Produced: Jun 28, 2025, 12:17 AM UTC - By Michael Esposito
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
| Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Reportable Individuals (200AE) | 697 | 816 | 1,054 | 1,173 | 1,292 | |
| Student Barriers | English Language Learner (149AE) | 138 | 202 | 330 | 394 | 458 | |
| Student Barriers | Low Literacy (155AE) | 545 | 671 | 923 | 1,049 | 1,175 | |
| Student Barriers | Low Income (154AE) | 426 | 522 | 714 | 810 | 906 | |
| Student Barriers | Ex-Offender (150AE) | 14 | 41 | 95 | 122 | 149 | |
| Student Barriers | Homeless (152AE) | 37 | 37 | 37 | 37 | 37 | |
| Student Barriers | Single 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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 11 | 30 | 38 | 45 | ||
| Students and Programs | Adult Secondary Education (1000) | 25 | 30 | 35 | |||
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | ||
| Students and Programs | English as a Secondary Language (1002) | 5 | 8 | 10 | |||
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | ||
* Mandatory for all members
Barstow CCD (Reported by Barstow)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 306 | 411 | 621 | 726 | 831 | |
| Students and Programs | Adult Secondary Education (1000) | 0 | 19 | 57 | 76 | 95 | |
| Students and Programs | Adult Basic Education (1001) | 85 | 141 | 253 | 309 | 365 | |
| Students and Programs | English as a Secondary Language (1002) | 90 | 143 | 249 | 302 | 355 | |
| Students and Programs | Career Technical Education (1003) | 159 | 153 | 141 | 135 | 129 | |
* Mandatory for all members
Barstow Unified (Reported by Barstow Unified School District)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 206 | 217 | 239 | 250 | 261 | |
| Students and Programs | Adult Secondary Education (1000) | 206 | 196 | 176 | 166 | 156 | |
| Students and Programs | Adult Basic Education (1001) | 206 | 217 | 239 | 250 | 261 | |
| Students and Programs | English as a Secondary Language (1002) | 0 | 27 | 81 | 108 | 135 | |
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | 0 | |
* Mandatory for all members
Silver Valley Unified (Reported by Silver Valley Unified School District)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 102 | 90 | 122 | 131 | 140 | |
| Students and Programs | Adult Secondary Education (1000) | 102 | 90 | 122 | 131 | 140 | |
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | English as a Secondary Language (1002) | 0 | 3 | 6 | 12 | ||
| Students and Programs | Career 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.
| Member | % of Available Funds Spent | Member Level Targets | ||||
|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
| 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
Utilizing Data
Providing Professional Development
Identifying Best Practices
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
Develop workgroups to improve data driven decision making
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
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Brice Scott | Baker Valley Unified | 06/30/2028 |
| Elena Rivera | Barstow CCD | 06/30/2028 |
| Michelle Colleoc | Barstow Unified | 06/30/2028 |
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
| Douglas Beaton | Barstow Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Douglas Beaton | Barstow Unified | 06/30/2028 |
| Elena Rivera | Barstow CCD | 06/30/2028 |
| Michelle Colleoc | Barstow Unified | 06/30/2028 |
| Brice Scott | Silver Valley Unified | 06/30/2028 |
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
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
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Elena Rivera | Barstow CCD | 06/30/2028 |
| Michelle Colleoc | Barstow Unified | 06/30/2028 |
| Brice Scott | Silver Valley Unified | 06/30/2028 |
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
| Douglas Beaton | Barstow Unified | 06/30/2028 |
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
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Elena Rivera | Barstow CCD | 06/30/2028 |
| Michelle Colleoc | Barstow Unified | 06/30/2028 |
| Douglas Beaton | Barstow Unified | 06/30/2028 |
| Brice Scott | Silver Valley Unified | 06/30/2028 |
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
| Elena Rivera | Barstow CCD | 06/30/2026 |
| Brice Scott | Silver Valley Unified | 06/30/2028 |
| Michelle Colleoc | Barstow Unified | 06/30/2028 |
| Douglas Beaton | Barstow Unified | 06/30/2028 |
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).
