CAEP
Three-Year Plan

Produced: Jun 28, 2025, 12:17 AM UTC - By Michael Esposito

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:
03 Barstow Area Consortium for Adult Education
Address:
2700 Barstow Road | Barstow, CA | 92311
Website:
www.barstow.edu/bacae
Funding Channel 2025-26:
Fiscal Agent
CAEP Funds 2025-26:
$1,151,126
CAEP Funds 2024-25:
$1,123,818
CAEP Funds 2023-24:
$1,111,920

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactebagg@barstow.eduSuperintendent-President(760) 252-2411
Primary Contacterivera@barstow.eduDirector(760) 252-2411 ext: 6703
Fiscal Contactdgarcia@barstow.eduVice President of Administrative Services(760) 252-7673
Primary Contactlalvarado@barstow.eduExec. Dean Workforce Development and Strategic Partnerships

Members

Auto-populated

Member AgencyMember TypeContactPhone
Baker Valley UnifiedUnified School DistrictDr. Michael Esposito(760) 733-4567
Barstow CCDDistrictEva Bagg(760) 252-2411
Barstow UnifiedUnified School DistrictScott Godfrey(760) 255-6021
Silver Valley UnifiedUnified School DistrictJeff Youskievicz(760) 254-2916

Executive Summary

The Barstow Area Consortium for Adult Education (BACAE) serves one of the largest and most geographically dispersed regions in California, encompassing rural communities across the High Desert. This region faces persistent barriers to education, including geographic isolation, limited transportation infrastructure, inadequate broadband access, and high levels of economic insecurity. These structural challenges, combined with ongoing demographic shifts, have deepened the need for coordinated, accessible, and equitable adult education.

In response, BACAE’s 2025–2028 Three-Year Plan outlines a regional strategy focused on equity, collaboration, and alignment with postsecondary and workforce systems. The consortium brings together K–12 adult schools and Barstow Community College (BCC) to deliver a continuum of services, ensuring adult learners have pathways from foundational instruction to postsecondary credentials and employment.

The plan is grounded in data collected through community forums, surveys, and regional analysis, and prioritizes five underserved populations: English language learners, justice-involved adults, individuals with disabilities (including mental health needs), housing-insecure adults, and residents of remote and rural communities. These groups were identified based on unmet needs, persistent barriers to access, and limited progress in previous planning cycles.

BACAE’s approach is designed to remove systemic barriers and strengthen student transitions across institutions. The plan calls for clear role differentiation among consortium members, with adult schools serving as primary access points for foundational instruction and BCC serving as the hub for career education, training pathways, and postsecondary transition. Strategic alignment between systems supports more coherent, student-centered navigation, while preserving flexibility for local implementation based on community context.

A key element of this plan is the commitment to improving access and engagement for learners who have historically faced exclusion from education systems. BACAE will continue to address regional disparities through targeted outreach, culturally responsive support, and place-based strategies that bring education closer to learners. This includes a focus on cross-agency collaboration to connect education with other critical services, recognizing that barriers to adult learning often intersect with housing, employment, and health.

To ensure long-term impact, BACAE’s plan also emphasizes systems-building and sustainability. The consortium will invest in leadership development, shared professional learning, and cross-institutional planning to strengthen internal capacity. Improved use of data and feedback loops will guide ongoing refinement of programs and services to remain responsive to evolving community needs.

This plan positions BACAE to play a central role in regional recovery and economic mobility. By focusing on equity, alignment, and access, the consortium is building an adult education system that is more inclusive, resilient, and responsive to the communities it serves.

Assessment

Executive Summary: 2025–2028 BACAE Assessment of Needs, Alignment, and Services

To inform the 2025–2028 Barstow Area Consortium for Adult Education (BACAE) three-year plan, a comprehensive evaluation was conducted by an external consultant, Dr. Helga Wild. The assessment aimed to determine current educational needs, gauge alignment with regional dynamics, and review the scope and delivery of adult education and workforce services across the consortium's vast and rural service area. The evaluation was guided by CAEP mandates under California Education Code §§84905 and 84914 and was structured to address all seven CAEP program areas while identifying the most underserved populations. 

Approach and Methodology-The evaluation followed a mixed-methods model. Quantitative data collection involved reviewing regional demographic trends, CAEP enrollment patterns, and economic indicators, while the qualitative component engaged deeply with community voices. The qualitative methods included 45 structured interviews, three focus groups, site observations, and participation in community events. The approach was iterative and participatory—evolving in real-time as interview feedback influenced subsequent engagement protocols. Importantly, the Director of the CAEP Consortium attended many interviews, allowing program feedback to inform immediate service alignment.

Five priority populations were identified through an analysis of past three-year and annual plans and confirmed through stakeholder consensus:

Non-English-speaking immigrant communities

Rural and geographically isolated communities

Justice-involved individuals

Individuals with disabilities, particularly mental health concerns

Housing-insecure and homeless individuals

Veterans and low-income populations were not individually prioritized due to their coverage under other services or inclusion across the other five categories.

Regional Context and Findings


The consortium’s region—spanning over 9,000 square miles of High Desert territory—faces significant educational access barriers, including limited transportation, low digital connectivity, and economic hardship. Nearly a quarter of residents live below the poverty line, and unemployment in Barstow exceeds county and state averages.

Yet the region also anticipates transformational change. The planned development of the BNSF logistics center has instilled hope for economic revitalization and job growth. This pending growth positions adult education as a key player in workforce preparation and social mobility—especially if responsive, inclusive, and community-centered programming is expanded. 

Key Findings by Population

Immigrant/ESL Communities emphasized needs related to citizenship education, English fluency, and understanding immigration rights. Workshops were suggested as a preferred format. Trust, transportation, and communication gaps remain major barriers.

Rural/Isolated Communities (e.g., Newberry Springs and Hinkley) expressed interest in life skills, literacy, parenting, and small business training. Stable outreach (e.g., monthly workshops) was valued. Community rebuilding efforts in Hinkley, for example, welcome AE’s involvement as a connector and support service.

Justice-Involved Populations described barriers including trauma, restrictive supervision, and stigma. Participants advocated for second-chance employment, skills training (welding, business, automotive), and support navigating reentry systems. The new MAP program, developed in partnership with Community Solutions and BCC, emerged as a promising delivery hub.

People with Disabilities/Mental Health Challenges often experience co-occurring issues like homelessness or prior incarceration. Mental health stigma limits engagement, while service scarcity further reduces support. Participants recommended monthly life skills workshops and embedded support groups.

Homeless and Housing-Insecure Populations require foundational educational opportunities (e.g., GED, life skills), combined with holistic wraparound services. Shame, transportation, and survival-based time constraints deter enrollment without outreach and "hand-holding" support.

