CAEP
Annual Plan

Produced: Aug 16, 2024, 04:43 PM UTC - By Michael Esposito

03 Barstow Area Consortium for Adult Education
CONSORTIUM APPROVED

2024-25

Plans & Goals

Executive Summary

The Barstow Area Consortium for Adult Education (BACAE) is located in Southern California's Mojave High Desert. The region is in San Bernardino County, and it consists of four Member Districts: Baker Valley Unified School District (BV), Barstow Community College (BCC), Barstow Unified School District (BAS), and Silver Valley Unified School District (SV). BACAE holds Member Districts to a spirit of collaboration in all decision making. This annual plan serves as a foundational plan for the Consortium toward the realization of our collective vision and goals while maintaining alignment to the California Adult Education Program. With a renewed commitment to the CAEP initiative, this plan was developed in a spirit of collaboration and partnership. During the 2024-2025, BACAE will primarily address gaps in service, advancing the promoting of our adult education programs, as we have established momentum since returning in-person from the COVID-19 Pandemic, and focus on student support services to accelerate learning, retention and completion of programs. Our goal is to deliver essential programs and services in adult basic and secondary education, ESL/EL Civics, and career education/training to help adult learners cultivate the skills they need to live, work, and thrive in the Barstow area. Another area we are making significant headway is the increase in student transitions to college programs, training and employment. We continue to diligently focus on alleviating student barriers and needs for our adult ed. students, e.g. homelessness, food insecurity, and other social issues. With the collective impact as a strategy, all District Members are working collaboratively to build relationships with more community partners to leverage existing resources and together create additional support services. 

• All BACAE District Members have had an increase in enrollment and outcomes with the use of the online and in-person courses in our programs.

• BACAE Members have expanded marketing and outreach efforts.

• BACAE has established relationships with local industries/business community.

• BACAE District Members continue to have technology loan programs and IT support.

• District Members have increased the number of students participating in co-enrollment to help with transitions to Barstow Community College.

• BCC has increased the number of enrollment in the non-credit short-term trainings/courses (CDCP) that lead to certificates in Trades Technician, Digital Literacy, and Customer Service; there has been a significant Increased enrollment in the GED Preparation program (English and Spanish) with new support features for students to complete; an MOU continues to be in place for Career Technical Education/Workforce non-credit courses continue to be offered at the local San Bernardino County Probation Dept. for probationers and is being highlighted as a successful model for other Probation Dept. to follow; we have established weekly office hours for student mentorship/guidance with faculty advisor; CTE offers services of a job developer to assist our Adult Ed. students seeking employment.  We continue to offer Workforce Workshops to help students re-enter the workforce, and professional experts guide justice-involved students to connect with second-opportunity employers and refer them to record- expungement services to get dropped charges or misademeanors cleared to increase their employment opportunities.  

• BAS has had a significant increase in graduation rates; successfully conducted pre/post CASAS testing to all participating AE students; successful in retaining quality teachers; and continues to offer online instruction during the summer. A big highlight is their robust ESL program that continues to expand and this year there will be EL para-educators that will join the team to support the student learning.

• BV has created a facility dedicated to Adult Education with advanced technology, which includes increased access to academic programs. With new administration and staff in place, they will expand the number of participants in the ESL and HSD programs.   

• SV received full WASC Accreditation; Opened on-site Pearson Vue Testing Center; and continues to increase graduation rates.

Regional Planning Overview

The annual planning process came from the work taken in the three-year planning cycle. This included an intensive inquiry of the Barstow area community, involving stakeholders, an analysis of data collected from students, faculty, partners, as well as District Member plans and priorities developed that were shared during scheduled meetings. The BACAE District Members went through an extensive process in developing the Three-Year Plan where the consortium identified activities and measurable goals to increase success of AE programs. Collectively, members chose to focus on the most prevalent needs: enrollment; support to retain students until completion of their programs, then transition to the next educational goal/employment. Our students present significant challenges, barriers, such as unemployment, food/housing insecurity, mental health exigencies, language needs, and lack of access to technology tools and skills.  It is imperative that BACAE District Members provide wrap-around services to support students through our programs. We are still feeling the effects of the COVID-19 Pandemic, which has amplified demands in our community.  BACAE is committed to continuing to provide programs to support the adult learners in our community by actively promoting programs, expanding offerings and providing access to much needed educational and workforce services. 


