CAEP Three-Year Plan: 2022-25 05 Greater Opportunity Through Adult Learning
Status: Certified
California Adult Education Program
05 Greater Opportunity Through Adult Learning: Certified
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
* Mandatory for all consortia
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Number of Adults Served (AE 200 - Overall) | 4,662 | 6,218 | 2,440 | 2,440 | 2,440 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 4,109 | 5,443 | 5,443 | 5,443 | 5,443 | |
Student Barriers | Low Income (AE 310 - Overall) | 2,547 | 3,676 | 3,676 | 3,676 | 3,676 |
Member Level Metric Targets
* Mandatory for all members
Cabrillo CCD (Reported by Cabrillo District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 1,492 | 4,765 | 4,765 | 4,765 | 4,765 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 600 | 600 | 600 | 600 | ||
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 50.0% | 50.0% | 50.0% | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 106 | 163 | 63 | 63 | 63 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 14 | 11 | 53 | 53 | 53 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 46 | 36 | 93 | 93 | 93 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 31 | 0 | 0 | 0 | ||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 17 | 0 | 0 | 0 | ||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 254 | 484 | 112 | 112 | 122 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 178 | 95 | 95 | 95 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 270 | 97 | 97 | 97 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 79 | 15 | 15 | 15 |
Pajaro Valley Unified (Reported by Pajaro Valley USD (PVUSD) - Watsonville-Aptos Adult Education)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 1,531 | 961 | 1,540 | 1,570 | 1,600 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 132 | 140 | 145 | 150 | ||
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 52.0% | 54.0% | 56.0% | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 37 | 63 | 68 | 73 | 78 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 42 | 53 | 58 | 63 | 68 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 342 | 93 | 345 | 355 | 365 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 377 | 190 | 200 | 210 | 220 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 18 | 28 | 33 | 38 | 42 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 284 | 112 | 290 | 300 | 310 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 15 | 20 | 25 | 30 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 97 | 105 | 115 | 125 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 100 | 110 | 120 | 130 |
Santa Cruz City High (Reported by Santa Cruz Adult School)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 0 | 0 | 0 | |||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 0.0% | 0.0% | 0.0% | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Santa Cruz Co. Office of Education (Reported by Santa Cruz County Office of Education (SCCOE))
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 79 | 117 | 150 | 180 | 210 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 14 | 0 | 0 | 0 | ||
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 80.0% | 55.0% | 65.0% | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 40 | 55 | 70 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 30 | 40 | 50 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 10 | 20 | 30 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 12 | 50 | 0 | 0 | 0 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 10 | 20 | 30 | 40 | ||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 19 | 20 | 30 | 40 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 60 | 0 | 0 | 0 |
Santa Cruz Workforce Development Board (No reporting institution)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 0 | 0 | 0 | |||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 0.0% | 0.0% | 0.0% | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Member Spending Targets
Member | Percent of 2019-20 Available Funds Spent | Percent of 2020-21 Available Funds Spent | Percent of 2021-22 Available Funds Spent | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|
Cabrillo CCD | 100% | 100% | 55% | 100% | 100% | 100% |
Pajaro Valley Unified | 100% | 100% | 24% | 100% | 100% | 100% |
Santa Cruz Co. Office of Education | 100% | 100% | 56% | 100% | 100% | 100% |
Objectives
Address Educational Needs
Adult Career Pathways
The overarching concept and vision of the GOAL consortium work will be focused on the development of Adult Career Pathways – a coherent, articulated sequence of rigorous academic and career/technical courses from adult school to an industry-recognized certificate, CTE certificate, Associate’s degree, and/or licensure. An Adult Career Pathway focuses more on the special needs and circumstances of adults, especially those who were not initially successful in public education. The target population of Adult Career Pathways includes demographics such as high school dropouts, secondary graduates (high school diploma or equivalent) with no college, immigrant adults, previously incarcerated, adults re-entering the workforce, and employed persons looking to upskill.
To support Adult Career Pathways, GOAL consortium members will develop career ladders within the adult school and that transition to community college or workforce
The GOAL consortium will continue its development of shorter courses and stackable certificates with workforce skill preparation, use of common assessment, contextualized instruction, and lesson planning with clear transition pathways.
Our consortium intends to accelerate learning and produce college and workforce-ready graduates. CTE courses utilizing accelerated IET curricula such as and IBEST and IELCE models, will continue to be piloted and implemented in our consortium.