Conclusion

This assessment revealed both enduring barriers and new opportunities in the Barstow region. While the area's geography and economic hardship remain formidable, renewed community hope, fueled by anticipated economic development,positions BACAE to play a pivotal role in educational equity, career readiness, and regional vitality. The findings confirm the need for responsive, localized, and partnership-driven approaches to ensure that adult education continues to serve as a gateway to opportunity for the region’s most vulnerable adults.


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?

Student/community focus groups

Provide any further context on your process for collecting data to identify and assess the needs of adults served by your consortium including the sources used, any barriers faced in collecting data, and successes related to data collection and analysis. 

To assess the needs of adults served by the BACAE, a multi-faceted data collection strategy was employed, integrating both quantitative and qualitative inputs. The goal was to ensure an inclusive and informed planning process aligned with CAEP guidance and regional workforce priorities.  

 Data Sources Utilized:  

Historical Plan Analysis: The 2019–2022 and 2022–2025 CAEP Three-Year Plans were reviewed to identify goals that were not met and to highlight persistent service gaps. 

  Stakeholder Focus Groups and Interviews:  

Conducted with students, faculty, administrators, justice-involved individuals, and community partners, structured around five priority areas: ESL, workforce development, rural access, students with disabilities (including mental health), and systems-impacted populations. 

Community Meetings:  

Held in rural communities such as Hinkley and Newberry Springs to gather location-specific perspectives and identify localized barriers. 

Internal Program Data:  

Enrollment trends, course completions, transitions to postsecondary or workforce, and support service usage were analyzed across member agencies. Labor Market Data: Drawn from the California EDD, regional Centers of Excellence, and local economic development reports. 

Statewide Platforms:  

Including the Adult Education Pipeline (LaunchBoard), CAEP Fact Sheets, and census demographic data. 

 Barriers Encountered in Data Collection: 

Representation Gaps in Focus Groups: While focus groups provided valuable insights, the feedback gathered was specific to the individuals present and does not represent a comprehensive assessment of all adult learners. Certain populations, particularly individuals experiencing mental health challenges, were difficult to engage in the planning process. 

 Demographic Mismatch in Rural Input: In rural areas such as Hinkley and Newberry Springs, the demographics of participants in community meetings did not reflect local census data. Notably, adults in their 20s and 30s, a key age group for workforce development, were underrepresented in discussions. 

 Geographic Isolation and Infrastructure Limitations:  

Remote locations and lack of reliable transportation and broadband access limited participation in both in-person and virtual efforts.  

Data Silos Across Institutions:  

Differences in data collection methods and systems across consortium members posed challenges to synthesizing a unified picture of service levels and student outcomes. 

Successes and Insights from the Process:  

The consortium successfully gathered targeted and theme-specific feedback through structured focus groups, which helped validate and refine the five key areas of need. The process fostered stronger internal collaboration across departments at Barstow Community College which contributed additional data and helped surface service alignment opportunities.  

Engagement in rural areas, though limited demographically, generated community-specific recommendations for improving awareness, access, and trust in adult education services as a lack of a strong relationship was identified. 

In summary, BACAE’s assessment process combined reflection on past performance, current service analysis, and stakeholder engagement to form a well-rounded picture of adult learner needs. These efforts have informed strategic priorities for the 2025–2028 plan and will continue to evolve as the consortium addresses access and equity challenges across the region. 

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
Centers of Excellence (COE) for labor Market InformationOther
Inland Empire Growth & Opportunity (IEGO)Business
California Community CollegesOther
Inland Empire Desert Regional ConsortiumOther
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

Vision 2030, CA Master Plan for Career Education, California Jobs First, COE LMI Bartstow report

What are the top priorities in relation to regional alignment?

BACAE aligns its adult education and workforce services with regional education and workforce plans by focusing on the development of career pathways, supporting emerging industries aligned with local needs, and increasing access to workforce-aligned services. Program development is guided by labor market index data, advisory board feedback, and college governance processes, including Barstow Community College’s Academic Senate and participatory governance structures. 

Barstow Community College, as a member of the Inland Empire/Desert Regional Consortium (IEDRC), collaborates with K–12 adult schools and regional partners to implement strategies that meet documented industry needs. CAEP-supported programs are informed by local and regional industry data from credible sources, including state and county labor market reports and employer input. These data ensure that career education offerings are aligned with current and future workforce demands. 

This alignment is evident in initiatives such as the Career Ready Coordinator, funded through Regional Strong Workforce dollars, which supports student access to career exploration, work-based learning, and employment services. The consortium will be expanding into adult dual enrollment opportunities that connect adult learners directly to workforce and CTE programs. 

Gaps remain with the noncredit-to-credit transitions and increasing awareness of available services, particularly in rural communities. Ongoing priorities include expanding outreach, strengthening employer engagement, and building accessible pathways into high-demand and emerging sectors. 

The BACAE conducted a comprehensive analysis of regional educational needs using U.S. Census data, local labor market intelligence, the 2024–25 Comprehensive Local Needs Assessment (CLNA), multiple Center of Excellence Labor Market Index Data reports, CA state economic reports, and qualitative feedback from focus groups and community meetings. These efforts provided a multidimensional understanding of both unmet needs and emerging priorities among adult learners across the consortium’s service area. Key Indicators of Educational Needs: Across the BACAE service area which includes Barstow, Baker, Newberry Springs, Yermo, Daggett, and Silver Lakes, data consistently show low educational attainment among adults aged 18 and older. According to the U.S. Census Bureau: In Barstow, approximately 21% of adults 25 and older do not have a high school diploma, and only about 11% hold a bachelor’s degree or higher. In Baker, more than 36% of adults lack a high school diploma, with extremely limited access to postsecondary education or workforce training programs. Newberry Springs, Yermo, and Daggett also report high rates of adults with no high school diploma, estimated between 25–30%, and very low college or certificate attainment. In Silver Lakes, although high school graduation rates are better, only about 19% of adults have earned an associate degree or higher, pointing to a need for accessible certificate and credentialing opportunities. Throughout the region, a substantial number of English Language Learners (ELLs), primarily Spanish-speaking adults, face both language and literacy barriers that prevent them from entering postsecondary education or workforce training. These barriers are further exacerbated with the current federal practices targeting immigrants or persons who are profiled as immigrants. In addition to low academic attainment, qualitative feedback collected through focus groups with community partners, students, and adult school staff highlighted the following barriers: A large number of working-age adults have "some college, no degree", yet lack the guidance, resources, or confidence to reengage in education. Transportation, digital access, and childcare remain consistent obstacles across rural communities. Justice-involved individuals and adults with disabilities reported challenges navigating existing services without individualized support. Implications for Program Prioritization and Resources: These indicators confirm the urgent need to expand high school diploma/equivalency options, ESL and basic skills instruction, and short-term CTE training programs that are accessible to rural populations. BACAE is prioritizing: Increased investment in GED/high school equivalency preparation. Expansion of noncredit ESL outreach. Development of educational programs in alignment with regional labor market demand and, expanded outreach focusing on existing credit bearing certificate programs that show high workforce demand. Implementing adult dual enrollment pathways into postsecondary programs. Targeted outreach and support services in underserved rural communities, informed by ongoing community input. 

