CAEP Three-Year Plan: 2022-23 09 Citrus College Adult Education Consortium
Status: Certified
California Adult Education Program
09 Citrus College Adult Education Consortium: 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) | 4,257 | 3,014 | 3,500 | 3,675 | 3,860 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 2,181 | 954 | 950 | 1,045 | 1,150 |
Member Level Metric Targets
* Mandatory for all members
Azusa Unified (Reported by Azusa 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) | 735 | 387 | 430 | 550 | 650 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 81 | 50 | 50 | 60 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 38 | 28 | 20 | 23 | 26 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 118 | 26 | 30 | 33 | 35 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 37 | 39 | 30 | 33 | 35 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 70 | 42 | 25 | 40 | 50 | |
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 134 | 15 | 20 | 25 |
Citrus CCD (Reported by Citrus 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) | 1,209 | 1,195 | 1,200 | 1,300 | 1,400 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 121 | 50 | 55 | 60 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 15 | 16 | 17 | 18 | 20 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 106 | 88 | 40 | 50 | 60 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 47 | 11 | 12 | 12 | 12 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 17 | 10 | 12 | 15 | 18 | |
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 128 | 130 | 110 | 120 |
Claremont Unified (Reported by Claremont Unified School District (CUSD))
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) | 586 | 295 | 175 | 250 | 325 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 21 | 25 | 35 | 40 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 31 | 10 | 13 | 16 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 136 | 50 | 75 | 90 | ||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 31 | 13 | 12 | 18 | 24 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 149 | 60 | 30 | 40 | 50 | |
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 35 | 15 | 18 | 21 |
Duarte Unified (Reported by Duarte Unified School 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) | 25 | 12 | 20 | 2 | 25 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 2 | 4 | 6 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 2 | 4 | 6 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 3 | 6 | 8 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 2 | 3 | 4 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 2 | 3 | 4 |
Glendora Unified (Reported by Glendora 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) | 111 | 29 | 35 | 45 | 55 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 5 | 10 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 2 | 3 | 5 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 22 | 15 | 25 | 35 | ||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 5 | 8 | 12 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 5 | 10 | 15 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 5 | 8 | 12 |
Monrovia Unified (Reported by Monrovia 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) | 772 | 450 | 50 | 575 | 650 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 45 | 50 | 60 | 70 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 22 | 21 | 10 | 15 | 20 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 170 | 63 | 125 | 160 | 200 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 39 | 41 | 38 | 42 | 43 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 43 | 81 | 125 | 150 | 175 | |
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 25 | 50 | 75 | 90 |
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 |
---|---|---|---|---|---|---|
Azusa Unified | 100% | 100% | 41% | 85% | 90% | 90% |
Claremont Unified | 100% | 100% | 39% | 85% | 90% | 90% |
Duarte Unified | 100% | 100% | 85% | 85% | 90% | 90% |
Glendora Unified | 100% | 100% | 20% | 85% | 90% | 90% |
Monrovia Unified | 100% | 100% | 59% | 85% | 90% | 90% |
Objectives
Address Educational Needs
As noted in Section 2 of the Plan, significant gaps exist between the enrollment of current consortium students receiving adult educational services and the large number of English Learners, high school dropouts, non-citizens, and labor shortages who live in the region. The consortium under-enrollment for these priority populations are a substantial educational need for the region. Consortium stakeholders refer to these under-enrollment gaps as a “macro gaps.”
How large are these macro gaps? Specifically, for English Learners, (as noted in Section 2) the eight primary cities served by the consortium have over 80,000 residents over the age of 5 who “Speak English < Very Well.” Removing from that total the number of individuals who are aged 6-17 (based on a review of census data we assume approximately 15%) that leaves over 65,000 residents who are English Learners in the region served by CCAEC schools. Only 887 CCAEC ESL students who achieved over 12 hours of ESL instruction. Thus, the macro gap would be over 60,000 individuals who could use services.