Non-credit and credit programs that address adult education, literacy workforce preparation, and workforce training for obtaining industry-recognized and academic credentials will support our efforts. These industry sectors have been identified through labor market data and have demonstrable labor force needs/gaps. Our consortium hopes to leverage other services from the LWDB and CBOs supporting recruitment, wrap-around support services, and navigation to facilitate transition and track outcomes. Necessary next steps include the identification of current pathway alignment, integration of the two systems, and plans to expedite the transition of adult learners to postsecondary education or into the workforce. Faculty from both systems are learning about the existence of various programs across the system, the unique challenges facing both, and how to better design and coordinate the planning process.
The Santa Cruz Small Business Development Center director, Brandon Napoli, is translating their existing course, “How To Start A Business In Santa Cruz County” into Spanish. They are also launching “Clicks2Bricks”. C2B is a free e-commerce incubator that will assist aspiring entrepreneurs and current business owners in starting, growing, and maintaining best practices, modern e-commerce websites, and associated business strategies
Curriculum Alignment
GOAL consortium members will align their CTE and ESL curricula for acceleration and seamless transition by coordinating strategies and processes the consortium can use to strengthen CTE programs to improve outcomes.Watsonville/Aptos/Santa Cruz Adult Education members will contextualize their basic skills instruction for a specific occupation or cluster of occupations within an industry or field
With the adoption of CASAS by all members, including Cabrillo College, we will continue towards program alignment and seamless transitions. Cabrillo College will utilize multiple measure assessments for course placement as part of their matriculation process for adult education and ESL students. By avoiding over-testing of students and building upon the students’ existing test results and academic accomplishments, the institutions are able to provide a seamless transition into Cabrillo’s ESL program. By developing eligible career pathway programs that facilitate concurrent enrollment in connected adult education postsecondary programs, our institutions will build bridges to facilitate our students’ journey toward English acquisition and career development and broaden the working relationship among ESL professionals at both immigrant-serving institutions and fill in possible support gaps to assist students that are eligible for AB540. Finally, it will address an important goal of the California Adult Education Program (AB86); opening doors of educational opportunity and access for our most vulnerable student populations.
Improve Integration of Services & Transitions
The consortium is committed to supporting immigrant adult learners in their integration and success. Our objective is to provide a broad understanding of U.S. life and systems, integration into the civic, social, and economic life of their new communities, combined with strong English proficiency and other basic skills acquisition.
Counselors and Transition Specialists play a critical role in a ‘no-wrong door’ approach. Transition specialists across organizations will develop wraparound support for students' personal and career aspirations by providing transitional counseling, educational plans, and referrals to community-based agencies for basic needs and other social supports.
Through the shared use of CASAS TOPSpro Enterprise and CommunityPro for case management, we will continue to measure and compare student literacy growth, student demographics, academic and career barriers, and successful student transitions. As a consortium, we will continue to improve the accessibility of the CASAS assessment as well as the use of CommunityPro, to better capture student achievement and guide instruction.
Improve Effectiveness of Services
Integrated Basic Education and Skills Training (IBEST) quickly teaches students literacy, work, and college-readiness skills, combing language support and workforce instruction. Cabrillo College is currently piloting IBEST in their newly launched Community Health Worker program. WASCAE is currently developing/implementing IET courses specially designed for ESL learners who want to further develop their English literacy and communication skills through learning the context of job skills.
Many people in the community are still unaware of the services and educational opportunities available, at no cost to help them learn English, complete their High School education, and start or continue a path to better employment and higher earnings. To address this need, each organization is planning to continue or improve their strategic grassroots,multi-approach outreach and communication campaigns. Cabrillo College’s new focus is to specifically reach out to the Hispanic/Latino/a community and make them aware of their programs and foster a sense of belonging as they interact with the campus community.
Adult Learner Registration Fairs – Fairs will be conducted by leveraging the staffing capabilities of all consortium members to enhance community presence. Fairs will have a focus on adult immigrants and be coordinated in an adult learner-friendly environment with opportunities to make connections with instructors, counselors, and financial aid staff. The objective of these events is to provide an easily accessible way for the community and current students to learn more about programming, meet with counselors and financial aid officers, and register for classes.