By focusing resources on these areas, BACAE is working to reduce barriers, raise educational attainment levels, and create more equitable pathways into employment and postsecondary success for adults throughout the region. 

 

Please identify the categories of needs of your region.

The adults served by the BACAE face distinct challenges shaped by the region’s rural geography, limited infrastructure, and economic transitions. The Barstow area spans a large geographic footprint across the north High Desert of San Bernardino County, where residents often contend with long travel distances, limited Wi-Fi access, and a shortage of public transportation options. These factors create significant barriers to consistent educational participation, especially for working adults, veterans, justice-impacted individuals, and those with caregiving responsibilities. 

Additionally, community members within the BACAE service area identify a need for social services to address housing and food insecurities, mental health services, and legal services related to justice involvement or immigration issues. Many of these are areas that neither the college nor the adult schools are fully equipped to provide on their own. As a result, the consortium is working to strengthen partnerships with community-based organizations and public agencies to provide more holistic support for learners and ensure that access to adult education is not limited by unmet basic needs. 

This regional context reinforces the need for flexible, community-informed programming that is accessible, workforce-aligned, and coordinated across systems. BACAE is using this understanding to guide planning, resource allocation, and outreach efforts to ensure that adult learners, particularly those facing the greatest barriers, are supported not only academically, but also socially and economically, as they pursue education and career advancement. 

What challenges does your region face that impact the programs you have previously or are currently offering?

BACAE students are facing multiple challenges that delay or prevent them from entering or staying with the programs to completion. We have identified 5 student groups that have greater challenges withing our consortium:

1. English Language Learners – This is a growing population that has recently been exposed to additional stress due to political climate in the nation

2. Meeting Educational Needs of Housing-Insecure Students - Housing instability creates disrupted routines and poor health, limiting consistent attendance and concentration on study

3. Justice-Involved Adults - Often lack prior education foundation, face stigma, and have limited social support when reentering educational settings

4. Adults with Disabilities, including Mental Health Needs - This student population has inconsistent support services, many times not available in our vicinity, there are accommodation gaps, limited medical services or non-existing, and social isolation is also a challenge.  Adults with other types of disabilities often lose structured support after K-12 schooling and support services are not readily available in the Barstow area.

5. Adults in Rural/Remote Areas- This student population is facing a digital divide with limited broadband, or just completely off-the-grid. For example, we have offered “hot spots” but they are not able to use at home because there are no “Connectivity Towers” that brings in the internet for the hot spots to be able to connect.  There is also the element of having low tech literacy which restricts access to online learning.  They also have a significant transportation barrier, due to the county/city bus system not having routes in the remote neighborhoods.

Other significant challenges:

  • Teacher Shortages: Currently, there is a lack of qualified CTE credentialed teachers that prevents the articulation to be conducted between K-12 adult schools and the community college.  It has also been difficult to hire ESL teachers for evening or Saturday classes, as this would be ideal to satisfy the need of our working ESL students.
  •  There is limited access to Healthcare Services, especially in Mental Health in the Barstow area.  BCC offers the Mindful Space but it is limited to BCC enrolled students.
Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Elena Rivera Administrator Designed proposed strategies
Laura Alvarado Administrator Designed proposed strategies
Helga Wild Consultant Conducted community research
Bushawn Carpenter CBO Participated in planning meetings
Christa Banton Community college faculty Participated in planning meetings
Eva Bagg Administrator Participated in planning meetings
Mike Esposito Principal Participated in planning meetings
Douglas Beaton Administrator Participated in planning meetings
Brice Scott Administrator Participated in planning meetings
Jacqueline Diaz Classified staff Provided data
Michelle Colleoc 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
*Baker Valley UnifiedMember Representative

0

32

0

0

0

17

0

0

0

49
*Barstow CCDMember Representative

12

54

3

0

126

263

0

123

13

594
*Barstow UnifiedMember Representative

0

310

1

0

0

32

0

0

0

343
*Silver Valley UnifiedMember Representative

0

83

0

0

0

12

0

0

0

95
Total Participants 12 479 4 0 126 324 0 123 13 1081
* 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?

Barstow Community College currently supports or will be proposing programs in a range of industries aligned with local needs and statewide workforce priorities, particularly in sectors where the college offers credit-bearing CTE certificates, degrees, and, where applicable, industry-recognized credentials. These include business, education, healthcare, hospitality/food services, logistics, manufacturing, retail, technology, transportation, and industrial maintenance. 

Although industry-specific challenges do exist, such as skill gaps in high-demand occupations.  The most significant barrier to employment in the region, however, is not the lack of interest or training, but rather the limited number of local employment opportunities in this rural part of the north High Desert. The geographic isolation, combined with a historically small employer base, often forces residents to seek jobs outside the immediate area or remain underemployed despite having skills and credentials. Another notable barrier is the lack of holistic efforts in transitioning adult school students into post-secondary education. This, however, is improving at the consortium level and will continue to be a focus moving forward. 

A major opportunity for the region is the BNSF Barstow International Gateway project, which is projected to generate between 10,000 to 15,000 direct and indirect jobs over the coming years. This initiative has the potential to transform the regional economy and provide pathways to sustainable employment in logistics, transportation, manufacturing, construction, and supply chain technology. In preparation, the college and the consortium will be working to align training programs with projected workforce needs, ensuring that adult learners can earn the credentials required to enter and advance in these growing fields. 

  1. Adult Basic Education (ABE) and Adult Secondary Education (ASE)
    • All BACAE district members have instruction in this CAEP area with the highest enrollment.
  2. English as a Second Language & English Language Civics Education (ESL/EL Civics)
    • All BACAE district members have English language learning programs, that includes civic education designed for immigrants and English learners preparing for citizenship.  This is becoming the fastest growing enrollment.
  3. Adults -12 with Disabilities (AWD)
    • This is an area that is in development in BACAE. Students at the K-12 adult schools receive tutoring services and/or small group instruction.  Plans are being made to provide more educational services to AWD students in the K-12 adult schools by offering workshops to address their needs and/or make referrals to outside agencies that are better equipped to assist students with disabilities. At BCC, the ACCESS program is able to provide support services if the adult learner is enrolled at the college, self-reports and meets eligibility requirements. 
  4. Short-Term Career Technical Education (CTE)
    • All K-12 adults school refer their students to BCC for CTE courses (noncredit & credit)
  5. Adults Entering or Re-entering the Workforce
    • BCC is able to offer workforce preparation programs for adults who are seeking initial job placement or reentry into employment to adult learners enrolled in the college.  K-12 adult schools encourage students to transition to BCC for upskilling job skills, career exploration, workforce workshops and other job search opportunities.
  6. Adults in Training Programs to Support K–12 Child Success
    • BCC is offering K-12 Child Success workshops consortium-wide via Zoom on a weekly basis to help adults support the academic success of their children in elementary and/or secondary school.
  7. Pre-Apprenticeship Programs
    • This area is under development, awaiting feasibility studies at BCC.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)
  • Ex-Offender (150AE)
  • Homeless (152AE)
  • Low Income (154AE)
  • Low Literacy (155AE)
  • Single Parent (159AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • Adult Secondary Education (1000)
  • Career Technical Education (1003)
  • English as a Secondary Language (1002)

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) 697 816

1,054

1,173

1,292

Student BarriersEnglish Language Learner (149AE) 138 202

330

394

458

Student BarriersLow Literacy (155AE) 545 671

923

1,049

1,175

Student BarriersLow Income (154AE) 426 522

714

810

906

Student BarriersEx-Offender (150AE) 14 41

95

122

149

Student BarriersHomeless (152AE) 37 37

37

37

37

Student BarriersSingle Parent (159AE) 105 103

99

97

95

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.