However, a more immediate and critical educational need the consortium has identified are what CCAEC stakeholders call “micro gaps.” Micro gaps refer to the gap between consortium students who register at CCAEC and receive some services and the percentage of those students who persist to achieve 12+ hours of instruction. The CCAEC Annual Data Review calculates the size of this micro gap up to 2019-20. Table 3 below depicts this data over three years
Table 3 – Micro Gaps – Total Difference and % Difference between Services and CAEP
12+ Hours of Instruction | Received Services | |||||
Year | 2017-18 | 2018-19 | 2019-20 | 2017-18 | 2018-19 | 2019-20 |
Total | 2,875 | 3,987 | 3,210 | 4,640 | 6,504 | 5,587 |
No. Difference | 1,765 | 2,517 | 2,377 | |||
% Difference | 38.0% | 38.7% | 42.5% |
Over previous years, approximately 4 in 10 CCAEC students register and then do not persist to complete 12 hours of instruction. One reason for this large gap is that most CCAEC schools have a career center for job search and related services. A significant amount of the Services enrollment could be those students who require only short-term services (e.g. take a typing test, access job postings, etc.). CCAEC stakeholders need to determine what percent of gap comes from students accessing those short-term services.
Other needs are clear from analysis of the CCAEC Annual Data Review (ADR). Over 50,000 residents over the age of 25 do not have a high school diploma and only about 1% of that number achieved over 12 hours of instruction from consortium schools. LMI data demonstrates large labor shortages in jobs for which CCAEC school have training programs.
Thus, this Plan presents strategies to deal with five significant regional educational needs: Below are the most critical educational needs identified by CCAEC stakeholders:
- Student persistence rates to 12+ hours of instruction is too low.
- CCAEC enrollment of priority adult populations is too low compared to regional needs.
- Program offerings to improve ESL student civic participation are too low.
- CCAEC must assist in addressing labor shortages for industries in which members have training programs.
CCAEC stakeholders identified the following SMART goals to address these regional educational needs.
- By the end of the 2024-25 school year 80% of CCAEC students registered in programs will persist to 12+ hours of instruction.
- By the end of the 2024-25 school year CCAEC members will be serving an enrollment that is 85% of the highest pre-pandemic levels.
- By the end of 2022-23 and for the years following, all CCAEC members will complete a minimum of 2 EL COAPPs.
- Implement the CCAEC Regional Employment Plan, which calls for partnering with business and the workforce system to assist.
Below are some of the strategies members will pursue:
- Reestablish consortium-wide TOPSpro Enterprise Coordinator meetings so there is a forum for sharing best practices that result in improved consortium student persistence and enrollment.
- Improve data collection protocols at consortium wide TE meetings.
- Share effective orientation and placement practices at TE meetings.
- All consortia members create student incentives such as awards, certificates, and formal recognition.
- All consortia members staff set SMART goals for student persistence and monitor goal progress.
- Consortia students set personal SMART goals and monitor their progress.
- Share best practices with COAPP delivery.
- Improve targeted marketing efforts.
- Reach out to CBO and district parents to increase ESL enrollment.
- Hold frequent business roundtables that include AJCC partners.
The CCAEC will pursue these & other strategies.
Improve Integration of Services & Transitions
CCAEC stakeholders have identified three areas of focus regarding integration of services and transitions.
CCAEC members have had very good success in aligning workforce efforts with Los Angeles County Workforce Development Board (County WDB) America’s Job Centers of California as is required in California Ed Code 84906. CCAEC members align efforts with AJCCs in a number of ways: referring cohort enrollment to AJCCs, leveraging significant Title I fees to supplement CAEP fees, partnering with employers for innovation grant funds, providing training programs to participants in the state’s ELL grant, and organizing employer roundtables. CCAEC members would posit that there are few consortia in the state who partner with their WDB and AJCCs better than CCAEC. However, there is always room for improvement and this Plan outlines strategies to improve alignment with the workforce development system.
Another area where CCAEC members can improve is transitions to employment. Aligning efforts with the County WDB Local Area Plan and leveraging AJCC Title I funds means that CCAEC members need to improve employment outcomes for our students (AJCC clients). Part of improving employment outcomes requires improvement in data collection and reporting efforts across the consortium. But strategies herein will also focus on improving employment outcomes.
