CAEP Three-Year Plan: 2022-23 10 Coast Adult Education Consortium
Status: Certified
California Adult Education Program
10 Coast 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) | 10,499 | 7,280 | 6,324 | 7,184 | 8,093 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 6,132 | 2,686 | 3,679 | 4,292 | 4,906 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 8,175 | 5,208 | 4,905 | 5,723 | 6,540 |
Member Level Metric Targets
* Mandatory for all members
Coast CCD (Reported by Coast 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) | 5,474 | 4,282 | 3,284 | 3,808 | 4,380 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 566 | 340 | 396 | 453 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 58 | 54 | 35 | 41 | 46 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 932 | 446 | 559 | 652 | 746 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 319 | 228 | 191 | 223 | 255 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 433 | 278 | 260 | 303 | 346 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 647 | 388 | 453 | 518 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 556 | 334 | 389 | 445 |
Coastline ROP (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 | |||
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 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 |
Garden Grove Unified (Reported by Garden Grove Unified School District (GGUSD))
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) | 2,090 | 1,172 | 1,254 | 1,463 | 1,672 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 120 | 72 | 84 | 96 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 69 | 64 | 41 | 48 | 55 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 813 | 124 | 488 | 569 | 650 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 1,086 | 487 | 652 | 760 | 869 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 81 | 60 | 49 | 57 | 65 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 132 | 79 | 92 | 106 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 167 | 100 | 117 | 134 |
Huntington Beach Union High (Reported by Huntington Beach Union High School District (HBUHSD))
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) | 2,551 | 1,248 | 1,786 | 1,913 | 2,041 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 183 | 0 | 0 | 0 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 285 | 128 | 200 | 214 | 228 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 790 | 287 | 553 | 592 | 632 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 1,304 | 482 | 913 | 978 | 1,043 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 136 | 94 | 20 | 25 | 30 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 113 | 210 | 225 | 250 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 308 | 100 | 120 | 150 |
Newport-Mesa Unified (Reported by Newport-Mesa USD 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) | 0 | 0 | 0 | |||
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) | 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 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 |
Orange County Department of Education (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 | |||
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 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 |
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 |
---|---|---|---|---|---|---|
Coast CCD | 100% | 84% | 0% | 75% | 85% | 100% |
Garden Grove Unified | 100% | 100% | 25% | 75% | 85% | 100% |
Huntington Beach Union High | 100% | 100% | 39% | 75% | 85% | 100% |
Objectives
Address Educational Needs
Address the regional gaps and needs by increasing services to individuals in the following groups English language learners, individuals seeking workforce preparation and training, and individuals in need of High School Equivalency.
Expand the number of locations where classes are offered by 10% including new locations that are in areas with identified needs.
Expand outreach efforts beyond current strategies and better target such efforts at populations identified in the plan (ELL, ESL, lacking High School Diploma/Equivalency, unemployed/underemployed, etc).
Increase the number of ELL/HSE (GED) /CTE course and program offerings based on community need and enrollment demand.
Increase enrollment in noncredit courses/programs by 10% by the end of year two and by 15% by the end of year three.
Increase the number of students completing noncredit programs by 10% by the end of year two and by 15% by the end of year three.
Improve Integration of Services & Transitions
Enhance and expand strategies and processes to assist students in persisting and completing adult education programs and transitioning to post-secondary education or the workforce.
Continue to offer and develop short-term career training for adults, including enhanced noncredit certificates.
Through targeted courses designed for acceleration, increase the number of students enrolled in and completing Integrated Education Training (IET) and/or contextualized career/ESL programs and short term career programs.
Build on the work already done to better track students between Consortium members and partner agencies with a special focus on the local workforce development board and One-Stop Centers.
Increase engagement of college counselors with adult school students to provide program overview and increase transition rates.
Continue to align programs of study across Member Districts to ease and encourage student transitions.
Increase the number of K-12 adult school students who transition:
- from one program to another (ASE & ESL to CTE, and ESL to ASE) by 2% by the end of year two and by 4% by the end of year three. - from ESL and ASE programs to postsecondary qualified noncredit programs at the colleges by 5% by the end of year two and by 10% by the end of year three.