Activities & Outcomes
Improve contextualized class offerings IELCE
Objective that Applies to this Activity
Address Educational Needs
WASCAE
- Support existing IELCE programs by expanding outreach efforts to the community members in an effort to increase enrollment.
- Develop new programs where/when appropriate to increase enrollment in IELCE offerings.
- Revisit our collaborative partnerships to look for opportunities for additional classes.
- Our IELCE plan is submitted each year as part of CIP (Continuous Improvement Plan) submitted to the CDE/AE Office. New contextualized ESL classes are designed to support an accelerated English language acquisition while the student is concurrently enrolled in a career pathway class. The ongoing IELCE plan consisted of several different co-class combinations which supported adult students as they launched into a specified career path. Some of the offerings included: General Health Careers, Childcare, Personal Care Attendant, Green Gardening, and Computer Office Skills. The yearly IELCE plan consists of a dual class model where an ESL teacher collaborates with a CTE instructor to hone the curriculum to best meet the needs of ELL Adults. The IELCE Plan is amended yearly and part of our agency’s CIP (Continuous Improvement Plan) submitted to the CDE/AE Office.
Through community outreach and recruitment we will enroll 50 of our English Language Learners (ELL) students population into designated IELCE pathway classes.
Through community outreach and recruitment enroll 100 of our English Language Learners (ELL) students population into designated IELCE pathway classes to increase enrollment.
Through community outreach and recruitment we will double our enrollment for 200 of our English Language Learners (ELL) students population into designated IELCE pathway classes to increase enrollment.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Median Change in Earnings (AE 801 - Overall)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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Expand program (ESL/ABE/ASE/CTE) access & support
Objective that Applies to this Activity
Address Educational Needs
WASCAE Transition Specialists (TS) and counseling will work one-on-one with students interested in transitioning to college to understand and complete FAFSA forms, college applications, and Ability To Benefit program, and Dual Enrollment (AB-554). Students will be tracked quarterly (ie Community Pro) to ensure a successful educational transition to set a baseline by June 2023. Transition Specialists/Counselors will:
- Review Community Pro Data to adapt strategies and adjust student outreach efforts within the various departments
- Set a target to visit every class at least once per semester
- Look for ways to increase the number of transitions
- Implement Community Pro with fidelity to accomplish this activity
- Meet monthly with WASCAE teachers and staff for communication, coordination, and collaboration
- Meet at least quarterly with consortium Transition Specialists for coordination and collaboration
- Create a presentation for staff to explain TS support program
- Support the development of an ESL Pathway utilized by all member institutions to assist adult learners to accurately self-assess the institution and course that best meets their educational goals.
Students will be referred with an increase annually due to the implementation of the activity by 3% by June 2023.
Students will be referred with an increase annually due to the implementation of the activity by 5% by June 2024.
Students will be referred with an increase annually due to the implementation of the activity by 7% by June 2025.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Median Change in Earnings (AE 801 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
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Review and improve CTE programs
Objective that Applies to this Activity
Address Educational Needs
WASCAE
- Not every adult education student will transition to college/postsecondary. Entering the workforce is often the ultimate goal of our ESL, CTE, and Secondary students. Some students are attaining a GED on behalf of their employer. Some short-term vocational classes need a strong supportive bridge to entry-level employment.
- Maintaining healthy CTE enrollment by Continuing to market CTE programs to ESL, ABE, ASE, Citizenship, Fee support, and Parent Education students by visiting classrooms, and giving presentations.
- Encouraging all instructors to contextualize learning in regards to workforce opportunities. Rather than |what did for summer vacation”, tell us about a career pathway you find interesting and why Informing teachers about the various CTE offerings throughout the county by including it in the monthly “news and views” newsletter.
- Continuing to create and offer CTE courses aligned with WDB in-demand industry sectors and Aligning with CTE programs throughout the county (ie Cabrillo agricultural noncredit certificates)
Through outreach and recruitment, we will increase the enrollment by 5% of existing and newly formed (eg. Cosmetology) CTE programs by September 2024.
Through outreach and recruitment, we will increase the CTE enrollment by 7%. We will develop one more CTE course offering and pathway to employment by September 2025.
Through outreach and recruitment, we will increase CTE enrollment by 9% and develop two additional CTE course offerings and pathway to employment by September 2026.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Median Change in Earnings (AE 801 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
Responsible person(s)
Name |
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Professional Learning Communities
Objective that Applies to this Activity
Address Educational Needs
WASCAE
The Professional Learning Community for the Adult Education ESL/Learning Center departments will create a series of common formative assessments to inform instruction and improve student learning. The goal will be to increase the number of students making level gains and bridge to workforce training and education pathways to local community colleges (e.g. Cabrillo).