Finally, the CCAEC ADR points out that consortium members still need to address subpar totals of students who transition to postsecondary educational opportunities.
To recap, the three areas of need with integration of services and transitions are:
- Excellent alignment with AJCCs can be even stronger and more effective.
- Employment placement outcomes have room to improve.
- The number of CCAEC students transitioning to postsecondary education is too low
CCAEC stakeholders identified the following SMART goals to address these regional educational needs:
- By July 2022, complete the CCAEC Regional Employment Plan which calls for partnering with business and the workforce development system to address business labor issues.
- Fully implement the CCAEC Regional Employment Plan by the end of the 2022-23.
- By the end of the 2023-24 school, all CCAEC CTE program completion rates will be 90% and employment rates will be above 75%.
- By the end of the 2024-25 school year, CCAEC members will achieve a 25% increase in postsecondary transitions from 2020-21 levels.
Strategies that CCAEC stakeholder will pursue to achieve these goals include:
Improve Effectiveness of Services
The CCAEC Three Year Plan process allowed stakeholders to identify areas where members can improve effectiveness of services provided to CCAEC students. Many of those gaps are specifically identified in the two previous sections: Address Educational Needs and Improve Integration of Services & Transitions. The gaps identified in those sections call for specific strategies which will result in CCAEC members improving the effectiveness of services. However, additional gaps are identified in this section and subsequent strategies are offered to close those gaps.
The Three Year Plan revealed the consortium-wide need for improved data collection and dissemination to drive continuous improvement. As previously noted in Section 2 of the Plan, data gaps complicate the consortium's ability to identify the exact number of students served by CCAEC members in the CAEP Program areas and other important metrics. This gap needs to improve in the coming three years.
While the need to improve student persistence was previously identified, CCAEC student performance has also been identified as a significant need. One primary way students CCAEC members measure Gains in Educational Functioning Level (EFL) are measured through the Comprehensive Assessment System for Adult Students (CASAS) pre- and post-test results and by students earning a high school diploma/equivalency. Tables 4 through 7 below show that Gains in Educational Functioning Level (EFL) as a percent of total enrollment dramatically dropped due to the pandemic.
Table 4 – Azusa Measurable Gains by Total Enrollment
Program | 2018-19 | 2019-20 | 2020-21 | ||||||
Total Enrolled | No. w/ Gain* | Percent | Total Enrolled | No. w/ Gain* | Percent | Total Enrolled | No. w/ Gain* | Percent | |
ESL | 450 | 159 | 35.3% | 340 | 118 | 34.7% | 108 | 51 | 47.2% |
ABE | 209 | 54 | 25.8% | 277 | 57 | 20.6% | 173 | 48 | 27.8% |
Total | 659 | 213 | 32.3% | 617 | 175 | 28.4% | 281 | 99 | 35.2% |
Table 5 – Claremont Measurable Gains by Total Enrollment
Program | 2018-19 | 2019-20 | 2020-21 | ||||||
Total Enrolled | No. w/ Gain* | Percent | Total Enrolled | No. w/ Gain* | Percent | Total Enrolled | No. w/ Gain* | Percent | |
ESL | 493 | 226 | 45.9% | 458 | 137 | 29.9% | 121 | 1 | 0.8% |
ABE | 151 | 61 | 40.4% | 128 | 41 | 32.0% | 34 | 5 | 14.7% |
Total | 644 | 287 | 44.6% | 586 | 178 | 30.4% | 155 | 6 | 3.9% |
Table 6 – Glendora Measurable Gains by Total Enrollment
Program | 2018-19 | 2019-20 | 2020-21 | ||||||
Total Enrolled | No. w/ Gain* | Percent | Total Enrolled | No. w/ Gain* | Percent | Total Enrolled | No. w/ Gain* | Percent | |
ESL | 54 | 26 | 48.2% | 44 | 22 | 50.0% | 0 | 0 | 0% |
ABE | 13 | 11 | 84.6% | 23 | 6 | 23.1% | 0 | 0 | 0% |
Total | 67 | 37 | 55.2% | 67 | 28 | 41.8% | 0 | 0 | 0% |
Table 7 – Monrovia Measurable Gains by Total Enrollment
Program | 2018-19 | 2019-20 | 2020-21 | ||||||
Total Enrolled | No. w/ Gain* | Percent | Total Enrolled | No. w/ Gain* | Percent | Total Enrolled | No. w/ | Percent | |