Meeting Regional Needs

Regional Need #1

Gaps in Service / Regional Needs

One of the main concerns that will be addressed this academic year is the increased number of adult students with mental health and emotional health needs; support, guidance, and therapy for those students struggling with addiction, trauma, and domestic violence. Many students are unaware of local services and school resources they can seek to address their conditions, fears, anger, and anxiety.  As a consortium, we are committed to bring about awareness to the forefront and connecting the students with assistance.  A major gap that continues to be a challenge, is reaching student groups that are currently not being serviced, e.g. living in rural areas with no transportation or internet connectivity, physical or learning disabilities, new immigrants reluctant to trust with government organizations, single parents with childcare dilemmas, and with poverty struggling to make ends meet, increased number of community members that are justice-involved. We have made strides in bringing onboard these student populations using different methods to reach out and to include them. This solution would significantly increase enrollment, improve transition to college, training, and workforce. A shared tracking system of students has been created to support each students that jump from one program to another.  There is more that needs to be done in community outreach area, especially to connect with potential students that are new to our area that have recently increased in numbers. 

How do you know? What resources did you use to identify these gaps?

The BACAE leadership and staff have frequent collaboration to discuss student gaps and needs that surface in all of our adult education schools.  We continuously work on bringing solutions-based brainstorming and sharing of resources/services with the student needs in mind.  Director, Administration, Principals, Counselors, and staff have committed to meet with students in-person or check-in by phone on a weekly basis to give kudos and praise or find out why some students are struggling or not attending regularly.  

Through the 3-Year Plan process, BACAE ensured the community's voice was acknowledged. In-depth conversations, focus groups, and interviews were held with key individuals and stakeholders representing a variety of student populations, e.g. military, formerly incarcerated, disabled, and single parents. A community survey was also conducted with former and current students, as well as in the community at-large. A collection of these responses demonstrated gaps in the current adult education programs consortium-wide, prompting the need to create new strategies to be implemented each year of the plan.

How will you measure effectiveness / progress towards meeting this need?

BACAE will utilize data to measure student outcomes and effectiveness of programs. This will include the monitoring of enrollment and efforts to ensure the retention of students. The data to be used are TopsPro DIR Reports, MIS Data, and fiscal expenditure reporting. Measures of success will consider the number of student levels achieved and completion of certificates. We will know we are being successful when we see an increase in the number of students enrolling, persisting and moving on to postsecondary options and/or employment.

Regional Need #2

Gaps in Service / Regional Needs

There is a need to increase community partnerships with employers, non-profit organizations, and municipal/county agencies to establish a cross-referral system for students needing to enter basic skills, HSD/HSE, training, employment, and other services/resources to alleviate the many hurdles students are facing. Providing student support services to decrease barriers would make certain of their retention and the acceleration of successful completion of AE programs.  It would be prudent to establish MOUs with agencies that can provide assistance in areas that are not currently in the scope our AE schools.  For example, a student acknowledging they have a need of an Alcoholic Anonymous group or a student with a need to fill a Psychotropic medicine prescription should be referred to a support group/facility that will work in tandem with the AE Consortium. Transportation and childcare continue to be a challenge, so creating partnerships or listings that can be provided to students to address the need would help us retain our students. There has been an increase of bilingual staff in most of our adult education schools to address the language barrier which continues to be an obstacle in transitioning them into workforce preparation.  

How do you know? What resources did you use to identify these gaps?

BACAE ensures the students' voice is acknowledged and the sharing of their particular needs/barriers are documented. Documentation of the in-depth conversations, collaboration, and sharing of resources, and proactive seeking of services has been conducted continuously at each of our adult education schools.  A collection of student contributions has been collected consortium-wide by adult education staff.

