attainment, and retention within the first year, setting a strong foundation for future outcomes. 

 If the activities are accomplished within three to five years, intermediate outcomes will be achieved by continuously refining strategies based on data insights. The use of PLPs and regular data reviews will help educators address learner needs, implement tailored interventions, and monitor progress effectively. Improved program delivery and resource allocation will result from analyzing trends in retention, skill gains, and completion rates. Collaboration with consortium members and partners will ensure alignment with community and workforce needs, amplifying the impact of these strategies. These efforts will lead to measurable improvements in student skill attainment, retention, and transitions to employment or further education within one year. 

If the activities are accomplished within three to five years, long-term outcomes will be achieved by establishing sustainable, data-informed practices that continuously support adult learner success. Regular data review meetings will refine strategies to address evolving student needs, while the use of PLPs will ensure personalized educational pathways are maintained. Improved resource allocation and program delivery, informed by data trends, will create a framework for ongoing improvement. Collaboration with workforce and community partners will strengthen transitions to employment and further education. These efforts will result in a consistent increase in skill attainment, retention, and program completion rates, ensuring long-term success 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 PositionResponsible MemberProposed Completion Date
AHC DeanAllan Hancock Joint CCD06/30/2028
PrincipalLompoc Unified06/30/2028

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

  1. Comprehensive Data Reports: Detailed analysis of transition data, highlighting key trends and areas for improvement.
  2. Action Plans: Strategic plans outlining specific actions to address identified gaps and enhance transitions.
  3. Progress Reports: Regular updates on the implementation of action plans and progress towards goals.
  4. Stakeholder Engagement: Documentation of meetings and feedback from stakeholders to ensure continuous improvement.

Contribution to CAEP Objectives

  1. 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.
  2. 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.
  3. 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.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

The short-term outcome of establishing quarterly meetings by October 1, 2025, will be achieved through clear planning, collaboration, and a structured timeline. By identifying key stakeholders early, such as the Transition Team, and providing training on data review protocols, meetings can be launched effectively. Regular analysis of data will enable the team to pinpoint gaps and implement actionable recommendations. Clear roles and responsibilities, along with support from consortium members, will ensure consistency. Early successes, like initial recommendations to improve student services, will reinforce the process and foster ongoing commitment to improving postsecondary and employment transitions. This foundation paves the way for sustained progress over three to five years. 

The intermediate outcome of increasing transition rates to postsecondary education and employment by 5% annually through June 30, 2028, will be achieved if activities are effectively implemented over three to five years. Quarterly data review meetings will identify gaps and recommend enhancements to support services, while PLPs will address individual student needs and establish clear academic and career pathways. Tailored interventions informed by data will increase student persistence and readiness for transitions. Collaboration with workforce and educational partners will align services with evolving community needs. These efforts will result in steady improvements in transitions, meeting the 5% annual increase target. 

If the activities are accomplished within three to five years, the long-term outcome of increasing partnerships by 25% by June 30, 2030, will be achieved through consistent collaboration and capacity-building. Quarterly data reviews will identify opportunities to strengthen connections with current partners and establish new ones aligned with student needs. Enhanced support services and increased transition rates will demonstrate program effectiveness, attracting more partners such as community organizations, secondary institutions, and employers. These relationships will grow annually by 5%, fueled by shared success in meeting workforce and educational goals, ensuring sustained progress. 

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
AHC DeanAllan Hancock Joint CCD06/30/2028
PrincipalLompoc Unified06/30/2028

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:

  1. Development and adoption of a standardized PLP framework.

  2. Training sessions for staff on effective implementation and monitoring of PLPs.

  3. Creation of digital tools to track student progress.

  4. Quarterly evaluation reports on persistence rates and student feedback.

Alignment with CAEP Objectives:  This activity will directly support achieving the following CAEP objectives:

  1. Ensuring Equity and Accessibility: PLPs provide personalized learning experiences that address the unique needs of adult learners, reducing barriers to educational success.

  2. Improving Program Effectiveness: By focusing on individual student goals and outcomes, PLPs enhance retention and completion rates, demonstrating measurable program improvement.

  3. 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.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

The short-term goal of 90% of participating students completing PLPs by the end of the second quarter will be achieved through structured implementation and collaboration. Educators and advisors will engage with students early to assess their needs and create tailored PLPs. Staff training will ensure the effective use of tools and strategies for plan development. Regular check-ins and monitoring will keep progress on track, while clear timelines and milestones will ensure accountability. By prioritizing personalized support and leveraging available resources, this goal will be met within the designated timeframe. 

The intermediate goal of a 20% increase in persistence rates for students with PLPs by June 30, 2026, will be achieved through consistent implementation and monitoring. PLPs will provide clear academic and career pathways, increasing student engagement and commitment. Regular data review meetings will assess attendance and progression, enabling timely interventions to address barriers. Educators and advisors will offer personalized support to sustain student progress, while collaboration with community partners will align resources to student needs. These efforts will ensure measurable improvements in persistence rates over time. 

The long-term goal of 50% of students with completed PLPs transitioning to employment or higher education within three years will be achieved through sustained implementation of personalized plans and targeted support. PLPs will provide clear academic and career pathways, fostering persistence and readiness. Ongoing data review meetings will monitor progress, identify barriers, and refine strategies to enhance transitions. Collaboration with workforce partners and higher education institutions will ensure alignment with real-world opportunities. These efforts will build student confidence and readiness, driving successful transitions and meeting the long-term goal. 

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
AHC DeanAllan Hancock Joint CCD06/30/2028
PrincipalLompoc Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Allan Hancock Joint CCD $3,801,564Certified
Lompoc Unified $1,461,707Certified
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

Approved by Thomas Lamica

05/19/2025 08:15 AM PDT

Lompoc Unified - Member Representative

Approved by Lompoc Adult School and Career Center Elaine Webber

05/16/2025 01:52 PM PDT