CAEP Three-Year Plan: 2022-23 03 Barstow Area Consortium for Adult Education
Status: Certified
California Adult Education Program
03 Barstow Area Consortium for Adult Education: Certified
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
* Mandatory for all consortia
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Number of Adults Served (AE 200 - Overall) | 441 | 539 | 100 | 105 | 110 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 106 | 121 | 30 | 3 | 40 | |
Student Barriers | Low Income (AE 310 - Overall) | 308 | 371 | 50 | 55 | 60 |
Member Level Metric Targets
* Mandatory for all members
Baker Valley Unified (Reported by Baker Valley Unified School District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 12 | 11 | 10 | 15 | 20 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 1 | 3 | 5 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 5 | 10 | 15 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 5 | 10 | 15 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 5 | 10 | 15 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 5 | 10 | 15 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 5 | 10 | 15 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 5 | 10 | 15 |
Barstow CCD (Reported by Barstow District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 55 | 112 | 5 | 10 | 15 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 5 | 10 | 15 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 5 | 10 | 15 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 5 | 10 | 15 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 20 | 16 | 5 | 10 | 15 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 5 | 10 | 15 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 5 | 10 | 15 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 5 | 10 | 15 |
Barstow Unified (Reported by Barstow Unified School District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 163 | 120 | 5 | 10 | 15 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 24 | 5 | 10 | 15 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 10 | 5 | 10 | 15 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 20 | 5 | 10 | 15 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 15 | 33 | 5 | 10 | 15 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 |
Silver Valley Unified (Reported by Silver Valley Unified School District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 51 | 71 | 5 | 10 | 15 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 5 | 10 | 15 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 3 | 5 | 7 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 5 | 10 | 15 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 1 | 5 | 7 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 14 | 5 | 10 | 15 | ||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 1 | 5 | 7 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 3 | 5 | 7 |
Member Spending Targets
Member | Percent of 2019-20 Available Funds Spent | Percent of 2020-21 Available Funds Spent | Percent of 2021-22 Available Funds Spent | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|
Baker Valley Unified | 100% | 100% | 41% | 60% | 60% | 60% |
Barstow CCD | 100% | 100% | 17% | 60% | 60% | 60% |
Barstow Unified | 100% | 62% | 0% | 60% | 60% | 60% |
Silver Valley Unified | 100% | 61% | 0% | 60% | 60% | 60% |
Objectives
Address Educational Needs
Description of Objective
BACAE member districts will continue to work together to address the gaps in service and support, and leverage resources across member agencies and partners. This effort will be mindful of the challenges brought about by the pandemic and ensure equity for all student groups.
Address Educational Needs
BACAE will continue/develop/support the following areas to address educational needs:
- Enhance collaboration and transparency among Consortium Members
- Develop a strong campaign to reach underserved student groups
- Bring awareness of AE programs to new employers and community agencies to build partnerships
- Canvas the community to seek speakers of other languages that can benefit from AE programs and bring about support services in their language to increase enrollment
- Establish a referral process across district members to increase student participation/retention and decrease barriers students are facing
- Continue to promote and support the new GED preparation in Spanish
- The college will continue to provide Adult Basic Educations services to military members and dependents at Fort Irwin.
Gaps in Service
BACAE will engage in the following to address gaps in service:
- Continue to hold monthly board meetings to discuss developing issues
- Facilitate quarterly data talks by reviewing student outcomes data (DIRs)
- District members will improve data collection understanding and protocols
- Have quarterly reviews of fiscal reporting data in NOVA
- Better understand the correlation of MIS and AE student reporting
- Hold quarterly AE informational meetings for potential Spanish-speaking students
- Create/increase student incentives, awards, certificates, and formal recognition
- District members to establish methods to systematically encourage and monitor student persistence and progress for retention
- Continue to regularly participate in SBC Consortia meetings
- Be informed and participate in partnership of the labor market with the San Bernardino County Workforce Development Board
- Continue a marketing campaign to increase awareness of adult education offerings and be recognized as a key resource in the community.
