Produced: Aug 15, 2023, 05:53 PM UTC - By Clifford Higgins
2023-24
Plans & Goals
- Executive Summary
The Partnership Adult Academic Career Education agencies ABC Adult School. Bellflower Adult Re-Entry, Cerritos College, Downey Adult School and Norwalk La Mirada Adult School have worked continuously and collaboratively in order to ensure that the needs of the local labor market are met and that educational growth within the region are reflective of industry. A prioritized area of focus has been the inclusion of social-emotional resources for students and their families in order to ensure that educational growth and stability are maintained. The economy within the region has remained stable and unemployment numbers throughout the region remain low. The PAACE Consortium has partnered with the Southeast Los Angeles County Workforce Development Board (SELACO), in order to provide workforce services and customized educational cohorts to adults within the region. During the Three-Year Planning process the following regional needs/goals were identified:
Regional Needs
1. Continue to expand seamless transitions to post-secondary education.
2. Improve program awareness through the use of targeted marketing of ESL programs throughout the consortium's region.
3. Improve student success and retention, evidenced by CASAS benchmark data, student educational attainment gains.
4. The need for a comprehensive software program that can capture student data from multiple aspects.
Long Term Goals
1. PAACE will increase technology related training throughout the region by 3%
2. PAACE will increase Post-Secondary transitions for students by 3%
3. PAACE will increase student retention and attainment levels by 3%
- Regional Planning Overview
PAACE will continuously review student enrollment levels across all programs with a view to student access to transitional opportunities for students, which is a primary goal and component of our Three-Year Plan. An analysis of the resources that have been expended toward student outcomes and student support is regularly conducted to ensure that there is alignment among goals and resources and that outcomes for students are optimal. The PAACE Consortium carefully reviews its student demographics and the cities where our students reside in order to identify where gaps in services exist and where additional resources may need to be supported. Any identified gaps in services will inform the delivery of instructional services, the focus of professional development needs and will advise the consortium decision making process. The consortium works very closely with the Southeast Los Angeles Workforce Development Board (SELACO), and the Employment Development Department (EDD). This allows the consortium to review trends in employment and focus regionwide training programs on the employer needs within the region.
Meeting Regional Needs
Regional Need #1
- Gaps in Service / Regional Needs
Within the PAACE region there is an increasing number of students who speak languages other than English. The languages spoken in the region are: Spanish 72.9%, Tagalog 6.3%, Korean 5.5%, Chinese 2.0%, Vietnamese 1.3%, Khmer 1.1%, Filipino 1.0%, Mandarin 0.9%, Arabic 0.8%, and Hindi 0.,7%, Efforts have been made to expand services to ESL students throughout the region and demographics bear out that more outreach and services could be offered in support of students.
- How do you know? What resources did you use to identify these gaps?
PAACE reviewed past enrollment data and analyzed the numbers of students who transitioned from ASE or GED programs to the Cerritos Complete Promise Program, which indicated that more outreach and needed to be conducted within the region to bring about awareness of available services, allowing the number of transitioning students to reflect the local area demographics. PAACE Consortium members annually review the regional population data to identify how to appropriately serve our communities and address any identified gaps in services or local needs within the region. Additionally, each member institution evaluates the effectiveness of the English as Second Language, High School Diploma, High School Equivalency, Citizenship and Short-term CTE programs, and the Consortium as a whole examines the need for adjustments in programs in order to optimally deliver services.
- How will you measure effectiveness / progress towards meeting this need?
The following tools are used to measure the effectiveness of programs: TOPS PRO data reports, Student enrollment information, LaunchBoard Data. Local measures include maintaining a database of transfer information for students enrolled in partner adult schools who transfer to Adult Dual Enrollment and the Cerritos College Promise Program - Cerritos Complete.
Regional Need #2
- Gaps in Service / Regional Needs
In order to ensure that all student demographic groups and languages are receiving services throughout the region, there is a need to increase awareness of our English as a Second Language courses through program promotion.
- How do you know? What resources did you use to identify these gaps?
PAACE reviewed and compared enrollment numbers and student demographic information within the region and found that additional ESL courses needed to be offered to serve our expanding language student population and that more could be done to assist existing students in reaching their goals. Student benchmark data was examined and with the goal of identifying ways that English language acquisition skills could contribute to increasing student transition rates.
- How will you measure effectiveness / progress towards meeting this need?
The primary method of measuring effectiveness and progress toward meeting the Regional Need of increasing awareness of our ESL courses will be the examination of benchmark data student demographics and progress indicators.