Increase the number of students who transition from noncredit programs at Adult Schools or Colleges to any credit programs at the Colleges by 3% by the end of year two and by 5% by the end of year three.
Improve Effectiveness of Services
Increase awareness of student support services to ensure all students are aware of and feel comfortable accessing services.
Increase student persistence rates in ELL/ESL courses at the CCCD colleges.
Professional development activities will incorporate more training in computer technologies to better support online and hybrid instruction.
Continue to provide professional development to Consortium staff on how to better prepare students for postsecondary and workforce transitions.
Conduct joint professional development for staff from all Consortium members
Activities & Outcomes
Leverage high school facilities
Objective that Applies to this Activity
Address Educational Needs
HBAS will leverage the facilities at six high school campuses to provide more locations where students can access instruction and services.
Classes offered at 2 high schools
Classes offered at 4 high schools
Classes offered at 6 high schools
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Retention through proper orientation
Objective that Applies to this Activity
Address Educational Needs
HBAS - Offer students initial and sustained training in technology equipment and services (orientation) necessary for students to access and be successful with the educational curriculum.
Incorporate goal setting effort as part of orientation and early instruction efforts, to be sustained throughout each program by classroom activities and follow up through schoolwide surveys.
50% growth in ESL students with 12+ hours
and increase the percentage of students with 12+hours by 10% points
Baseline survey results from student survey questions related to goal setting
20% growth in students with 12+hours over the following two years
and increase the percentage of students with 12+hours by 10% points
*Goal setting activities should also have an impact on transitions (measured separately under integrations of services and transitions).
The percentage of students with 12+ hours remains steady or increases, and the percentage of students with 12+ hours as a portion of all students will steadily increase.
75% of enrolled students will have 12+ hours of attendance as reported in CASAS TE CAEP Summary.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
Responsible person(s)
Name |
---|
Leveraging & Modifying Resources to Meet Ed Needs
Objective that Applies to this Activity
Address Educational Needs
HBAS - Leverage the use of district's other facilities to provide more access to Adult Education classes – to parents of comprehensive high school students - in the evenings and weekends.
Modify existing ESL curriculum pacing guides to include high school parent needs (how to access Aeries, Canvas, attendance system)
3 new comprehensive high school site classes offered
Civics Tests specific to high school parenting specifics offered and passed by 70% of participants
6 new comprehensive high school site classes offered
Increase ESL enrollment by 250 students per year.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Curriculum/Pacing Guide/Assessment
Objective that Applies to this Activity
Address Educational Needs
HBAS - Continue review and refinement process for curriculum, pacing guides, and internal assessments so that curriculum instruction, together with efforts to make curriculum technology accessible, effect learning gains.
The percentage of students with 12+ hours of instruction who make gains in 22-23 will be 2% higher than students with 12+ hours of instruction who made gains in 21-22
Each year, the percentage of students with 12+hours of instruction who make gains will be at least 2% higher than the previous year.
Percentage of students with 12+hours of instruction who make gains remains steady or increases with each year.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
Responsible person(s)
Name |
---|
Implement Consortium Data Sharing Practices
Objective that Applies to this Activity
Improve Integration of Services & Transitions
HBAS and CCCD - Capitalize on existing Consortium data sharing MOU, plan for sharing of data, and implement the plan (Fall, Intersession, Spring, and Summer checkpoints)
Make changes to Support Services processes as data determines necessary refinements to ensure more transitions
Plan being utilized, implemented, and initial data (by session) shared for initial baseline of numbers of students.
50% of K-12 adult students (who had eventual transition to post-secondary program as a goal) and have completed their program with HBAS are able to do so within six months - percentage growth determined after baseline.
75% of K-12 adult students (who had transition to post-secondary program as a goal) and have completed their program with HBAS are able to do so within six months of completion - percentage growth determined after baseline.
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 |
---|
Increase collaboration work OCDB
Objective that Applies to this Activity
Improve Integration of Services & Transitions
HBAS will locate a position (Partnership Outreach Coordinator) at the One Stop Center
Emphasize the use of CalJobs to appropriate staff, and partners, to make referrals to partners and keeping track of those referrals in a more integrated and efficient process.