How will you measure effectiveness / progress towards meeting this need?

BACAE will utilize data to measure student outcomes and effectiveness of programs. This will include the monitoring of enrollment and efforts to ensure the retention of students. The data to be used are TopsPro DIR Reports, MIS Data, and fiscal expenditure reporting, as well as the documentation of student cases. Measures of success will consider the number of student levels achieved and completion of certificates. We will know we are being successful when we see an increase in the number of students enrolling, persisting and moving on to postsecondary options and/or employment.

Regional Need #3

Gaps in Service / Regional Needs

There has been an increase of K12 adult education and ESL students interested in the BCC non-credit CTE classes.  It is important to develop additional CDCP certificates and IET programs that will help all students enter the workforce, but in particular ESL students that are newly established in the United States.  Just as important, is to make K-12 adult education aware of the college non-credit opportunities to help with college transitions. We have found that many of our adult education students are in need of career exploration as they transition to BCC and create an Educational Plan and select a career path.  

How do you know? What resources did you use to identify these gaps?

There are weekly requests submitted to the BACAE office by students seeking employment, training, and career exploration.  Students have voiced a need to get assistance with resume updating, creating of portfolios, and to learn how to interview.  Transitional Counselors have reported taking more time with students in assisting them with their decision in selecting a career pathway for their educational plans. The has been a rise in ESL students requesting CTE trainings by ESL students, in particular Trades Technician.  The BACAE office continues to collect inquiries from the community and K-12 schools for career paths that are not yet available at our BCC campus, e.g. medical healthcare, specific trades, bookkeeping, Microsoft Suite, and immediate assistance on how to open a business legally, such as obtaining a city license or working with County Health Department.

How will you measure effectiveness / progress towards meeting this need?

BACAE will conduct student, community, and employer surveys to determine which CDCP certificates are in demand and conducive to start at BCC.  Advisory meetings will be held consortium-wide to obtain stakeholder feedback.   

Address Educational Needs

2024-25 Strategies

Conduct Outreach & Bring Awareness to Hard-to-Reach Student Populations

Activity that Applies to this Strategy

1.4 Extend Offerings to Hard-to-Reach Groups

Metrics that Apply to this Activity/Strategy

  • All: Adults who Became Participants (AE 202 - Overall)

Expand and increase marketing efforts for Adult Education programs to include social media presence, community outreach to increase enrollment, retention, and completion of AE programs. BACAE will focus on efforts to increase community presence to bring awareness of school and non-profit/community resources, and services. The goal is to develop a strong campaign to reach underserved student groups.


Create New CTE New Non-Credit CDCP Certificates

Activity that Applies to this Strategy

1.2 Develop New CTE Non-Credit Certificates

Metrics that Apply to this Activity/Strategy

  • All: Number of Adults Served (AE 200 - Overall)

BCC will develop new CTE non-credit CDCP certificates that will expand student options to prepare students to enter the workforce in the areas that are currently in demand: Hospitality, Maintenance & Janitorial Services, and Introduction to Healthcare Career Pathways (Non-Clinical). CTE and ESL leads will explore the possibility of creating an IET program with the Trades Technician short-term certificate that will lead ESL students to obtain job skills. 


Consistent Implementation of CASAS Testing & Data Reviews

Activity that Applies to this Strategy

1.1 Increase Student EFL Gains

Metrics that Apply to this Activity/Strategy

  • All: Adults who Became Participants (AE 202 - Overall)

All District Members will engage in ongoing CASAS/MIS/TopsPro training resulting in cleaner data submission, deeper understanding of the data

that will support focused driven instructional practices. Working groups will conduct quarterly data reviews that will give guidance for program

evaluation, learner transition, and curriculum development. This will also open up opportunities to hold student goals setting with CASAS testing.