ESL | 594 | 250 | 42.1% | 504 | 168 | 33.3% | 163 | 57 | 40.0% |
ABE | 229 | 70 | 30.6% | 102 | 41 | 40.2% | 89 | 40 | 44.9% |
Total | 823 | 320 | 38.9% | 606 | 209 | 34.5% | 252 | 97 | 38.5% |
* In the above Tables, a Gain could be either achieving one Educational Functioning Level (EFL) or HSD / HSE
As these tables depict, EFL Gains dropped dramatically. In terms of Claremont, the pandemic and not being a a WIOA Title II AEFLA fund recipient led to a lack of pre- and post-testing students. In terms of Glendora, employee issues in ESL led to a temporary halt to the program. These members will be addressing the issues in 2022-23 and beyond.
In addition to EFL Gains, high school graduation rates as a percentage of total enrollment is another area that CCAEC stakeholders have identified as an area where effectiveness of services needs to improve.
In order for CCAEC members to effectively address educational gaps, improve integration and transitions, and improve services, the consortium needs to re-commit to Professional Development. Pursuing consortium-wide Professional Development opportunities was extremely challenging during the pandemic. For 2022-23 and beyond that simply cannot remain the status quo.
To recap, the areas where CCAEC members will improve the effectiveness of services (in addition to those previously mentioned) are:
- Improve data collection and dissemination to drive continuous improvement.
- Improve CASAS EFL Gains for ESL and ASE programs.
- Improve CCAEC high school diploma/equivalency rates as percentage of total enrollment
- Increase Professional Development opportunities to address I-III above.
CCAEC stakeholders identified the following SMART goals to address these regional educational needs:
- By the end of 2022-23 and for all program years afterwards, CCAEC members will implement data collection systems to ensure enrollment and persistence data is correct and accurate.
- By the end of the 2023-24 school, CCAEC ESL programs will demonstrate EFL Gains of 40% as a percentage of total enrollment.
- By the end of the 2024-25 school, all CCAEC high school diploma/equivalency completion rates will be 3% higher than 2023-24 rates.
- Create a CCAEC Professional Development Plan by fall 2022 and implement all Action Steps.
Below are some of the strategies members will pursue to improve effectiveness of services:
- Create consortium-wide TOPSpro Enterprise Coordinator meetings.
- Improve CCAEC data collection protocols.
- Improve CASAS testing procedures.
- Implement PD Plan.
Activities & Outcomes
CCAEC TOPSpro Enterprise Coordinator meetings
Objective that Applies to this Activity
Improve Effectiveness of Services
All CCAEC individual member institution Data Coordinators will meet on a bi-monthly basis to share best practices and improve CCAEC data collection protocols. Key deliverables will include member quarterly Data Integrity Reports and CAEP Summary Tables that reflect accurate enrollment, participant, and performance data. Best practices will include strategies to improve pre- and post-testing numbers and and increase the number of students who complete 12+ hours of instruction.
By the end of the 2022-23 program year, CCAEC Data Coordinators will implement data collection protocols to ensure enrollment, participation, and persistence data is 100% correct and accurate.
Throughout the 2023-24 program year, CCAEC Data Coordinators will implement data collection protocols to ensure enrollment, participation, and persistence data is 100% correct and accurate.
Throughout the 2024-25 program year, CCAEC Data Coordinators will implement data collection protocols to ensure enrollment, participation, and persistence data is 100% correct and accurate.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Increase student enrollment
Objective that Applies to this Activity
Address Educational Needs
CCAEC member institutions will use generalized and targeted marketing efforts to increase student enrollment in ESL, ASE, and CTE programs. Key deliverables will include online and social media ads, traditional marketing collateral, and flyers to community members and district parents for the K-12 members.