The ESL and Learning Center Departments will reestablish a more extensive working PLC framework focused on formative assessments to evaluate student learning. PLC teams will be formed to discuss and evaluate data and guide the collaborative efforts. To ensure progress, meeting times will increase by 50% by June 2023.
Increase number of students achieving a learning gain by 3% over baseline from short-term outcome year by June 2024.
Increase number of students achieving a learning gain by 5% over baseline from short-term outcome year by June 2025.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
Responsible person(s)
Name |
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Enhance Community Outreach
Objective that Applies to this Activity
Address Educational Needs
WASCAE
Intensify recruitment efforts region-wide from Davenport to Pajaro. Increasing community outreach to K-12 schools, local businesses, and non-profit agencies post-pandemic to re-establish connections to the community.
By June 30, 2023, we will increase the number of outreach activities (community presentations and local events) by 15%.
By June 30, 2024, we will increase the number of outreach activities (community presentations and local events) by 20%.
By June 30, 2025, we will increase the number of outreach activities (community presentations and local events) by 25%.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
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Provide SCCOE Students CTE Instruction
Objective that Applies to this Activity
Address Educational Needs
SCCOE
- Provide students with the opportunity to participate in CTE courses including Culinary Arts, Construction Technology, and Agriculture.
- Provide students with CTE short-term programs for high-demand occupations, social emotional counseling, and connection to wraparound services.
- Increase program engagement measured by program evaluation, teacher self-reports, surveys, focus groups, and ongoing enrollment in CTE Certificate programs, ensuring that all CTE teachers are appropriately assigned and credentials and increase student access to employment through Career and Technical Education Courses.
- In collaboration with Cabrillo College, we will implement vocational/career certificate courses into adult CTE programming. Students will develop resumes, cover letters, and employment skills.
- Eventually work with partners to expand course offerings to adult students, with a particular emphasis on Medical and Dental Assisting as well as Construction Skills Certification.
Increase opportunities for students to develop various skills needed to prepare for transitioning to post-secondary, entering the workforce, or advancing at their job by meeting with transitions specialists and or academic counselors. The number of students who are referred to another agency will go up by 5% in June 2024.
Students will develop resumes, cover letters, and employment skills. These skills certificate courses will be incorporated into COE offered Adult Career training courses in 2022-2023 school year.
Our goal is to have CTE course attendance increase by 50% and CTE certificate attainment to increase by 60%.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Median Change in Earnings (AE 801 - Overall)
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
Responsible person(s)
Name |
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Provide ESL Instruction
Objective that Applies to this Activity
Address Educational Needs
SCCOE
Provide ESL and Spanish Language materials to increase support for multilingual learners. Improving student literacy expands student access to job training, workforce, and higher education opportunities.
- Develop and boost outreach and communication around testing, and work with teachers to provide flexible testing opportunities for students.
- 50% of all new students will complete the pre-test
- 30% of all students will complete both the pre and post-assessment
- Increase by 5% the number of students who are achieving literacy gains in ESL as measured by TopsPro.
- Administrative team develop and allocate necessary resources to create new or enhance current programming to address challenges and barriers towards student school engagement.
Increase/improve services to Multilingual Students by 5%. Students will benefit from direct language instruction in a culturally responsive and respectful environment, with a focus on Level 1 and 2 language acquisition to assist them in developing skills to be prepared for transitioning to post-secondary opportunities, including entry or advancement in the workforce.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
Responsible person(s)
Name |
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Maintain Transition Specialist
Objective that Applies to this Activity
Improve Integration of Services & Transitions
SCCOE
- By providing transition services, students have access to an advocate that will support them holistically to remove barriers, increase opportunities, and develop skills that will prepare them for transitioning to post-secondary opportunities, including entry or advancement in the workforce.
- Meet regularly with other TS for collaboration, onboarding of students, and registration fairs.
- Transition Specialists will meet regularly with students to support their socio-emotional needs and help them navigate their career and college goals.
- Transition Specialists will assist students with career-focused activities such as resume building, job searching, interview preparation, post-secondary and career exploration, community college or technical education registration, enrollment, and financial aid.