Baker Valley Unified (Reported by Baker Valley Unified School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 11

30

38

45

Students and ProgramsAdult Secondary Education (1000)

25

30

35

Students and ProgramsAdult Basic Education (1001) 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002)

5

8

10

Students and ProgramsCareer Technical Education (1003) 0

0

0

0

* Mandatory for all members


Barstow CCD (Reported by Barstow)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 306 411

621

726

831

Students and ProgramsAdult Secondary Education (1000) 0 19

57

76

95

Students and ProgramsAdult Basic Education (1001) 85 141

253

309

365

Students and ProgramsEnglish as a Secondary Language (1002) 90 143

249

302

355

Students and ProgramsCareer Technical Education (1003) 159 153

141

135

129

* Mandatory for all members


Barstow Unified (Reported by Barstow Unified School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 206 217

239

250

261

Students and ProgramsAdult Secondary Education (1000) 206 196

176

166

156

Students and ProgramsAdult Basic Education (1001) 206 217

239

250

261

Students and ProgramsEnglish as a Secondary Language (1002) 0 27

81

108

135

Students and ProgramsCareer Technical Education (1003) 0 0

0

0

0

* Mandatory for all members


Silver Valley Unified (Reported by Silver Valley Unified School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 102 90

122

131

140

Students and ProgramsAdult Secondary Education (1000) 102 90

122

131

140

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 0

3

6

12

Students and ProgramsCareer Technical Education (1003) 0

0

0

0

* 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
Baker Valley Unified 100% 99% 0%

80%

80%

80%

Barstow CCD 100% 100% 64%

80%

80%

80%

Barstow Unified 100% 18% 0%

80%

80%

80%

Silver Valley Unified 100% 100% 5%

80%

80%

80%

Objectives

Objective #1: Address Educational Needs

The Barstow region faces persistent challenges related to geographic isolation, limited access to public transportation and broadband, and high rates of economic insecurity. To meet the educational needs of adult learners across this expansive rural region, the Barstow Area Consortium for Adult Education (BACAE) is implementing a collaborative strategy that is equitable, data-informed, and tailored to the capacity of each member institution. The consortium’s approach emphasizes improved access to instruction and support services through adult schools and clearer transitions to workforce-aligned, postsecondary opportunities at Barstow Community College (BCC).

BACAE’s shared strategy centers on five priority populations identified through stakeholder feedback, student surveys, and community forums: English language learners, housing-insecure adults, justice-involved individuals, people with disabilities (particularly those with mental health needs), and adults living in rural or remote communities. These groups continue to face the greatest systemic barriers to education, and were prioritized due to either limited progress or persistent unmet needs noted during past planning cycles.

To better serve these populations, BACAE members will expand entry-level educational opportunities, increase local service availability, and strengthen transitions to postsecondary education and employment. Instructional formats will be responsive to regional access limitations and may include in-person, hybrid, or online delivery. Adult schools will continue to lead ESL, GED, and high school diploma instruction, while BCC will focus on building noncredit and credit-aligned workforce training pathways tied to labor market demand.

Transportation remains a major challenge. Several communities lack public transit entirely, and many residents cannot afford or access reliable transportation. While adult schools are often located within the communities they serve, BCC’s campus is not easily accessible for those outside Barstow proper. For justice-involved adults, navigating certain geographic areas presents personal safety risks, particularly for those with gang affiliation histories, making public transportation both impractical and unsafe. These dynamics contribute to significant disparities in educational access and completion.

To mitigate these barriers, adult schools will support postsecondary transitions by offering enrollment guidance, conducting college application workshops, and coordinating directly with BCC staff to provide clear handoffs and shared case management. This coordinated approach is designed to reduce duplication, improve awareness of available services, and streamline support for students moving between systems.

The college’s role will focus on strengthening transitions between noncredit and credit programs, expanding adult dual enrollment, and offering targeted student supports. BCC will lead feasibility studies to explore curriculum development in key areas such as hospitality, maintenance and janitorial services, and formalized GED preparation. These studies will evaluate demand, wage progression, sustainability, and potential student interest, with an emphasis on pathways that offer upward mobility.

The need for a structured GED program has become urgent following reductions in adult school capacity. In response, BCC will convert its current GED preparation workshops into a formal noncredit program to offer consistent instruction and serve those lacking a high school credential. Simultaneously, adult school members will expand life skills offerings, with a focus on digital literacy, financial education, consumer rights, and independent living, particularly for adults facing housing instability and limited mental health support.

These initiatives are designed to directly support BACAE’s identified high-need populations. GED-to-employment pipelines will be strengthened, and new job-training programs will create accessible on-ramps to family-sustaining careers. With over 60% of BCC courses already offered online, these efforts will include hybrid options to increase participation among rural learners and working adults.

Building on successful outreach in collaboration with Baker Adult School, the college will expand adult education engagement in Daggett, Yermo, Newberry Springs, and Hinkley. These rural areas have been identified as high-priority for expanded access to educational and workforce opportunities, and this effort will be jointly led by the BCC Adult Education Program and Silver Valley Adult School.

To ensure continued alignment, BACAE will maintain coordinated planning, shared professional development, and a region-wide focus on outreach and access. These efforts will help ensure adult learners throughout the region, regardless of background or location—have clear, supported pathways into education and employment.

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

Adult Dual Enrollment

To create a seamless experience for adult learners, BACAE will strengthen coordination between members and partner organizations to improve student transitions from adult education to postsecondary and employment. Strategies will emphasize communication, shared planning, and structured pathways that connect learners to appropriate programs and services throughout their educational journey. These approaches will specifically support justice-involved individuals, English language learners, students with disabilities including mental health needs, and adults in rural communities, all of whom face increased difficulty navigating transitions across systems.

To implement these strategies, BACAE members will improve integration of services and transitions through shared processes, collaborative enrollment models, and cross-agency alignment that prioritizes student-centered design

BACAE is committed to increasing the overall effectiveness of adult education services through collaborative planning, data-informed decision-making, and continuous improvement. Consortium members will enhance program alignment, refine student support systems, and use measurable outcomes to ensure services are responsive to both learner needs and regional goals.