Establish a schedule for use of the One-Stop bus for Consortium sites.
Partner MOUs that document use / intent to use CalJobs system
Baseline Report of Referrals from One Stop to Consortium – (broken down by site) for appropriate education programs (CTE, ESL, ABE/ASE)
Increase in amount of referrals for programs (CTE, ESL, ABE/ASE) as determined by initial breakdown of referrals, likely at least 10% increase a year set (numbers of referrals unknown but assumed to be smaller than desired)
Classes in ESL and ASE will be offered on a regular weekly basis at local One-Stop Center.
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)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Student Directed Service initiative
Objective that Applies to this Activity
Improve Effectiveness of Services
HBAS - Upon enrollment, allow students to select student services that they are interested in / need to be successful.
Greater use of and satisfaction with support services as measured by data collected by student support services and results of the student survey (students accessing support services up and survey results show 5% greater satisfaction).
Increased number of students persisting to 12+ hours as a result of accessing more support services that address barriers. See targets on persistence above.
75% of students attaining their annual goal as a result of improved and accessible support services.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Staff Development
Objective that Applies to this Activity
Improve Effectiveness of Services
HBAS - Implement technology related professional development so that 90% of teaching staff self-asses their skills to be Strong and 100% self-asses their skills to be Adequate or better.
Using CDE Teacher Self-Assessment survey, identify key list of skills that teachers should aim to have adequate or strong skills in.
Develop and or offer training resources specific to targeted skills.
90% of teachers self-asses to have adequate or strong technology skills as per targeted skills.
90% of teaching staff self-asses their skills to be Strong and 100% self-asses their skills to be Adequate or better
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Technology support
Objective that Applies to this Activity
Address Educational Needs
Technology support will be provided for all GGAE students at the onset of orientation. Students will have access to “how to” tutorials in their primary language on the GGAE website. During orientation, students will be encouraged to visit the computer lab for one to one training. The orientation team and a computer basics instructor will aid in the initial support to promote retention. GGAE will provide access to computer lab time for all students to receive digital technology support (creating an email, using student assigned .net accounts, zoom support, interacting with Google Classroom, typing accuracy, Chromebook operation). Providing the technology support will increase student persistence as demonstrated by the WIOA Title II Persister Report (CASAS Data Portal).
10% growth for students with 12+hours
15% growth in students with 12+hours
20% growth in students with 12+ hours
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
Responsible person(s)
Name |
---|
Revision of course outlines
Objective that Applies to this Activity
Address Educational Needs
GGAE will begin the process of updating all program outlines to support the Career and College Readiness (CCRs) and ISTE technology standards. Instructors will calendar time to establish a review cycle and the revision for courses offered. Aligning course outlines to reflect CCRs and ISTE standards will result in students achieving Educational Functioning Level Gains.
2% growth for students with 12+hours
5% growth for students with 12+ hours
10% growth for students with 12+ hours
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
Responsible person(s)
Name |
---|
Collaboration
Objective that Applies to this Activity
Improve Integration of Services & Transitions
GGAE will further develop relationships during 2022-23 with employers, community colleges, and community resource organizations in a manner that results in an increased number of students receiving transitional and supportive services as identified in CAEP Summary Report columns "O" and "Q."
TOSAs, counselors, and liaisons will calendar visits to colleges, workforce, and community partners to promote services and provide transitional individualized assistance for students. GGAE will calendar a resource fair, will host workforce mobile unit and workshops, invite college representatives, attend Garden Grove Community Collaborative (GGCC) Service Organization Advisory meetings, and partner with Mental Health service providers.
5% increase for students with 12+ hours
10% increase for students with 12+hours
15% increase for students with 12+ hours
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
Responsible person(s)
Name |
---|
Best practices for student success
Objective that Applies to this Activity
Improve Effectiveness of Services
GGAE will implement routine review of learner outcomes as identified on CAEP Summary and Federal Table 4B. Instructors will be provided time to review educational research literature to be informed and kept current of innovations that result in Educational Functioning Level Completion Rates. Administrators and TOSAs will lead professional development.