By the end of the 2022-23 program year, CCAEC members will use targeted marketing to increase ESL, ASE, and CTE student enrollment by 4% over 2021-22 levels.
By the end of the 2023-24 program year, CCAEC members will use targeted marketing to increase ESL, ASE, and CTE student enrollment by 4% over 2022-23 levels.
By the end of the 2024-25 program year, CCAEC members will use targeted marketing to increase ESL, ASE, and CTE student enrollment by 4% over 2023-24 levels.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Set & Meet Annual Goals for Student Participation
Objective that Applies to this Activity
Address Educational Needs
All CCAEC individual member institution stakeholders will set SMART goals for student participation, implement protocols to improve participation, and monitor goal progress throughout the year. Key deliverables are monthly Data Integrity Reports and CAEP Summary Tables that show improved retention and participation.
By the end of the 2022-23 program year, 65% of all CCAEC student who register for a CAEP program will complete 12+ hours of instruction.
By the end of the 2023-24 program year, 70% of all CCAEC student who register for a CAEP program will complete 12+ hours of instruction.
By the end of the 2024-25 program year, 75% of all CCAEC student who register for a CAEP program will complete 12+ hours of instruction.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
Responsible person(s)
Name |
---|
Set & Meet Annual Goals for Student Persistence
Objective that Applies to this Activity
Address Educational Needs
All CCAEC individual member institution stakeholders will set SMART goals for student participation, implement protocols to improve participation, and monitor goal progress throughout the year. Key deliverables are monthly Data Integrity Reports and CAEP Summary Tables that show improved retention and participation.
By the end of the 2022-23 program year, 70% of CCAEC ESL & ASE students will complete pre- and post-tests leading to a CCAEC Persistence rate greater than 65%.
By the end of the 2023-24 program year, 75% of CCAEC ESL & ASE students will complete pre- and post-tests leading to a CCAEC Persistence rate greater than 70%.
By the end of the 2023-24 program year, 80% of CCAEC ESL & ASE students will complete pre- and post-tests leading to a CCAEC Persistence rate greater than 75%.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
Responsible person(s)
Name |
---|
Set & Meet Annual Goals for Student Performance
Objective that Applies to this Activity
Improve Effectiveness of Services
All CCAEC individual member institution stakeholders will set SMART goals for student performance (as measured by CASAS EFL Gains and number of HSD/HSE earned), implement protocols to improve performance, and monitor goal progress throughout the year. Key deliverables are monthly CAEP Tables 4 that show improved student performance and graduation rates.
By the end of the 2022-23 program year, CCAEC students will demonstrate EFL Gains of 30% of total enrollment and an increase in HSD/HSE of 2% rates over 2021-22 levels.
By the end of the 2023-24 program year, CCAEC students will demonstrate EFL Gains of 35% of total enrollment and an increase in HSD/HSE of 3% rates over 2022-23 levels.
By the end of the 2024-25program year, CCAEC students will demonstrate EFL Gains of 45% of total enrollment and an increase in HSD/HSE of 3% rates over 2023-24 levels.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
Responsible person(s)
Name |
---|
Regional Employment Plan
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Create a CCAEC Regional Employment Plan by fall 2022 and and implement the Plan to improve alignment with the workforce development system, to meet employment needs of regional employers, and to increase student completion and placement rates. Key deliverables will be the actual Regional Employment Plan, data of total WIOA Title I fees from Individualized Training Agreements, evidence of industry roundtables, increased student license/certification acquisition, and increased Employment Verification Letters (EVLs).
By the end of the 2022-23 program year, CCAEC members will train and regionally employ 100 Certified Nursing Assistants, 50 Pharmacy Technicians, and 30 Medical Assistants.
All CCAEC CTE program completion rates will be above 70% and employment placement rates will be above 70%.
By the end of the 2023-24 program year, CCAEC members will train and regionally employ 110 Certified Nursing Assistants, 55 Pharmacy Technicians, and 35 Medical Assistants.
