CAEP
Annual Plan

Produced: Aug 15, 2025, 09:24 PM UTC - By Michael Esposito

03 Barstow Area Consortium for Adult Education
CONSORTIUM APPROVED

2025-26

Plans & Goals

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 2025–2026 Annual 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.


Plans & Goals

How (if at all) do the consortium’s previous program year goals differ from the current year’s goals?

Goals have changed or new goals have emerged for the upcoming year

Why have the consortium’s goals changed for the upcoming year?

Five priority populations were identified through an analysis of the past three years 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

How much progress did the consortium make towards its previous program year goals?

Some progress - around half of the goals were met

Not Entered
What barriers did the consortium face in making progress towards its previous program year goals?

Significant Rise of Student Barriers

Not Entered
What are the goals for the consortium for the current program year?

Not Entered
How will the consortium measure progress towards the goals set for the current program year?

To ensure the success of the 2025–2028 plan, the Barstow Area Consortium for Adult Education (BACAE) will prioritize closing service gaps and strengthening data systems to capture needs, measure progress, and guide decision-making. Our approach will be equity-driven, barrier-aware, and fully aligned with CAEP accountability requirements. BACAE will use TOPSpro and MIS as the primary systems for tracking enrollment, barrier identification, learning gains, completions, and transitions. Barrier-to-success data—such as language proficiency, housing status, justice involvement, and disability—will be collected through a standardized intake process.

Regular review cycles will be conducted, with site representatives analyzing enrollment trends, learning gains, and follow-through on barrier-related services. For example, sites will log whether referrals are fully met, partially met, or unresolved, and conduct follow-up check-ins with students. Short surveys and interviews will be used throughout the year to verify whether interventions are meeting student needs.

BACAE will also expand partnerships with agencies that address basic needs, housing, mental health, and other support services, ensuring a holistic approach to student success. By combining targeted, barrier-specific programming with a unified and transparent data process, BACAE will systematically address gaps, refine services in real time, and demonstrate measurable progress in serving non-English-speaking immigrants, rural residents, justice-involved individuals, persons with disabilities/mental health concerns, and housing-insecure learners.

Assessment

Regional Needs Assessment

Please identify the categories of needs in your region.

Please identify resources used to identify these gaps.

We will measure effectiveness/progress with an equity outcome in overcoming student barriers by tracking outcome gaps among learners facing challenges (English Learners, Justice-Involved, Housing-insecure/Homeless, and those with basic needs insecurity by setting goals to narrow these gaps by establishing external partnerships where successful referrals can be established to ensure the retention of adult ed. students in their programs.  Transitions to college and employment are also an important priority to increase the number of students completing programs to further their educational journey or employment with wage gains.  We will track the retention and persistence on a quarterly basis and by site.  Our approach will combine standard CAEP performance metrics with locally focused indicators addressing the five focus student groups with student-informed tracking, partnership coordination and regular reviews by the consortium working groups.

To ensure the success of the 2025–2028 plan, the Barstow Area Consortium for Adult Education (BACAE) will prioritize closing service gaps and strengthening data systems to capture needs, measure progress, and guide decision-making. Our approach will be equity-driven, barrier-aware, and fully aligned with CAEP accountability requirements. BACAE will use TOPSpro and MIS as the primary systems for tracking enrollment, barrier identification, learning gains, completions, and transitions. Barrier-to-success data—such as language proficiency, housing status, justice involvement, and disability—will be collected through a standardized intake process.

Regular review cycles will be conducted, with site representatives analyzing enrollment trends, learning gains, and follow-through on barrier-related services. For example, sites will log whether referrals are fully met, partially met, or unresolved, and conduct follow-up check-ins with students. Short surveys and interviews will be used throughout the year to verify whether interventions are meeting student needs.

BACAE will also expand partnerships with agencies that address basic needs, housing, mental health, and other support services, ensuring a holistic approach to student success. By combining targeted, barrier-specific programming with a unified and transparent data process, BACAE will systematically address gaps, refine services in real time, and demonstrate measurable progress in serving non-English-speaking immigrants, rural residents, justice-involved individuals, persons with disabilities/mental health concerns, and housing-insecure learners.

Activities & Outcomes

Objective #1: Address Educational Needs

Professional Development & Working Groups

THREE-YEAR PLAN 2025-28

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

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Mike EspositoBaker Valley Unified06/30/2028
Douglas BeatonBarstow Unified06/30/2028
Milan StejepovicBaker Valley Unified06/30/2026
Scott GodfreyBarstow Unified06/30/2026
Laura AlvaradoBarstow CCD06/30/2026
Jeff YouskieviczSilver Valley Unified06/30/2026
Brice ScottSilver Valley Unified06/30/2026

Improve Transitions into Postsecondary Education

THREE-YEAR PLAN 2025-28

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

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

Increase Transitions into the Workforce

THREE-YEAR PLAN 2025-28

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

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
Laura AlvaradoBarstow CCD06/30/2026

Increase support & assistance for English learners

THREE-YEAR PLAN 2025-28

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.

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

Student Data Report Reviews

THREE-YEAR PLAN 2025-28

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).

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
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

THREE-YEAR PLAN 2025-28

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.

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

Objective #2: Improve Integration of Services & Transitions

Develop a Comprehensive Community Resource

THREE-YEAR PLAN 2025-28

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

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
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

THREE-YEAR PLAN 2025-28

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.

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
Jeff YouskieviczSilver Valley Unified06/30/2026
Milan StejepovicBaker Valley Unified06/30/2026
Scott GodfreyBarstow Unified06/30/2026

Pathway to Para-Educator Employment

THREE-YEAR PLAN 2025-28

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. 