BCC, in collaboration with adult school partners, will implement strategies that strengthen system alignment and promote seamless transitions from foundational education into postsecondary and workforce pathways. Each member will support clearly defined roles related to enrollment, onboarding, and wraparound services. These efforts will specifically benefit justice-involved individuals, English language learners, students with disabilities including mental health needs, and adults in rural communities who face heightened challenges in navigating educational and workforce systems.

A central area of focus will be the introduction of adult dual enrollment based on SB 554. This program will allow eligible adult school students pursuing a high school diploma or GED to enroll in college courses at no cost, up to 11 units. Additionally, adult dual enrollment does not require US citizenship to be established. Dual enrollment will serve as a structured, tuition-free pathway into credit-bearing workforce programs and general education, eliminating financial barriers for students without a high school credential. The success of this strategy will depend on close collaboration between adult schools and the college, requiring shared ownership of application, authorization, and onboarding processes. 

To address broader student needs and ensure continuity of services, BCC will continue to coordinate internal support systems with adult school partners. The college will maintain and update a regional online community resource guide to connect students with external services that fall outside the scope of what can be provided on campus or by the adult schools, such as housing insecurities, transportation, mental health services and child care. This guide is intended to support students who are not yet enrolled or who fall outside eligibility criteria for college service.

The college will also build awareness of the comprehensive resources available to enrolled students. These include academic counseling, career readiness support, job placement tools such as Handshake and LinkedIn, mental health services including Spanish-speaking counselors, and specialized services through the ACCESS program for students with physical, cognitive, or emotional disabilities. Strong Workforce-funded staff will be leveraged to serve adult learners supported by CAEP funding, helping to ensure employment and training outcomes for students transitioning from adult education into CTE programs.

In support of education-to-employment pathways, the college will collaborate with the San Bernardino County Office of Education and adult school partners to develop a paraeducator pathway. This initiative will link adult learners to entry-level jobs in education while creating long-term advancement opportunities through the K–16 Collaborative’s “Grow Your Own Teachers” grant program. Through this partnership, students will receive transitional counseling support from both the college and university partners, including California State University, San Bernardino and CSU Dominguez Hills.

Together, these approaches represent BACAE’s commitment to implementing coordinated, high-impact strategies that improve the integration of services and transitions into postsecondary education and workforce training.


Objective #3: Improve Effectiveness of Services

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

Develop workgroups to improve data driven decision making

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

Not Entered

The BACAE is focused on providing strong and effective services for adult learners. Our goal is to make sure programs are flexible, supportive, and connected to student needs and job opportunities. We use data, partnerships, and clear communication to help students stay in school and reach their goals.

Key Strategies:

Better Use of Data and Analytics to Evaluate Services 

  • Review data regularly to see what’s working and where we can improve.
  • Use student feedback and focus group findings to guide decisions, not just enrollment numbers.
  • Track budget spending timelines and improve how quickly funds are used to support student services.
  • Increase Staff Training and Development
  • Provide training for AS staff to better facilitate transition to college
  • Offer regular meetings and planning tools to help adult schools and college teams coordinate more effectively.
  • Share best practices across members to better support students with high barriers to persistence i retention, especially those affected by current federal policy and practices.

Enhance Marketing and Messaging Efforts 

  • Use flyers, social media, and community events to let people know about available programs.
  • Focus on outreach to rural communities, immigrant families, and adults who may be hesitant to return to school.
  • Share real student stories and make materials welcoming to reduce stigma and build trust.

Enhance Student Retention 

  • Offer support like bilingual counseling, tutoring, technology help, and referrals to outside services.
  • Pay special attention to ESL students, who may stop attending due to fear, immigration issues, or shifting federal policies.
  • Build a safe, welcoming environment in all programs so students feel supported—especially those with justice-involvement, disabilities, or unstable housing-mthis can be supported with the college AE community resource guide (also write about the weekly updates as enhanced effective services- it take time, staff and outreach to accomplish this)

Consortium Commitment

  • Consortium members are working closely with the CAEP Director to improve how funds are used, especially carry-over funds.
  • There is a shared commitment to meeting state spending targets and quickly delivering services that benefit students.
  • Better communication and joint planning help ensure that decisions are timely and reflect the needs of the whole region.



Activities & Outcomes

Objective #1: Address Educational Needs

Professional Development & Working Groups

Professional development & Working Groups will be conducted to address the education needs of BACAE’s five focus student groups:

  • English Language Learners 
  • Meeting Educational Needs of Housing-Insecure Students
  • Justice-Involved Adults
  • Adults with Disabilities including Mental Health Needs
  • Adults in Rural/Remote Areas
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).

Establish working groups dedicated to the evaluation of curriculum, differentiated instruction, program alignment, and development of students’ educational plans for success with the focus on acceleration and retention strategies. Consistent communication amongst consortium members will be key to strengthening understanding of CAEP requirements and desired outcomes.

Working Group Collaboration to Include:

  • Streamlining of referrals amongst adult schools with BCC
  • Bridging transitions to BCC (meeting with transitional counselors, campus/department tours, etc.)
  • Student referrals to community partners for resources and services, in particular for adults with disabilities

Review and update, as needed, the organization and planning structure to engage relevant staff at each adult school in the data improvement process.  Hold consortium wide meetings to build a shared understanding of the progress of the five focus groups.

The consortium will develop deeper relationships with regional partner agencies to better serve and engage these marginalized student groups in the community.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Brice ScottBaker Valley Unified06/30/2028
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Mike EspositoBaker Valley Unified06/30/2028
Douglas BeatonBarstow Unified06/30/2028

Expand Access to Entry-Level Educational

BACAE members will strive to expand access to entry level educational opportunities and increase local service availability to address the education needs of BACAE’s five focus student groups:

  • English Language Learners 
  • Meeting Educational Needs of Housing-Insecure Students
  • Justice-Involved Adults
  • Adults with Disabilities including Mental Health Needs
  • Adults in Rural/Remote Areas

Adult school members will work collaboratively to ensure adult learners are informed, supported, and connected to adults school and college services, with an emphasis on clear communication and streamlined handoffs to BCC.

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).

To address student educational needs, BACAE members will provide opportunities for students with low educational levels to receive customized instruction that addresses different learning modalities and their educational gaps with an emphasis to accelerate students to secondary/postsecondary education

BACAE will enhance outreach efforts and bring together partnerships to provide support services to better serve all adult learners in the region, focusing on the five student groups with greater need.

The consortium will review and ensure there is a sustainable system and/or a partnership in place that addresses the specific needs of the five focus student groups and seek continued program improvement.