All CCAEC CTE program completion rates will be above 75% and employment placement rates will be above 75%.
By the end of the 2024-25 program year, CCAEC members will train and regionally employ 120 Certified Nursing Assistants, 60 Pharmacy Technicians, and 40 Medical Assistants.
All CCAEC CTE program completion rates will be above 80% and employment placement rates will be above 80%.
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)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
Increase transitions to postsecondary institutions
Objective that Applies to this Activity
Improve Integration of Services & Transitions
By the end of the 2022-23 program year and ongoing, all CCAEC members will improve consortium-wide strategies to improve postsecondary transitions. Citrus College Counselors will coordinate with K-12 member institution Counselors and staff to implement a number of strategies such as: K-12 school information sessions, registration assistance, guided Citrus College tours where possible, and one-on-one academic counseling. Also, members will continue to explore possible program articulations/pathways to increase postsecondary transitions. Key deliverables will be quarterly CAEP Summary Tables showing increased transitions postsecondary institutions.
By the end of the 2022-23 program year, CCAEC postsecondary transitions will be 3% higher than 2021-22 levels.
By the end of the 2023-24 program year, CCAEC postsecondary transitions will be 4% higher than 2022-23 levels.
By the end of the 2024-25 program year, CCAEC postsecondary transitions will be 4% higher than 2023-24 levels.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Professional Development
Objective that Applies to this Activity
Improve Effectiveness of Services
Create a robust CCAEC Professional Development Plan by winter 2022-23 and and implement all Action Steps of the Plan to improve curriculum and instruction to ensure all activities in the Three Year Plan are successful. Key deliverables will be the Professional Development Plan, evidence of conferences and trainings attended, and in-house Professional Development meetings.
By the January of the 2022-23 program year, the CCAEC will complete the creation of its Professional Development Plan and will have implemented some of the key elements of the plan.
By the end of the 2023-24 program year, the CCAEC will hold one consortium-wide conference addressing critical instructional gaps and will have faculty attend at least two other outside professional development opportunities.
By the end of the 2024-25 program year, the CCAEC will hold one consortium-wide conference addressing critical instructional gaps and will have faculty attend at least two other outside professional development opportunities.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - 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)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Azusa Unified | $1,715,667 | Certified |
Citrus CCD (Optional) | $0 | Draft |
Claremont Unified | $1,301,074 | Certified |
Duarte Unified | $9,367 | Certified |
Glendora Unified | $200,389 | Certified |
Monrovia Unified | $2,227,807 | Certified |
Totals | $5,454,304 | 5/6 Certified |
Current Board deliberations over 2022-23 CAEP Allocations were informed by student enrollment and participation, existing funding sources, and member carryover. These negotiations created parameters and processes that will be duplicated over the next three years to ensure allocations are efficient and fair. Members will leverage WIOA Title I training fees, and Title II funding, to ensure strategies, activities, and SMART goals will be successfully achieved.
Certification
Azusa Unified - Member Representative
Paul Hernandez - Director
- phernandez@azusa.org
- (909) 957-8564
Citrus CCD - Member Representative
John Russell - Program Director
- jrussell@monroviaschools.net
- (626) 471-3044
Kimberly Mathews - kmathews@citruscollege.edu
Claremont Unified - Member Representative
Felipe Delvasto - Senior Coordinator of Alternative Education
- fdelvasto@cusd.claremont.edu
- (909) 398-0609
Duarte Unified - Member Representative
Kevin Morris - Director/Principal
- kmorris@duarteusd.org
- (626) 599-5901
Glendora Unified - Member Representative
Ron Letourneau - rletourneau@glendora.k12.ca.us
- (626) 852-4550
Monrovia Unified - Member Representative
Flint Fertig - ffertig@monroviaschools.net
- (626) 471-3065
John Russell - Program Director
- jrussell@monroviaschools.net
- (626) 471-3044
Calvin McKendrick - Assistant Principal
- cmckendrick@monroviaschools.net
- (626) 471-3002