- Continue outreach efforts to help recover enrollment losses in all program areas due to the pandemic
- Continue to provide Digital Literacy at all AE sites
- Expand service hours to include evenings, Saturdays, and summers
Leveraging Resources
BACAE will leverage the resources in our region by engaging in the following activities:
- BCC to provide workshops at adult schools to help with transition and dual enrollment
- Continue partnership with SBC Probation to provide workforce skills to formerly incarcerated
- Continue to employ transitional counselors to support adult learners with educational plans
- Develop additional CTE Non-Credit short-term training (CDCP) programs that meet regional needs and lead to student employment and/or transition to for-credit CTE programs
- Continue to work with local chambers of commerce to work closely with businesses/employers in partnership with WDB/AJCC for student employment opportunities
- Build a partnership with VVTA (Victor Valley Transit Authority) to support students with transportation
Improve Integration of Services & Transitions
Integration of Services
- Develop printed material and conduct presentations to bring awareness of dual enrollment opportunities aligning AE schools and the college course offerings
- Continue to offer classes online, in-person, and in a hybrid format
- Offer Digital Literacy/Technology Loan Program/IT Support
- Tutoring/Homework Support
- ESL Student Success Center
- Bring awareness on how to access the local bus transit system free of cost
- Make available a list of local childcare providers and similar resources
- Develop AE student encouragement team for all sites
- Recognize new US Citizens to promote the Citizenship classes
Transitions into Postsecondary Education and the Workforce
- Increase student transitions from AE to postsecondary/workforce
- Improve communication and build relationships with AE staff/students across consortium
- Develop a more effective tracking system for student transitions to college/workforce
- BCC to provide workshops at adult schools to help with transition and dual enrollment
- Schedule quarterly college programs of study presentations at the AE schools
- Hold quarterly college AE presentations in Spanish
- Invite AE students/staff to take college campus tours with guest speakers
- Promote CTE non-credit courses/certificates
- Promote Innovation & Entrepreneur Center/Makerspace non-credit courses
- Schedule outreach to invite AE students to meet with a transitional counselor
- Continue to have a bilingual transitional counselor on staff
- Conduct consortium-wide workforce re-entry workshops
- Promote college job counselor services, job fairs, and other employment opportunities
Improve Effectiveness of Services
To improve the Effectiveness of Services of the BACAE, district members will engage in the following:
- Continuing Professional Development in all CAEP program areas and best-practice instruction for adult learners
- Streamline Data Collection: Ensure CASAS data is accurately recorded; track students taking CTE non-credit courses, attending workshops, and completing certificates, to be included in the data
- Continue to work with Target Technical Assistance (TTA) Coach
- Conduct ongoing and exit student surveys to better assess needs, such as a more effective class schedule, delivery modality, and other services, courses/programs needed
- Hold monthly working group meetings to keep staff informed of CAEP developments, be in alignment with consortium goals and outcomes, conduct Data Talks (review of DIRs), and collaborate for continuous improvement planning
Activities & Outcomes
1.1 Increase Student EFL Gains
Objective that Applies to this Activity
Address Educational Needs
1.1 Increase Student EFL Gains in ABE/ASE/HSD/HSE/ESL
A. Administer CASAS Testing for these programs of study
B. Conduct Quarterly Data Reviews
All Member Districts will engage in ongoing CASAS training on Goals tests and TOPSPro for K12 Adult Schools and MIS training for College resulting in cleaner data submissions and data driven instructional practices.
This activity aligns with AB104 Objectives of Seamless Transitions and the CAEP state Priorities of Program Evaluation, Learner Transition, Leadership, and Program Development/Curriculum/Classroom
~ Create CASAS Testing Calendar
~ Hold Quarterly Data Reviews with district team members
~ Conduct student goal setting with CASAS testing
~ Refer students to supports services and learning needs to improve student outcomes
~ Schedule student contact to give students report on their progress and encourage them to continue with specific focus
~ Attend CASAS Summer Institute and CASAS online trainings
~ Submit DIR data each quarter to TOPSpro
~ Attend ongoing data trainings to meet state and federal data reporting requirements.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
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1.2 Develop New CTE Non-Credit Certificates
Objective that Applies to this Activity
Address Educational Needs
1.2 Develop New CTE Non-Credit Certificates
A. Baker Valley USD - Hospitality
B. Barstow USD - Food Services & Tourism
D. Silver Valley - Ed-2-Go CTE Certificates
C. Barstow CCD - New CTE Non-Credit short-term trainings (CDCP0 programs
- Innovation & Entrepreneurship
- Makerspace
- Allied Health
CTE courses will be validated per Ed. Code SEC. 100 Section 84906
~ District Members will review progress of the new CTE non-credit certificates at the monthly board meetings to support the continued development to completion.