Adult Education Metrics and Student Barriers

  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Ex-Offender (150AE)
  • Student Barriers: Homeless (152AE)
  • Student Barriers: Low Income (154AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Douglas BeatonBarstow Unified06/30/2028
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Brice ScottSilver Valley Unified06/30/2028
Mike EspositoBaker Valley Unified06/30/2028

Improve Transitions into Postsecondary Education

BACAE members will increase the number of transitions into post-secondary education by guiding students onto the right path to postsecondary programs, using SB 554 Adult Education Dual Enrollment as a tool to address the education needs of BACAE’s five focus student groups:

  • English Language Learners 
  • Meeting Educational Needs of Housing-Insecure Students
  • Justice-Involved Adults
  • Adults with Disabilities including Mental Health Needs
  • Adults in Rural/Remote Areas
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).

To address student educational needs, BACAE members will develop a plan to allow students in process of earning their HSD/HSE to dual enroll at an adult school and simultaneously enrolled in college level courses.

  • BCC will propose converting current GED preparation workshops into courses.
  • BCC will work with appropriate college offices to determine best practice and instruction delivery, e.g. in-person, online, and hybrid with additional options for rural learners with limited access to college (connectivity and transportation)
  • Adult schools will provide workshops for adult learners in the following areas:
  • Life Skills
  • Financial Literacy
  • Basic Digital Literacy

BACAE will continue to refine the process of AE dual enrollment based on student needs, interest, staffing capacity, current and emerging partnerships and related policy developments.

The consortium will review and seek the expansion of offerings for AE dual enrollment.  Track student success, transition, and outcomes.

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Brice ScottSilver Valley Unified06/30/2028
Mike EspositoBaker Valley Unified06/30/2028
Douglas BeatonBarstow Unified06/30/2028

Increase Transitions into the Workforce

BCC will propose feasibility studies to expand CTE/Workforce opportunities, to address the education needs of BACAE’s five focus student groups:

  • English Language Learners 
  • Meeting Educational Needs of Housing-Insecure Students
  • Justice-Involved Adults
  • Adults with Disabilities including Mental Health Needs
  • Adults in Rural/Remote Areas
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).

Identify employment sector trends and in-demand jobs in the region that would provide higher employment rates and wages. Pinpoint industry sectors aligned to Strong Workforce and plausibility of existing career pathways and short-term training options. Research into what new CTE programs are sustainable to support career advancement and economic growth in the community.

  • BCC will expand the workforce development opportunities by conducting feasibility studies in hospitality, maintenance, and janitorial services
  • BCC enrolled students will have access to the Career Readiness Coordinator for job search services and workforce workshops, e.g. Resume Writing, and Handshake Employment Software.

Review and update established CTE program to ensure they are aligned with the regional needs and student interests.

BCC will collaborate with industry partners and the neighboring community college to connect and design a cohesive pre-apprenticeship with an already established apprenticeship in the region.

Adult Education Metrics and Student Barriers

  • Students and Programs: Career Technical Education (1003)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Douglas BeatonBarstow Unified06/30/2028
Brice ScottSilver Valley Unified06/30/2028
Mike EspositoBaker Valley Unified06/30/2028

Increase support & assistance for English learners

Increase support and assistance for English learners to transition to Secondary & Post-Secondary Academic or Career Training Pathways

BACAE members will conduct articulation meetings and design transitions for English learner to enter secondary and post-secondary pathways. Members will provide workshops in US Citizenship and Civics to support English 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).

Identify pathways for English learners to transition to secondary and post-secondary pathways.  Hold informational meetings to engage and recruit English learners’ participation in the academic/career offerings. Include bilingual academic and career counseling.

BACAE will review English learner student transition data to evaluate effectiveness. Conduct student surveys to be aligned with their pathway interests.  

The consortium will continue to review data and marketing strategies and pivot where needed to meet student needs.

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
Mike EspositoBaker Valley Unified06/30/2028
Elena RiveraBarstow CCD06/30/2026
Brice ScottSilver Valley Unified06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Douglas BeatonBarstow Unified06/30/2028

Student Data Report Reviews

BACAE members will conduct student data report reviews to check for trends and patterns that are affecting student progress, retention, and transitions across programs. A student tracking system will be followed to review student success, persistence and program growth, including the tracking of non-credit participation. All members will monitor and ensure member data quality is maintained to ensure compliance with CAEP required reporting requirements, e.g. Data Integrity Reports (DIR).

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).

Regular student data and accountability meetings with lead staff will guide the work to address gaps that are found and share best practices/insights to develop strategies to target deficiencies and identify professional development needs.

BACAE will continue to have data report review meetings to keep the progress made in the forefront and will have an agenda item at BACAE board meetings on a quarterly basis to share member data updates.

BACAE will schedule and conduct data talks on a regular basis.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Douglas BeatonBarstow Unified06/30/2028
Elena RiveraBarstow CCD06/30/2028
Mike EspositoBaker Valley Unified06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Brice ScottSilver Valley Unified06/30/2028

Address the Educational Needs of Justice-Involved

BACAE members will address the specific needs of the justice-involved students by providing guidance and support throughout the enrollment process and to partner with local agencies to help students access services and resources needed for their educational success. All members will be responsible for student transitions to post-secondary academic/career fields and/or into employment.  All members will provide referrals to community agencies for justice-involved students to participate in specific workshops to support their academic and employment success and decrease recidivism.

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).

Establish working groups dedicated to the evaluation of curriculum, differentiated instruction, program alignment, and development of students’ educational plans for success with the focus on acceleration and retention strategies.

Action items to be implemented in partnership with adult schools and community agencies:

  • 2nd Chance Employment Job Fair
  • Criminal Record Expungement Events
  • Develop partnerships with outside agencies in the community/region that will provide services to justice-involved students
  • Connect with employers in the region to promote employment

Review and update, as needed, the organization and planning structure to engage relevant staff at each adult school in the data improvement process.  Hold consortium wide meetings to build a shared understanding of the progress of the five focus groups.

The consortium will develop deeper relationships with regional partner agencies to better serve and engage these marginalized student groups in the community.

Adult Education Metrics and Student Barriers

  • Student Barriers: Ex-Offender (150AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Brice ScottSilver Valley Unified06/30/2028
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow CCD06/30/2028
Mike EspositoBaker Valley Unified06/30/2028
Douglas BeatonBarstow Unified06/30/2028

Objective #2: Improve Integration of Services & Transitions

Develop a Comprehensive Community Resource

BACAE to Develop a Comprehensive Community Resource Guide

BACAE will create a Barstow Area Community Resource Guide to serve as a document to refer our students to services and resources to assist them with their needs and overcome barriers that are preventing them from participating in achieving their academic goals. This will assist all students but will specifically help BACAE’s five focus student groups:

  • English Language Learners 
  • Meeting Educational Needs of Housing-Insecure Students
  • Justice-Involved Adults
  • Adults with Disabilities including Mental Health Needs
  • Adults in Rural/Remote Areas
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).