Improve Effectiveness of Services
2023-24 Strategies
Address Educational Needs
2023-24 Strategies
Improve student success and retention as evidenced by CASAS benchmark data, progress indicators
Activity that Applies to this Strategy
Increase student retention & attainment levels
Metrics that Apply to this Activity/Strategy
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
PAACE Professional Development will be offered to Faculty and Staff to enhance instruction and in the use of TOPS Pro Enterprise and CASAS Assessment Technology platforms such as Canvas with a goal of 3% in faculty and staff participation. PAACE will demonstrate progress toward the accomplishment of this need through the following measures:
Increased student recruitment activities for all ESL, ABE, GED. ASE programs
Tracking student benchmarks and progress level indicators
Student attendance tracking
PAACE partners will collaborate and share professional development opportunities within the region.
Improve Integration of Services & Transitions
2023-24 Strategies
Promote awareness of PAACE and leverage partnerships
Activity that Applies to this Strategy
Promote awareness of PAACE & leverage partnerships
Metrics that Apply to this Activity/Strategy
- All: Adults who Became Participants (AE 202 - Overall)
The PAACE consortium and its partners will focus on collaborative strategies to increase the effectiveness of services and the delivery model implemented throughout the region. The PAACE Consortium will focus on continued collaboration with the Southeast Los Angeles Workforce Development Board (SELACO), in order to pursue and expand opportunities to work with partner agencies and community organizations with the goal of providing language employment skills both on adult school campuses and at offsite locations within the community. PAACE also plans to participate in the Englsh Language Learner
Increase Post-Secondary Transition
Activity that Applies to this Strategy
Increase Post-Secondary Transition
Metrics that Apply to this Activity/Strategy
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
PAACE will increase outreach efforts regionally to promote awareness of and enrollment in Dual Enrollment and the Cerritos Complete (2) year College Promise program, with a goal of increasing regional enrollment by 3% over the next three years. Metrics will include Cerritos Complete Interest Forms, Cerritos Complete Enrollment Numbers, All PAACE Partners will promote the Cerritos Complete Program on their campuses.
PAACE will promote and expand existing pathways with the following goals:
Broaden awareness of programs among students and staff
Continue Partnership with Cerritos Complete
Leverage partnership with Southeast Los Angeles Workforce Development Board SELACO
Fiscal Management
- A narrative justifying how the planned allocations are consistent with the annual adult education plan which is based on your CAEP 3-year plan.
The PAACE Consortium has consistently allocated funds based on members needs and have voted by majority to distribute resources. Goals and activities for the Annual Plan have been discussed and identified. The resources attached to the PAACE goals and activities are representative of the needs, programs and resources available to students. The PAACE consortium continues to enhance student programs and improve student achievement within the region. The consortium members and partner agencies are committed to leveraging resources for students. The sources of funding include CAEP, CalWORKs, Perkins V, and WIOA II funds.
- An approach to incorporating remaining carry-over funds from prior year(s) into strategies planned for 2023-24.
On an annual basis, the members of the consortium will discuss carry-over funds and decide how to effectively utilize those funds, A contingency plan will be created and used on a priority basis as identified by consortium members. This list can include but will not be limited to technology and professional development day for faculty and staff for all members. Should any consortium member not be able to spend any carry-over funds, after a designated and agreed upon deadline, then PAACE members will bring this forward at a leadership meeting, discuss contingency plans, and vote on how to redistribute and expend the available funds.
Certification
ABC Unified - Member Representative
Nancy Amara - Principal
- nancy.amara@abcusd.us
- (562) 229-7960 ext: 25011
Bhavana Rajnekar - Accounting Technician
- bhavana.rajnekar@abcusd.us
- (562) 229-7960 ext: 25012
Brandy Salazar - Accounting Technician
- brandy.salazar@abcusd.us
Bellflower Unified - Member Representative
Stacey Williams - Program Administrator, Guidance
- staceywilliams@busd.k12.ca.us
- (562) 866-9011 ext: 2058
Clifford Higgins - chiggins@busd.k12.ca.us
- (562) 804-6548 ext: 6261
Cerritos CCD - Member Representative
Graciela Vasquez - Associate Dean, Adult Education & Diversity Programs
- gvasquez@cerritos.edu
- (562) 860-2451 ext: 2490
Tracy Chau - Budget Technician
- tchau@cerritos.edu
- (562) 860-2451 ext: 2268
Laura Martinez - lrmartinez@cerritos.edu
Sherryl Carter - Manager PAACE Program
- scarter@cerritos.edu
- (562) 860-2451
Downey Unified - Member Representative
Blanca Rochin - Principal
- brochin@dusd.net
- (562) 940-6201
Norwalk-La Mirada Unified - Member Representative
Mindy Chung - mchung@nlmusd.k12.ca.us
- (562) 210-3990 ext: 614101
Theresa Rubio - Financial Analyst
- trubio@nlmusd.k12.ca.us
Travis Crow - tcrow@nlmusd.k12.ca.us
- (562) 210-3990 ext: 614008