~ Ongoing evaluation of community needs, program outcomes, and student performance data.
~ Once new CTE non-credit certificates are completed and offered to students; monitor and support student program completion.
~ Ongoing evaluation of community needs, program outcomes and student performance data
~ 10% increase of student completion of CTE non-credit certificates
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
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1.3 Develop IET/ESL VESL Courses
Objective that Applies to this Activity
Address Educational Needs
A. College and K12 adult schools will develop contextualized ESL courses (VESL)
B. College will develop IET with current CTE non-credit courses
~ District Members will review progress of developing contextualized ESL VESL and IET courses at the monthly board meetings to support the continued development to completion.
~ Ongoing evaluation of community needs, program outcomes, and student performance data.
~ Once new IET/VESL ESL courses are completed and offered to students; monitor and support student program completion.
~ Ongoing evaluation of community needs, program outcomes and student performance data
~ 10% increase of student completion of ESL VES course courses
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
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1.4 Extend Offerings to Hard-to-Reach Groups
Objective that Applies to this Activity
Address Educational Needs
Extend Offerings to Hard-to-Reach Groups
A. Formerly Incarcerated
B. Housing Insecure/Homeless
C. Domestic Violence Victims
D. Unemployed/Displaced Workers
E. Single Mothers
F. Disabled
G. Military Veterans
H. Isolated Newcomers to the Community
~ Working group to create an outreach strategy plan to communicate offerings to the Hard-to-Reach populations
~ Conduct an outreach campaign that targets the Hard-to-Reach student groups
~ Convene working group meeting to evaluate and determine outcomes of outreach strategy plan
~ Ongoing evaluation of community needs, program outcomes and student performance data
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
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2.1 Establish Cohesive AE Programs
Objective that Applies to this Activity
Improve Integration of Services & Transitions
2.1 Establish Cohesive AE Programs
Develop a shared understanding of the expectations of the programs, and how they will transition into pathway to the community college.
A. Link courses across programs
B. Increase Transition Counseling
- Educational Plans
- Career Counseling
C. Create a Referral Process
D. Develop a Transitions Tracking System
- Count Students Across Programs
~ Convene an annual stakeholder meeting to evaluate current programs and determine best programs of study to offer
~ Work with faculty and Academic Senate to facilitate approval of programs of study.
~ Continuously evaluate programs of study and adjust as needed.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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2.2 Integrate WDB/AJCC Services with BACAE Program
Objective that Applies to this Activity
Improve Integration of Services & Transitions
2.2 Integrate WDB/AJCC Services with BACAE Program
Member Districts will infuse employability skills needed to entry to the workforce by:
A. Create Workforce Re-Entry Workshops
B. Develop Job Counselor Services & Other Employment Services
~ Hire workforce re-entry workshop trainers (English and Spanish)
~ Partner with WBD/AJCC to procure a job counselor for AE students
~ Seek other employment services for the AE students
~ Develop student tracking system to log their employment interviews, promotions or hiring
~ Review student participation data in these activities to track student success outcomes and needs to improve
~ Ongoing evaluation of community needs, program outcomes, and student performance data
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
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2.3 Improve Access to Programs & Support Services
Objective that Applies to this Activity
Improve Integration of Services & Transitions
A. Expand Service Hours
B. Provide Tutoring/Homework Support
C. Increase Bilingual Support Staff
D. Establish ESL Student Success Center
E. Promote Dual Enrollment Opportunities
F. Offer Off-Site Services
~ Develop a guide that includes all support services and resources offered by each district member
~ Collaborate with staff to ensure all student services are shared with adult ed. students
~ Review student services on an annual basis to check for the success of the delivery of services and the possible need to modify or add services.
~ Continue to engage all stakeholders and adjust Consortium direction as needed
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
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2.4 Provide Flexible Instruction Modalities
Objective that Applies to this Activity
Improve Integration of Services & Transitions
2.4 Provide Flexible Instruction Modalities
A. In-Person, Distance Learning, Hyflex
B. Acquire Transcription, Translation and Closed Caption Services
C. Provide Staff Professional Development in the new instruction modalities
~ Conduct student orientation and onboarding when a student enrolls for adult ed.
~ Conduct student surveys to ensure we receive feedback of what is functioning well or what new needs are in place
~ Review of student feedback and the success rates of student retention and completion of programs.