BCC will take the initiative of creating the document by conducting inquiries about local services and resources in our region that can be of assistance to our AE students.  The document will be uploaded to our consortium website and published for use by all members, and will be maintained to ensure information is current and updated frequently. 

A marketing campaign will be implemented to have our BACAE Community Resource Guide to be widely recognized and used by community partners and educational organizations.  It will also serve to promote BACAE offerings in the consortium that will help increase enrollment and retain students to complete their educational plan.

The BACAE Community Resource Guide will become the “go to” document for our community.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Douglas BeatonBarstow Unified06/30/2028
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Mike EspositoBaker Valley Unified06/30/2028
Brice ScottSilver Valley Unified06/30/2028

Develop Partnerships in the Region for Services

Develop Partnerships in the Region for Services Outside of Campus Assistance

BACAE will strengthen coordination with members and partner organizations to improve student transitions from adult education to postsecondary and employment. Continue and   develop new partnerships with key agencies in the region to support the integration of services for adult education students.

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).

Consortium members will divide the work for each to establish partnerships with agencies/providers that can be of service to our AE students in the following areas:

  • Medical/Dental Care/Mental Health Care
  • Housing and Utilities Assistance
  • Transportation
  • Childcare/Preschool
  • Internet Connectivity (repeater towers for wider internet access for remote areas)
  • Food Insecurity
  • Elderly Care, Disability & Rehabilitation Services
  • County Services (EBT, DOR, Aging/Adult, Behavioral Health, CFS, Housing/Homeless, Probation, Transitional Assistance, and Workforce Dev.)
  • Legal Aid & Advocacy/ Legal Documents (birth certificates, SSN, State ID, etc.)

BACAE will establish partnerships with agencies and providers for each of the categories needed to support AE students’ needs outside of BACAE’s capacity to provide.  BACAE staff will receive training of the services provided by the agencies and providers to understand the basics and to make relevant referrals.

BACAE staff will receive training of the services provided by the agencies and providers to understand the basics and to make relevant referrals.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Brice ScottSilver Valley Unified06/30/2028
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow Unified06/28/2028
Mike EspositoBaker Valley Unified06/30/2028
Douglas BeatonBarstow Unified06/30/2028

Members will Refine Student Support Procedure

BACAE Members will Refine Student Support Procedures

BACAE members will have clearly defined procedures for enrollment, onboarding, and wraparound services that are aligned to consortium annual plans.

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).

Working groups will be established to learn, understand and improve the student educational journey and experience from the start of enrollment to completion of their educational goals by completing the following: Learn, and understand systems in place to make improvements to enrollment, onboarding, orientation, tracking of student progress, and provide support to increase retention and completion of students’ goals.

Establish a continuous improvement cycle by meeting to review what is working well and check for any areas of concern that might surface.  Include conducting student surveys to receive their feedback and help the staff adjust to problem areas, gaps, or need for interventions.

Continue to monitor the student support procedures to ensure they continue to be relevant and helpful.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Douglas BeatonBarstow Unified06/30/2028
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Brice ScottSilver Valley Unified06/30/2028
Mike EspositoBaker Valley Unified06/30/2028

Development of Plan & Implementation of Adult Ed.

Development of Plan & Implementation of Adult Ed. Dual Enrollment (SB 554)

BCC will develop the plan and policy to implement Adut. Ed. Dual Enrollment.  BACAE members will support the AE DE by preparing students to successfully participate

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).

Receive professional development on SB 554 requirements.  Create  cross-sector steering committee that includes AE staff, instructors, enrollment and counseling, and student voice to establish local policy to set us up for successful implementation of SB 554.

Have an approved AE Dual Enrollment implementation plan (policy, student eligibility, onboarding, supports, and data systems that includes professional development for BACAE members, AE staff, and college departments.

Create outreach and marketing campaign to promote the new AE dual enrollment offering to help recruit new students and motivate current students.

Adult Education Metrics and Student Barriers

  • Students and Programs: Adult Secondary Education (1000)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Mike EspositoBaker Valley Unified06/30/2028
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Brice ScottSilver Valley Unified06/30/2028
Douglas BeatonBarstow Unified06/30/2028

Increase Transitions from Adult Schools to BCC

Create a plan to specifically target adult school students to discover the opportunities of transitioning to BCC by generating innovative methods that would intrinsically motivate students to continue educational plans after HSD/HSE.

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).

Create presentations that include celebrations and student success stories of previous graduates. Hold enrollment “bootcamps” that cover and highlight the comprehensive services available to BCC enrolled students:

  • BCC program offerings (noncredit and credit)
  • Transitional Counseling
  • Financial Aid
  • Student Tours & Orientations
  • Roadmaps to Professional and Academic Plans
  • Tools & Strategies for Academic Success
  • Student Services: Welcome Resource Center, ACCESS, Dream Resource Center, The Mindful Space, Transfer Center
  • Student Special Services: EOPS, CARE, NextUp, CalWORKS
  • Learning Resource Center: Library Services and Teaching & Learning Support Center
  • Career Exploration & Readiness Support (Handshake, LinkedIn)
  • Student Life (Student Gov., Athletics, Clubs, etc.)

Continue to monitor the pilot phase of SB 554 implementation by reviewing data, tracking initial success and issues, as well as components not previously considered.

Expand the SB 554 offerings.

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Douglas BeatonBarstow Unified06/30/2028
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Brice ScottSilver Valley Unified06/30/2028
Mike EspositoBaker Valley Unified06/30/2028

Pathway to Para-Educator Employment

BACAE will develop a series of workshops to prepare adult education students to be eligible and viable candidates to enter the workforce as Para-Educators in the local K-12 school districts.  The students would place them in the “Grow Our Own Teachers” grant program that provides opportunities to advance in the education field by advancing to transfer to Cal State Universities. 

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).

Develop a workshop series training program to prepare application candidates to be hired for the numerous para-educator vacancies we have in our region.  This process will include identifying adult education students desiring to go into the education field where there are promotion opportunities by furthering their skills by attending college classes.   Cohorts will be established for ongoing support, academic counseling, and peer mentoring.

A marketing campaign to promote student success stories to motivate current HSD/GED and ESL students to complete and transition to college. Expand the participation numbers in this project to increase the number of students entering this field. Review cohort performance, survey participants, observe workshop performance, and adjust training material/activities to have ongoing program improvement cycle.

Continuously assess and refine the program to advance students through each phase toward full teacher certification.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Mike EspositoBaker Valley Unified06/30/2028
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Brice ScottSilver Valley Unified06/30/2028
Douglas BeatonBarstow Unified06/30/2028

Objective #3: Improve Effectiveness of Services

Better Use of Data and Analytics to Evaluate Servi

Better Use of Data and Analytics to Evaluate Services

BACAE will review data regularly to determine the effectiveness of services provided to adult education students.  By integrating activities and evaluations, BACAE will more effectively evaluate, refine, and demonstrate impact across academic, engagement, and employment outcomes of AE students.

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).