Increase/improve services to Multilingual Students by 5%. Students will benefit from direct language instruction in a culturally responsive and respectful environment, with a focus on Level 1 and 2 language acquisition to assist them in developing skills to be prepared for transitioning to post-secondary opportunities, including entry or advancement in the workforce.
Develop and maintain student files in collabroation with teachers to assess and assist students in their indiviluazied needs. Collaboration is essential to ensure that students are being given a career-centeres learning experience that is tailored to their specific/individual needs. Increase our use of Community Pro as well as increase the number of referrals made with Community Pro to 10 students next year and start recording Transition Specialist activities in Community Pro.
Increase the number of students transitioning to post-secondary opportunities including short-term training programs by 5%. By focusing on local partnerships, warm hand-offs, centering student voices, and a strengths-based approach.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Median Change in Earnings (AE 801 - Overall)
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
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Data Informed Decision Making
Objective that Applies to this Activity
Improve Effectiveness of Services
SCCOE
- Track various forms of qualitative and quantitative feedback from students and staff opportunities to gain equitable data tracking and analyses.
- Continue to collaborate on cross-data analysis with our Adult Education partners throughout the county.
- Student Update Records (TopsPro & CommunityPro) for tracking qualitative data around capacity, resource referrals, post-secondary placements, and employment and earnings.
- Develop and expand systematic equitable and meaningful data collection to guide programming.
- Planning time to research and identify data enrichment and equity strategies, specifically racial equity.
- Emphasize the importance of data amongst CAC staff, especially in use of data for equity. Monitor collection of comprehensive qualitative & quantitative data from a variety of data methods and tools.
- Qualitative and quantitative systematic data collection that is both meaningful and informative is essential.
- Throughout the year, meetings and surveys are conducted where teachers, students, and stakeholders provide feedback regarding school governance and the program. This qualitative data allows us to regularly evaluate the integrity, capacity, and development of our organizational processes.
- Increase collaboration between educational institutions in the community to share information on existing programs and services available through each partner institution.
- Increase the use of Community Pro software by Transition Specialists and counselors in institutions.
As a result of focusing on data, the percentage of students with skill gains will go up at least 8% by January 2023.
Improve data around employment and earnings, post-secondary education and job placement enrollment rates, HSE pass rates, and multilingual learner data by May 2023.
This includes the number of referrals made with Community Pro case management application between educational organizations within the county from four students to at least 10 students next year and start recording Transition Specialist activities in Community Pro by June 2023.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Median Change in Earnings (AE 801 - Overall)
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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Consortium members will align their ESL curriculum
Objective that Applies to this Activity
Address Educational Needs
Cabrillo
- Review of CASAS/NRS scales and ATFL
- Develop a crosswalk between both scales
- Info gathering - other models, previous work done on this locally and state-wide
- Mapping of courses offered at each member institution on a crosswalk mapping
- Info gathering may include: meeting with faculty, staff, and other experts
- Norming with groups, relational agreements of how to work in collaboration across member institutions
- Cooperative goal setting, cooperative timelines, cooperative brainstorming sessions
- Reporting updates to the GOAL board, etc.
- Development of an ESL Pathway utilized by all member institutions to assist adult learners to accurately self-assess the institution and course that best meets their educational goals. Consortium members will be well-versed in the ESL offerings across the consortia and will support referrals as appropriate and based on student interest.
Development of an ESL Pathway utilized by all member institutions to assist adult learners to accurately self-assess the institution and course that best meets their educational goals. Consortium members will be well-versed in the ESL offerings across the consortia and will support referrals as appropriate and based on student interest.
Cabrillo will complete a crosswalk between ESL scales and a map of ESL courses by 4/1/2023
Cabrillo will work with other consortium partners to complete an ESL pathway across institutions by 4/1/2024.
Cabrillo and other consortium partners will continue to refine ESL Pathways.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
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Integrated Education & Training
Objective that Applies to this Activity
Improve Effectiveness of Services
Our consortium intends to accelerate learning and produce college and workforce-ready graduates. CTE courses utilizing accelerated IET curricula such as IBEST, IELCE, and other models, will continue to be piloted and implemented in our consortium as resources allow. To address the need to create bridge programs and develop pathways to college and the workforce, we propose to pilot career pathways from the adult school to the college. Cabrillo will continue to explore integrated, contextualized education models in CTE courses. Cabrillo currently is piloting IBEST models: Integrated Basic Education & Skills Training. These are currently in place in CHW, ECE, and Culinary courses. Cabrillo will continue to explore other sustainable integrated contextualized models to increase access to adult learners into CTE programs.