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Douglas Beaton | Barstow Unified | 06/30/2028 |
| Elena Rivera | Barstow CCD | 06/30/2028 |
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
| Michelle Colleoc | Barstow Unified | 06/30/2028 |
| Brice Scott | Silver Valley Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Brice Scott | Silver Valley Unified | 06/30/2028 |
| Elena Rivera | Barstow CCD | 06/30/2028 |
| Michelle Colleoc | Barstow CCD | 06/30/2028 |
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
| Douglas Beaton | Barstow Unified | 06/30/2028 |
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
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Douglas Beaton | Barstow Unified | 06/30/2028 |
| Elena Rivera | Barstow CCD | 06/30/2028 |
| Michelle Colleoc | Barstow Unified | 06/30/2028 |
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
| Brice Scott | Silver Valley Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Brice Scott | Silver Valley Unified | 06/30/2028 |
| Elena Rivera | Barstow CCD | 06/30/2028 |
| Michelle Colleoc | Barstow Unified | 06/28/2028 |
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
| Douglas Beaton | Barstow Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Douglas Beaton | Barstow Unified | 06/30/2028 |
| Elena Rivera | Barstow CCD | 06/30/2028 |
| Michelle Colleoc | Barstow Unified | 06/30/2028 |
| Brice Scott | Silver Valley Unified | 06/30/2028 |
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
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
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
| Elena Rivera | Barstow CCD | 06/30/2028 |
| Michelle Colleoc | Barstow Unified | 06/30/2028 |
| Brice Scott | Silver Valley Unified | 06/30/2028 |
| Douglas Beaton | Barstow Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Douglas Beaton | Barstow Unified | 06/30/2028 |
| Elena Rivera | Barstow CCD | 06/30/2028 |
| Michelle Colleoc | Barstow Unified | 06/30/2028 |
| Brice Scott | Silver Valley Unified | 06/30/2028 |
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
| Elena Rivera | Barstow CCD | 06/30/2028 |
| Michelle Colleoc | Barstow Unified | 06/30/2028 |
| Brice Scott | Silver Valley Unified | 06/30/2028 |
| Douglas Beaton | Barstow Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Douglas Beaton | Barstow Unified | 06/30/2028 |
| Elena Rivera | Barstow CCD | 06/30/2028 |
| Michelle Colleoc | Barstow Unified | 06/30/2028 |
| Brice Scott | Silver Valley Unified | 06/30/2028 |
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
| Elena Rivera | Barstow CCD | 06/30/2028 |
| Michelle Colleoc | Barstow Unified | 06/30/2028 |
| Brice Scott | Silver Valley Unified | 06/30/2028 |
| Douglas Beaton | Barstow Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Douglas Beaton | Barstow Unified | 06/30/2028 |
| Elena Rivera | Barstow CCD | 06/30/2028 |
| Michelle Colleoc | Barstow Unified | 06/30/2028 |
| Brice Scott | Silver Valley Unified | 06/30/2028 |
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Mike Esposito | Baker Valley Unified | 06/30/2028 |
| Elena Rivera | Barstow CCD | 06/30/2028 |
| Michelle Colleoc | Barstow Unified | 06/30/2028 |
| Douglas Beaton | Barstow Unified | 06/30/2028 |
| Brice Scott | Silver Valley Unified | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
| Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
|---|---|---|
| Baker Valley Unified | $45,120 | Certified |
| Barstow CCD | $308,800 | Certified |
| Barstow Unified | $523,734 | Certified |
| Silver Valley Unified | $214,217 | Certified |
| 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
Dr. Michael Esposito - Principal
- michael_esposito@baker.k12.ca.us
- (760) 733-4567
Milan Stijepovic - Superintendent
- milan_stijepovic@baker.k12.ca.us
- (760) 733-4567
Barstow CCD - Member Representative
Eva Bagg - Superintendent-President
- ebagg@barstow.edu
- (760) 252-2411
Elena Rivera - Director
- erivera@barstow.edu
- (760) 252-2411 ext: 6703
Jennifer Rodden Ph.D. - Vice President of Academic Affairs
- jrodden@barstow.edu
- (760) 252-6824
Laura Alvarado - Exec. Dean Workforce Development and Strategic Partnerships
- lalvarado@barstow.edu
Barstow Unified - Member Representative
Scott Godfrey - scott_godfrey@busdk12.com
- (760) 255-6021
Michelle Colleoc - Lead Barstow Adult School
- michelle_colleoc@busdk12.com
- (760) 255-1872
Douglas Beaton - Chief Business Official
- douglas_beaton@busdk12.com
- (760) 255-6009
Silver Valley Unified - Member Representative
Jeff Youskievicz - jyouskievicz@svusdk12.net
- (760) 254-2916
Brice Scott Silver Valley Unified Adult Education Center - Principal
- bscott@svusdk12.net
- (760) 486-5397