BACAE will hold working group sessions to identify specific metrics and determine how to track them to obtain information/trends that will provide specifics on what is working or not working.  This data will also help us define interventions that need to be put in place to have improved retention and completion. 

Involve the adult education staff, support staff, students, and pertinent stakeholders in setting up evaluation questions and metrics.  Include this topic at working group meetings to track progress.

Conduct pre & post surveys to compare outcomes and measure retention and satisfaction of evaluation services.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Douglas BeatonBarstow Unified06/30/2028
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Brice ScottSilver Valley Unified06/30/2028
Mike EspositoBaker Valley Unified06/30/2028

Enhance Marketing and Messaging Efforts

BACAE members will develop a marketing plan and with the same messaging to retain students to completion and transition to college.  Create consistent and emotionally compelling narratives across all adult education areas to address student motivation and provide examples of how students can overcome challenges.

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).

Multiple steps will be taken to address this activity:

  • Conduct focus groups with current/former AE students to identify their core motivators and challenges.
  • In a working group - define messaging pillars to help guide our work.
  • Use new social media platforms (TikTok)
  • Capture alumni success stories on video blogs that highlight career transitions, employment, income changes, and personal growth
  • Foster a new culture of “possibilities & belonging” at all AE sites
  • Optimize BACAE website with prominent messaging
  • Capture services and resources on the college campus
  • Showcase AE schools unique school spirit

BACAE will be specific in creating messaging content to target AE student retention by consistently showing relevance and support, so they feel empowered to stay through to completion.  Foster culture of community in the AE classrooms and personalized connections to bring about a welcoming, caring, and nurturing environment.  Retention rate improves by 10%

Sustained retention and completion rates consistent across programs and cohorts.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Mike EspositoBaker Valley Unified06/30/2028
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Brice ScottSilver Valley Unified06/30/2028
Douglas BeatonBarstow Unified06/30/2028

Enhance Student Retention

BACAE members will boost adult learner retention by offering flexible, blended scheduling options—including in‑person, online, and hybrid classes—to help students balance education with work and family commitments. They will strengthen community and accountability through cohort-based peer support and mentorship programs, while consistently highlighting the personal and career relevance of learning using student success stories and proactive communications. Additionally, BACAE will integrate embedded career guidance and prominently promote tutoring and support services from enrollment through completion to foster a nurturing and empowering educational environment.

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).

BACAE members will enhance student retention by implementing practical strategies. 

  • For AE students to maintain consistent attendance and are less likely to drop out, BACAE members will offer flexible class schedules, when possible so learners can fit classes around work and family commitments
  • Offer classes in-person, online and/or in hybrid formats
  • Build a stronger sense of belonging and accountability by building cohorts with structured peer support and mentors
  • Consistently communicate the relevance of learning to personal and career goals and highlight available support.  Use student success stories to motivate.
  • Highlight available support to encourage students to participate in tutoring and access to resources and services
  • Integrate career guidance from enrollment to completion of program.  Connect classroom learning to employment opportunities and outcomes

Together, these initiatives aim to boost retention by at least 10% within three years.

By Year 5, BACAE aims to achieve a 20% sustained increase in adult learner retention by committing to consistently implement the agreed upon retention strategies.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Douglas BeatonBarstow Unified06/30/2028
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Brice ScottSilver Valley Unified06/30/2028
Mike EspositoBaker Valley Unified06/30/2028

Consortium Commitments

BACAE members agree to work together as an alliance for adult education and will have shared governance, resource-sharing, joint programming, and coordinated evaluation efforts.  Consortium members will consistently collaborate and develop collective goals, co-create student-centered services, and leverage each other’s strengths to expand offerings, support services, career pathways, and establish community partnerships.

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).

In the first year, BACAE members will implement shared governance, resource-sharing, and joint programming. Members will collaborate with the consortium director to improve fund use, including carry-over, and commit to timely data reporting and spending targets. A regular working group will guide 3-Year and Annual Plan implementation. BACAE will:

  • Improve regional coordination through consistent joint planning

  • Strengthen use of shared data systems to support student tracking and interventions

  • Expand student support services through new and existing partnerships

  • Foster a collaborative environment to improve engagement, retention, and outcomes

These actions will ensure a student-centered, data-informed approach aligned with regional priorities.

Within three years, BACAE aims to achieve the consortium commitments made in this 3-Year plan, evaluate progress and address any area that need improvement or changes.

Within 3–5 years, BACAE will use accumulated student data to evaluate consortium performance and adapt programming, aligning with evolving regional needs.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Mike EspositoBaker Valley Unified06/30/2028
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Douglas BeatonBarstow Unified06/30/2028
Brice ScottSilver Valley Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Baker Valley Unified $45,120Certified
Barstow CCD $308,800Certified
Barstow Unified $523,734Certified
Silver Valley Unified $214,217Certified
Totals$1,091,871 4/4 Certified

BACAE remains steadfast in its commitment to meeting all CAEP fiscal requirements and responsibility for allocating funds to implement the educational goals outlined in the 3-Year Plan. BACAE recognizes the critical role of fiscal integrity in sustaining and expanding adult education programs that meet the evolving needs of learners across our four districts. With a shared vision for student success, the consortium's members work collaboratively to ensure that financial decisions directly support programmatic goals, including improving access, increasing student outcomes, and expanding workforce preparation opportunities.

BACAE has established clear protocols to ensure that all funds are used efficiently and transparently. Each district member exercises diligent fiscal oversight, with the collective understanding that the allowable carry-over limit of 20% must not be exceeded.  Individual members will meet and work with the consortium director to support and ensure that funds are on track. BACAE voting board members have made a pledge to be timely and a commitment to make strategic expenditures that are essential to responding to community needs and maintaining momentum toward long-term goals.

To reinforce accountability, BACAE board meetings will include members review of spending progress. These discussions connect expenditures directly to program outcomes and student needs, enabling the board to assess the impact of investments and make informed decisions about future allocations. Through these consistent check-ins, the consortium not only ensures compliance with CAEP regulations but also maintains a transparent dialogue among stakeholders.

BACAE board members demonstrate a sincere commitment to collaboration and fiscal responsibility. They approach financial planning with openness and a shared dedication to advancing adult education throughout the region. Through this cooperative spirit, BACAE is well-positioned to sustain existing programs and explore new opportunities that empower adult learners with the skills, knowledge, and confidence they need to meet their education and employment goals.


Certification

Baker Valley Unified - Member Representative

Approved by Dr. Michael Esposito

06/27/2025 05:17 PM PDT

Barstow CCD - Member Representative

Approved by Eva Bagg

06/27/2025 02:37 PM PDT

Barstow Unified - Member Representative

Approved by Michelle Colleoc

06/27/2025 03:16 PM PDT

Silver Valley Unified - Member Representative

  • Principal
  • bscott@svusdk12.net
  • (760) 486-5397
Approved by Jeff Youskievicz

06/27/2025 02:36 PM PDT