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Elena RiveraBarstow CCD06/30/2028
Michelle ColleocBarstow Unified06/30/2028
Laura AlvaradoBarstow CCD06/30/2026

Increase Transitions from Adult Schools to BCC

THREE-YEAR PLAN 2025-28

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.

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

Objective #3: Improve Effectiveness of Services

Enhance Marketing and Messaging Efforts

THREE-YEAR PLAN 2025-28

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.

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
Laura AlvaradoBarstow CCD06/30/2026
Jeff YouskieviczSilver Valley Unified06/30/2026
Scott GodfreyBarstow Unified06/30/2026

Enhance Student Retention

THREE-YEAR PLAN 2025-28

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.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

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

Consortium Commitments

THREE-YEAR PLAN 2025-28

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.

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
Milan StejepovicBaker Valley Unified06/30/2026
Laura AlvaradoBarstow CCD06/30/2026
Scott GodfreyBarstow Unified06/30/2026
Jeff YouskieviczSilver Valley Unified06/30/2026

Fiscal Management

Alignment & Carryover

The planned usage of allocations for the current program year is directly aligned with the Barstow Area Consortium for Adult Education’s (BACAE) 2025–2028 Three-Year Plan, ensuring that every expenditure advances the consortium’s long-term educational goals. BACAE remains steadfast in meeting all California Adult Education Program (CAEP) fiscal requirements, recognizing that sound financial stewardship is essential to sustaining and expanding services across our four member districts. Guided by a shared vision for student success, district members work collaboratively to ensure that resources are invested in ways that improve access, increase student outcomes, and expand workforce preparation opportunities, which are priorities established in our 2025-2027 Three-Year Plan.

BACAE has implemented rigorous protocols to guarantee that all funds are used efficiently, transparently, and within the allowable 20% carry-over limit. Each member district exercises diligent oversight and will be coordinating with the consortium director to monitor expenditures and ensure that budgetary decisions remain on track. BACAE board members have committed to making timely, strategic investments that are responsive to community needs and that maintain momentum toward long-term objectives.

Fiscal accountability will be reviewed through regular board meetings, where members review spending progress, connect expenditures to program outcomes, and assess the direct impact on student achievement. These structured discussions foster transparency among stakeholders and support data-driven decision-making for future allocations.

By combining strong fiscal responsibility with a deep commitment to collaboration, BACAE is well-positioned to sustain existing programs while also pursuing innovative initiatives and partnerships to ensure student success.

BACAE has established clear protocols to ensure that all funds are used efficiently and transparently, making fiscal responsibility a top priority for the consortium in 2024–2025. Each district member exercises diligent fiscal oversight, with the collective understanding that the allowable carryover limit of 20% must not be exceeded. Two of the BACAE members have worked diligently and collaboratively with the consortium director to resolve carryover amounts exceeding 20% and to prevent excessive carryover for two consecutive fiscal years. Together, we have made certain that all members benefited from the redistribution of the set amount. BACAE voting board members have pledged to be timely in their fiscal actions and committed to making strategic expenditures that respond to community needs while monitoring fund usage to ensure alignment with annual plan activities. Regular financial tracking, quarterly reviews, and open communication among members have further strengthened fiscal accountability. 

Usage

How does the consortium plan to use allocated funds in the upcoming year?

Not Entered

Consortium Objectives & Activities Overview

Objectives & Activities

= consortium has included this activity in an Annual Plan from the 2025-28 Three-Year Plan
= consortium has NOT selected this activity in an Annual Plan from the 2025-28 Three-Year Plan
ActivityOriginIncluded in Annual Plan
Objective #1: Address Educational Needs
Address the Educational Needs of Justice-Involved
THREE-YEAR PLAN 2025-28
Expand Access to Entry-Level Educational
THREE-YEAR PLAN 2025-28
Improve Transitions into Postsecondary Education
THREE-YEAR PLAN 2025-28
Increase Transitions into the Workforce
THREE-YEAR PLAN 2025-28
Increase support & assistance for English learners
THREE-YEAR PLAN 2025-28
Professional Development & Working Groups
THREE-YEAR PLAN 2025-28
Student Data Report Reviews
THREE-YEAR PLAN 2025-28
Objective #2: Improve Integration of Services & Transitions
Develop a Comprehensive Community Resource
THREE-YEAR PLAN 2025-28
Develop Partnerships in the Region for Services
THREE-YEAR PLAN 2025-28
Development of Plan & Implementation of Adult Ed.
THREE-YEAR PLAN 2025-28
Increase Transitions from Adult Schools to BCC
THREE-YEAR PLAN 2025-28
Members will Refine Student Support Procedure
THREE-YEAR PLAN 2025-28
Pathway to Para-Educator Employment
THREE-YEAR PLAN 2025-28
Objective #3: Improve Effectiveness of Services
Better Use of Data and Analytics to Evaluate Servi
THREE-YEAR PLAN 2025-28
Consortium Commitments
THREE-YEAR PLAN 2025-28
Enhance Marketing and Messaging Efforts
THREE-YEAR PLAN 2025-28
Enhance Student Retention
THREE-YEAR PLAN 2025-28

Certification

Baker Valley Unified - Member Representative

Approved by Dr. Michael Esposito

08/15/2025 02:23 PM PDT

Barstow CCD - Member Representative

Approved by Eva Bagg

08/15/2025 01:08 PM PDT

Barstow Unified - Member Representative

Approved by Michelle Colleoc

08/15/2025 01:36 PM PDT

Silver Valley Unified - Member Representative

Approved by Brice Scott Silver Valley Unified Adult Education Center

08/15/2025 01:38 PM PDT