Improve Integration of Services & Transitions

2024-25 Strategies

Provide Flexible Instruction Modalities

Activity that Applies to this Strategy

1.1 Increase Student EFL Gains

Metrics that Apply to this Activity/Strategy

  • All: Adults who Became Participants (AE 202 - Overall)
  • Student Barriers: English Language Learner (AE 305 - Overall)

All AE students in the Consortium will be offered instructional delivery in-person, online, or/and in a hybrid format. Infuse computer and digital literacy instruction into curriculum and provide access to technology for adult learners.


Workforce Development Services

Activity that Applies to this Strategy

2.2 Integrate WDB/AJCC Services with BACAE Program

Metrics that Apply to this Activity/Strategy

  • All: Number of Adults Served (AE 200 - Overall)
  • Student Barriers: English Language Learner (AE 305 - Overall)

The goal is to increase student transition from K12 AE to Barstow Community College and/or the workforce.  The BACAE team will provide opportunities for student workshops to encourage students to further their goal setting during AE student on-boarding, provide events or activities that will intrinsically motivate student to continue making progress towards their goals and going to BCC to become familiar with the campus and college student life.  The AE staff will schedule meetings with Transitional Counselors to complete educational plans, conduct career exploration, and participate in workforce workshops. The Consortium members will work together to ensure students are invited to participate in local job fairs, job-seeking opportunities and other events that will help students obtain employment.

Improve Effectiveness of Services

2024-25 Strategies

BACAE Members to Collaborate Using the Collective Impact Model

Activity that Applies to this Strategy

3.1 Implement a Collective Impact Model Consortium

Metrics that Apply to this Activity/Strategy

  • All: Number of Adults Served (AE 200 - Overall)

BACAE will hold board meetings and working group collaborations to ensure we maintain alignment with CAEP requirements, consortium goals and outcomes of the BACAE Annual Plan. Resources, services, facilities, and other opportunities will be shared to enhance the quality of our Consortium offerings, while maximizing the AE student participation. 

Fiscal Management

A narrative justifying how the planned allocations are consistent with the annual adult education plan which is based on your CAEP 3-year plan.

The BACAE board allocates funding to each member agency based on prior year allocations and regular evaluations of expenditures and community needs. Consortium District Members have come together to review existing practices and align efforts and policies to ensure seamless transitions for students. The BACAE Board utilizes a fiscal agent funding model with an annual review process for evaluating Member District allocations during the CFAD process. While much of the last three years focused on improving the quality of services, maintaining and establishing distance learning programs, efforts to increase enrollment and persistence are the area of focus for the current Three-Year Plan. We continue to focus on providing course offerings at varying times to meet student needs while increasing opportunities to support the needs of our students to ensure their basic needs are met to focus on their educational plans. The BACAE Board has allocated funds to each Member District to support the implementation of the 2024-2025 Annual Plan.  In May 2023, the BACAE board unanimously agreed to follow a 20% carry-over maximum to be compliant with AB 1491 beginning with the 2023-2024 fiscal year at the end of Q4.  The Consortium is on-track to meet the requirement in 2024-2025.

An approach to incorporating remaining carry-over funds from prior year(s) into strategies planned for 2024-25.

BACAE District Members who have carry-over funding will be using their funds to pay for important resources such as marketing of their programs, engagement and retention of students, offering additional classes, acquiring technology equipment for students and staff, hiring additional staff, to update curriculum, strengthening partnerships, professional development, and enhancing current offerings. The BACAE Board will meet on a quarterly basis and openly discuss the fiscal allocation, quarterly expenses, and student data submissions. All allocations can be adjusted based on the needs of each service area.

Certification

Baker Valley Unified - Member Representative

Approved by Dr. Michael Esposito

08/16/2024 09:42 AM PDT

Barstow CCD - Member Representative

Approved by Elena Rivera

08/15/2024 08:17 PM PDT

Barstow Unified - Member Representative

Approved by Scott Godfrey

08/16/2024 06:47 AM PDT

Silver Valley Unified - Member Representative

Approved by Brice Scott Silver Valley Unified Adult Education Center

08/15/2024 08:33 PM PDT