- PRO will conduct an evaluation of IBEST effectiveness. This will include an analysis of the number of students enrolled in IBEST-supported classes, completion rate, and post-secondary transition (in Noncredit).
- Develop code that allows students to filter for IBEST courses when searching for courses.
- Cabrillo will support ESL and CTE instructors in the development of IET models and provide faculty coordination units (STRF/TUs) as appropriate.
- Cabrillo will support CTE instructors in the exploration of Noncredit courses with IET models
- Inform and support Cabrillo counselor on CTE courses supported by IET.
- Cabrillo College will prepare to expand IET courses within the current fields of study such that the class can be scheduled for the Fall of 2023.
- Code IBEST Courses in the system by Fall 2023
- Conduct IBEST program evaluation 2/15/2023
- Cabrillo will look for additional sources of funding to expand IBEST Courses during the 2023-24 academic year.
- Funding is secured, and Cabrillo College will expand IBEST courses to at least one additional area of study such that the class can be scheduled for the Fall of 2025.
- PRO will continue to report on the number of students who attended an IBEST class, completed the class, transitioned to a postsecondary class, and/or earned an award annually.
- Cabrillo College will create career certificates and pathways, which include IET courses such that the certificate program is approved by May 2025 and available for students by Dec 31, 2025.
- PRO will continue to report on the number of students who attended an IBEST/IET class, completed the class, transitioned to a postsecondary class and/or earned an award annually.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
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Outreach & Marketing
Objective that Applies to this Activity
Improve Effectiveness of Services
Outreach will continue to be a strong focus for Cabrillo. Cabrillo will continue to work closely with the GOAL office to develop culturally relevant and bilingual outreach materials. Cabrillo's Transition Specialist will continue to provide outreach presentations with school and community partners as well as weekend community events.
- Marketing & Community Awareness - strategic grassroots and multi-approach outreach and communication campaign
- Adult Learner Registration Fairs – Fairs will be conducted by leveraging the staffing capabilities of community college, adult school, COE, and WDB in order to enhance community presence. Fairs will have a focus on adult immigrants and coordinated in an adult learner-friendly environment with opportunities to make connections with instructors, counselors, and registration and financial aid staff
- October College and Career Family Nights - The college will enhance the annual College and Career Family nights to be more inclusive for Adult Education Students and their families. The ESL and noncredit departments will be invited to meet with community members, provide information about their programs, and set up informational displays. Dual enrollment information will be shared. Marketing for the event will include bilingual communication and add target marketing to potential adult education students in the community.
- Cabrillo departments will work together to expand internal and community events, programs, and opportunities to help create a sense of belonging that embraces, celebrates, and reflects Latinx culture.
- Cabrillo will work with the GOAL staff to expand visibility and participation in community events and spaces throughout the county on a regular basis including at local schools, farmer’s markets, cultural festivals, non-profit organizations, and public libraries. They will invite and host community events on campus celebrating Chicanx/Latinx culture including the following: Annual Mural Celebration in Fall as a beginning of the semester campus and community gathering, Dia de los Muertos, Hispanic Heritage week, Graduation events (Nuestra Recognition and all college graduation), Life events (funerals, weddings, quinceañeras, etc) via the Extension Office to help create an early awareness of our institution’s HSI status and a sense of belonging to community members. This will require both staffing and funding for outreach and marketing efforts as well as in-reach to staff and faculty to serve as outreach ambassadors that help to establish personal connections to the college. Creating early on-ramps through dual enrollment and reaching adult learners, especially in Latinx and other racially minoritized communities is a priority.
- Cabrillo hopes to secure funding for an “I am Cabrillo College” campaign. It will include testimonies of current students about their educational path; faculty & staff who are Cabrillo alumni on the campus website. The theme will be carried on in the library or art display cases in Watsonville and in the community on light post banners near featuring current students, faculty, and staff; posters in public libraries; on Metro buses.
- The Marketing department will update the branding of Cabrillo noncredit courses and promote dual enrollment. They are seeking assistance to insure all materials and communication are inclusive to all members of our community including community members whose English is their second language. Event promotion will include English and Spanish advertising on radio and television, boosted social media, and materials.