~ Evaluate the effectiveness of the different instruction modalities
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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2.5 Provide Access to Technology
Objective that Applies to this Activity
Improve Integration of Services & Transitions
2.5 Provide Access to Technology
Implement consistent Distance Learning policies across all Member Districts for all programs of study
A. Offer Technology Loan Program & IT Support
B. Provide Digital Literacy in English and Spanish
~ Attend professional development trainings for Distance Learning implementation
~ Understand each district policy on student technology loan programs
~ Schedule and promote Digital Literacy trainings in English and Spanish
~ Implement standardized Distance Learning and technology loan program policies and procedures
~ Review to check the effects of Digital Literacy and Technology loan program on enrollments numbers across all Members Districts
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
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2.6 Leverage of Local Resources
Objective that Applies to this Activity
Improve Integration of Services & Transitions
2.6 Leverage of Local Resources
A. Develop Partnership with Local Transportation System (VVTA)
B. Make a List of Local Childcare Providers/Options
~ Compile a list of local community resources and services to use as a referral guide with points-of-contacts
~ Conduct a meeting with VVTA to find how the services can better meet the student needs
~ Work with local childcare providers to seek evening care hours
~ Hold partnerships with agreements to leverage resources to improve the AE student outcomes and decrease the student barriers
~ Evaluate the outcomes of the partnerships and determine if the mutual support impacts AE student retention and the completion of programs.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
Responsible person(s)
Name |
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3.1 Implement a Collective Impact Model Consortium
Objective that Applies to this Activity
Improve Effectiveness of Services
3.1 Implement a Collective Impact Model
A. Implement the 2022-2025 3-Year Plan
B. Create Annual Plans
C. Hold Monthly BACAE Board Meetings
D. Schedule Consortium Quarterly Working Group Collaborations
~ Hold regular scheduled, monthly BACAE Board meetings in accordance with Brown Act
~ Develop and Implement Annual Plans in accordance with Ed. Code
~ Add services and courses based on regional needs.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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3.2 BACAE Members Professional Development
Objective that Applies to this Activity
Improve Effectiveness of Services
3.2 BACAE District Members Professional Development
Develop a shared understanding of goals and desired outcomes to implement programs across all Member Districts through ongoing professional development
A. Attend Conference - Regional, State, and National CAEP Professional Development
B. Offer Internal Professional Development
C. CASAS Training & Certification
D. Learn the functions of COMIS (Chancellor's Office)
~ Attend local, regional state, and national conferences. Share learnings with the working groups.
~ Develop annual plans that include professional development for administrators, classified, teachers and faculty.
~ Ongoing evaluation of staff confidence in understanding student data outcomes and how to improve results
~Additional professional development in new areas and become aligned across the consortium
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
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3.3 Improve Data Collection & Analysis
Objective that Applies to this Activity
Improve Effectiveness of Services
3.3 Improve Data Collection & Analysis
All Member Districts will participate in ongoing trainings in CASAS/TOPSPro Enterprise and MIS training at the college level resulting in cleaner data submissions and data driven instructional practices
A. Conduct Data Reviews
B. Create Data Action Plans
C. Improve Student Tracking
D. Fiscal Reporting Data in NOVA
E. Professional Data in Data Systems
~ Improve data collection by conducting data review
~ Submit accurate data to CAEP every quarter
~ Participate in ongoing trainings to continue to enhance the quality and accuracy of student data
~ Ongoing evaluation of program outcomes and student performance data
~ Attend ongoing data trainings to meet state and federal data reporting requirements
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
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3.4 Cultivate Community Engagement
Objective that Applies to this Activity
Improve Effectiveness of Services
3.4 Cultivate Community Engagement
A. Build Partnerships with Community Organizations & Employers
B. Include Chambers of Commerce
C. Participate in Community Events
~ List all community organizations and the dates of their regular meeting times to send an Adult Ed. representative to attend
~ Work closely with the Chamber of Commerce to connect with employers and learn hiring practices and needs
~ Calendar community events to conduct outreach to be widely seen and connect with potential students
~ Immediately follow-up with potential adult ed. students that expressed interest in one of the AE programs.
~ Review turnout at events by number of students that enrolled a
~ Review the outcomes of cultivating community engagement
~ Ongoing evaluation of community needs
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
Responsible person(s)
Name |
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3.5 Marketing & Outreach for Increased Enrollment
Objective that Applies to this Activity
Improve Effectiveness of Services
3.5 Marketing and Outreach for Increased Enrollment
Expand and improve outreach and marketing to target student groups.