Outreach
- Cabrillo’s Community Outreach team will create a master outreach and event calendar to share among all campus outreach stakeholders including the Cabrillo transitions specialist(s), the marketing department, the CTE department, and GOAL transitions specialist. They will include faculty in their outreach efforts.
Centralize and prioritize timely announcements of cultural events. (8/2022)
Hire a full-time Spanish bilingual & biliterate, culturally responsive marketing professional. (12/2022)
Conduct a survey to foster community engagement and gather community feedback. (10/2022)
Create a Marketing Advisory Committee that includes staff, faculty, students, and community members. (Oct. 31, 2022)
Create Master outreach & event calendar
Distribute bilingual/bilterate printed information to community(By 8/2023)
Increase faculty and staff involvement/presence in local schools and community outreach (By 9/2023)
Create a marketing plan to streamline cultural event advertising requests (By 9/1/2023)
Establish a dedicated and ongoing operational budget for HSI activities. 6/60/2023
Host bilingual information sessions for families and the community starting by 10/1/2023
The GOAL and Marketing staff will review current marketing materials and look for opportunities to update marketing materials.
Surveys of current students and the community show an increase of awareness of programs offered at Cabrillo College for Adult Learners.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Median Change in Earnings (AE 801 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
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Cabrillo's Transition Specialist
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Cabrillo's Transition Specialist (Student Support Specialist) will support students' onboarding to Cabrillo by utilizing a wrap-around case management approach. Activities will include outreach, application assistance (CCCApply and Noncredit App), ESL Assessment (if applicable), Adult Dual Enrollment Application, and help connect students with campus resources as needed.
Onboarding will include meeting the current GOAL Transition Specialist, the GOAL Director,. The Adult Dual Enrollment coordinator will learn more about how GOAL supports adult learners and share previous activities, contacts, and plans for the future. They will learn how to use the Community Pro application to close gaps of service and create a safety net for students and review past and current referral and transition data.
- Cabrillo will hire a Transition Specialist by 9/1/22.
- Once per semester the transition specialist will attend the Consortium Transition specialists’ monthly meetings. Attendees include Transition Specialists from GOAL the Adult School and the County Office of Education. They will share their recent activities and future plans as well as join in their monthly communication.
- The Transition Specialist will increase the number of students who were contacted and services were offered too by 20% from the prior year, annually.
- The number of transitions from the Adult School and the County Office of Education to the Community College will increase from 133 (2021-2022 school year) up 30% to 173 students as shown in the Community Pro Application by 2023-24.
The Transition Specialist will reach out to community members, attendees of the Adult School and the County of Office of Education with the goals of increasing the number of transitions from the Adult School and the County Office of Education to the Community College will increase at least 10% annually.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
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Pathways & Noncredit Development
Objective that Applies to this Activity
Address Educational Needs
In partnership with GOAL members, Cabrillo will develop eligible career pathways that facilitate dual enrollment and facilitate our students’ journey toward English acquisition and career development. It will broaden and deepen the working relationship among ESL professionals across consortia member institutions. NonCredit is a critical and powerful "educational gateway" for adult learners by providing "open access" for those seeking to improve their earning power, employability, literacy skills and access to higher education. It serves as an important point of entry for adult learner students as well as a key transition point to prepare students for credit instruction. Cabrillo will support the development of Noncredit stackable short-term, workforce training courses, certificates, and programs.
Cabrillo continues to develop noncredit courses that lead to stackable certificates. Twenty new short-term vocational courses, 15 workforce preparation courses, and 17 basic skill courses are either approved or pending Chancellor’s Office approval. Another 71 new courses are in the Curriculum review process or pending. Research shows that noncredit courses are most sustainable if scheduled in-person with positive hours accounting for apportionment and that courses that are scheduled in chunks of either shorter duration or as 1day/week over the semester retain more students to completion of a certificate.
The new courses include a Cabrillo College Career Skills Certificate with a specific focus on resume building and interview skills. This non-credit course will be embedded into the current course learning outcomes and provide the preparation necessary to instantly join the local Santa Cruz County job market.
Offer a noncredit Career Skills Certificate Fall 2022.
Shepard new noncredit courses and certificates through the Cabrillo Curriculum Committee and the Chancelors’ Office requirements by June 2023.
CTE Department to review county labor market and earnings data, focus groups responses annually when developing new programs and curriculum.