A. Promote Career Pathways
B. Conduct College Program Presentations
C. Host College Tours
D. Hold AE Presentations in Spanish
E. Promote CTE Non-credit offerings
F. Produce Student Success Stories
G. Maintain Website & Social Media Updated
~ Increase social media presence
~ Enhance print marketing campaigns
~ Develop ongoing radio PSAs
~ Measure the effectiveness of the marketing and Outreach by reviewing sign-in sheets, and asking callers/walk-ins how they heard about AE services
~ Review the effectiveness of the marketing campaigns and outreach activities
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
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3.6 Create School Events/Recognitions
Objective that Applies to this Activity
Improve Effectiveness of Services
3.6 Create School Events/Recognitions
A. Recognize New US Citizens
B. Recognize Student Achievement
~ Promote the Citizenship classes
~ Offer workshops for interested applicants to understand the process of becoming a US Citizen
~ Celebrate and promote the achievement of AE students becoming US Citizens
~ Measure the effectiveness of the events and student recognitions by reviewing student feedback and achievements.
~ Continue to develop ways to uplift the AE student for the effort they are investing to complete their educational goals
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
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3.7 Cultivate Student Engagement
Objective that Applies to this Activity
Improve Effectiveness of Services
3.7 Cultivate Student Engagement
A. Create a Student On-Boarding Process
B. Recruit and Train AE Mentors
C. Develop Peer Support Peer Groups
D. Surveys & Feedback
~ Develop forms on how to recognize AE student progress to encourage completion and motivate others to have a "Yes, we can" spirit as they complete their goals
~ Develop Peer Support Group methods so classmates can motivate classmates as they navigate their goals
~ Provide an ESL Student Success Center to provide an outlet for ESL to connect with other ESL students, collaborate and become aware of other resources and services the college offers.
~ Measure the effectiveness of the student engagement by reviewing student feedback and success stories
~ Continue to develop ways to uplift the AE student for the effort they are investing to complete their educational goals
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Baker Valley Unified | $54,543 | Certified |
Barstow CCD | $314,622 | Certified |
Barstow Unified | $468,532 | Certified |
Silver Valley Unified | $224,985 | Certified |
Totals | $1,062,682 | 4/4 Certified |
The Barstow Area Consortium for Adult Education BACAE board will meet on a monthly basis to discuss fiscal allocations and quarterly expenses. At this time, the only funding source for Adult Ed. is from CAEP. However, we are building partnerships and are finding ways to "braid" multiple funding sources. Efforts will be made to ensure that all AE populations are served with attention to those that are underserved and underrepresented. There is a priority to fund basic skills, ASE and ESL, as well as providing skills for adult ed. students to re-enter the workforce. CTE offerings is of crucial importance for this consortium. In particular, the need for the Innovation and Entrepreneurship Center with a Makerspace that will provide other outlets for students that are interested in starting their own small business or develop skills in the design field. The Covid pandemic, closure of the military basis, the interruption of the chain supply, and a drastic change in personnel, set our work back, but the demand is present and we are moving forward. With our CAEP allocations, will continue to fund: faculty stipends, teacher pay, curriculum development, support staff (administration, clerical, data tech, and transitional counselors), professional experts, data software, technology, equipment, professional development, conferences, and outreach & marketing.
Certification
Baker Valley Unified - Member Representative
Cecil Edwards - Superintendent
- cecil_edwards@baker.k12.ca.us
- (760) 733-4567 ext: 201
Barstow CCD - Member Representative
Eva Bagg - Superintendent-President
- ebagg@barstow.edu
- (760) 252-2411
Elena Rivera - Director
- erivera@barstow.edu
- (760) 252-2411 ext: 6703
Barstow Unified - Member Representative
Scott Godfrey - scott_godfrey@busdk12.com
- (760) 255-6021
Deanna Dibble - deanna_dibble@busdk12.com
Michelle Colleoc - Lead Barstow Adult School
- michelle_colleoc@busdk12.com
- (760) 255-1872
Silver Valley Unified - Member Representative
Jeff Youskievicz - jyouskievicz@svusdk12.net
- (760) 254-2916
Brice Scott Silver Valley Unified Adult Education Center - Principal
- bscott@svusdk12.net
- (760) 486-5397