Increase the number of dual enrollment students from 122 to 134 (10%) by March 2023.
Review labor market data and determine industry focus to explore and get approved new stackable short-term, workforce training courses, certificates and programs annually
Review student responses to the application Ed Goal question and discuss how to incorporate findings into CTE planning by 10/1/2023.
Increase the number of dual enrollment students from by 10% by March 2024.
Review labor market data and determine industry focus to explore and get approved new stackable short-term, workforce training courses, certificates and programs annually
Cabrillo Department review previously enrolled students’ median change in earnings and students who became employed by the 2nd Quarter after exit, annually
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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Increased Access & Onboarding
Objective that Applies to this Activity
Improve Effectiveness of Services
Cabrillo will utilize effective onboarding approaches. These may include Noncredit Application, Adult Registration Fair, and Transition Specialist.
- Noncredit Application: Cabrillo offers noncredit students a simpler way to apply to attend classes via a Google Forms document. The college plans to implement a new Chancellor's office noncredit application this year. The application will not require GOAL staff to manually enter student information any longer. Once all testing has been completed and approved for live launch, we plan on implementing the noncredit CCCApply application for all our students.
- Adult Learner Registration Fairs – Fairs will be conducted by leveraging the staffing capabilities of community college, adult school, COE, WDB in order to enhance community presence. Fairs will have a focus on adult immigrants and coordinated in an adult learner-friendly environment with opportunities to make connections with instructors, counselors, and registration and financial aid staff.
- Transition Specialist - Cabrillo will hire a Transition Specialist that will work with GOAL member transitions specialists, Counseling, and other departments to assist students enrolling at Cabrillo.
- Implement the Chancelors’ Office Noncreidt application by summer of 2022.
- Cabrillo staff will organize a Fall 2022 and Spring 2023 Adult Learner Registration Fair.
- Cabrillo will hire a Transition Specialist by Sept 1, 2022.
- Current students will respond that it is easy to apply and enroll for classes at Cabrillo, when completing the Three-Year Plan survey.
Cabrillo staff will continue to organize Adult Learner Registration Fairs every semester.
Cabrillo will continue to support Adult Learner Registration Fairs and hire a second Transition Specialist.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
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Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Cabrillo CCD | $1,386,669 | Certified |
Pajaro Valley Unified | $3,208,101 | Certified |
Santa Cruz City High (Optional) | $0 | Draft |
Santa Cruz Co. Office of Education | $4,645,055 | Certified |
Santa Cruz Workforce Development Board (Optional) | $0 | Draft |
Totals | $9,239,825 | 3/5 Certified |
The consortium board calculates fund allocations on a percentage basis. Each member receives the same percent of the total funds regardless of the total amount.
Certification
Cabrillo CCD - Member Representative
Dr. Matthew Wetstein - President
- mawetste@cabrillo.edu
- (831) 479-6302
Annabelle Rodriguez - Consortia Director - GOAL
- annabelle.rodriguez@cabrillo.edu
- (831) 477-3388
Pajaro Valley Unified - Member Representative
Michelle Rodriguez - michelle_rodriguez@pvusd.net
- (831) 786-2135
Christina Koda - Senior Accountant
- christina_koda@pvusd.net
- (831) 786-2100 ext: 2630
Todd Livingstone Watsonville Aptos Santa Cruz Adult Education with Pajaro Valley USD - Assistant Director
- todd_livingstone@pvusd.net
- (831) 786-2160
Colleen Bugayong Pajaro Valley Unified School District - Director of Fiscal Services
- colleen_bugayong@pvusd.net
- (831) 786-2330
Santa Cruz City High - Member Representative
Kris Munro - Superintendent
- kmunro@sccs.net
- (831) 429-3410 ext: 3410
Santa Cruz Co. Office of Education - Member Representative
Dr. Faris Sabbah - Deputy Superintendent of Schools
- fsabbah@santacruzcoe.org
- (831) 750-7377
Michelle Coffman - Financial Analyst
- mcoffman@santacruzcoe.org
- (831) 466-5628
Denise Sanson - Senior Director
- dsanson@santacruzcoe.org
Taylor Threlkeld - Project Specialist
- tthrelkeld@santacruzcoe.org
- (831) 466-5765
Santa Cruz Workforce Development Board - Member Representative
Andy Stone - Director
- andy.stone@santacruzcounty.us