5% Increase in the number of students with paired scores and Literacy Gains
10% Increase in the number of students with paired scores and Literacy Gains
15% increase in the number of students with paired scores and Literacy Gains
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
Responsible person(s)
Name |
---|
Articulation Agreements for CTE
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Create additional articulation agreements for CTE programs from HBAS and GGAE to Golden West College and Orange Coast College to provide a framework for career pathways.
Implementation of one career CTE pathway
Implementation of two career CTE pathways
Increased transition of students from HBAS and GGAE to CCCD college programs
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 |
---|
ISA Course and Program Offerings
Objective that Applies to this Activity
Address Educational Needs
CCCD colleges will expand the offerings through the established Instructional Services Agreement with HBAS to include additional noncredit career education and/or contextualized ESL courses and/or programs.
Offer at least one additional noncredit career education course at HBAS
Offer 3 - 4 additional career education and/or contextualized ESL noncredit courses annually at HBAS based on student demand
Offer at least 5 additional career education and/or contextualized ESL noncredit courses annually at HBAS based on student demand
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Marketing and Outreach
Objective that Applies to this Activity
Address Educational Needs
Develop and implement a Consortium marketing and outreach plan to include branding, campaign, shared website, professional development and execution.
Marketing firm hired. Plan developed.
Work on implementation of plan.
Increase enrollment in noncredit courses and programs.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Short-term CTE Enhanced Noncredit Certificates
Objective that Applies to this Activity
Address Educational Needs
CCCD Colleges - Increase the number of short-term CTE enhanced noncredit certificates based on labor market and student demand.
Identify additional fields/industries in which CCCD colleges could develop short-term CTE enhanced noncredit certificates.
Two to five new short-term CTE enhanced noncredit certificates developed and offered.
Ten new short-term CTE enhanced noncredit certificates developed and offered.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Expand Student Support Services
Objective that Applies to this Activity
Improve Effectiveness of Services
CCCD Colleges - Expand outreach and transitional assistance to adult learners and work closely with Consortium and community partners to alleviate barriers to college enrollment and promote student success. Provide regular presentations to community based organizations about noncredit courses and programs at the CCCD Colleges. Increase the number of noncredit classes at off-site locations. Develop and implement a noncredit student mentorship program.
Ten presentations to local community organizations.
Number of classes offered at off-site locations increased by 5%.
Number of classes offered at off-site locations increased by 10%.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Adult Education Dual Enrollment
Objective that Applies to this Activity
Improve Integration of Services & Transitions
CCCD; HBAS; GGAE - Implement and grow adult education dual enrollment.
Launch the adult education dual enrollment program in fall 2022.
At least 100 eligible adult education students enrolled in CCCD credit classes though the adult education dual enrollment program.
At least 400 eligible adult education students enrolled in CCCD credit classes though the adult education dual enrollment program.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- 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 |
---|---|---|
Coast CCD | $15,373,558 | Certified |
Coastline ROP (Optional) | $0 | Draft |
Garden Grove Unified | $452,574 | Certified |
Huntington Beach Union High | $6,729,624 | Certified |
Newport-Mesa Unified (Optional) | $0 | Draft |
Orange County Department of Education (Optional) | $0 | Draft |
Totals | $22,555,756 | 3/6 Certified |
The Executive Committee of CAEC discusses regularly the allocation of funds, taking into account the multiple funding streams available to each member. These include, but are not limited to, Workforce Innovation and Opportunity Act (WIOA) II, CalWORKs, and the Strong Workforce Program. Section 4 in the CAEC bylaws states that:
- The CAEC recognizes members have multiple revenue streams that directly or indirectly support the purpose of the CAEC.
- The CAEC recognizes that it will receive an annual allocation of funding from the California Adult Education Program (CAEP).
- The CAEC will annually allocate funding for members in accordance with the law and the annual plans and budget developed and agreed by the Executive Committee.
- Mandated and contract negotiated cost increases will be considered first in developing the annual budget before other grant funded projects.
CAEC remains committed to allocating funds in accordance to applicable statutes and its bylaws to best meet the needs of the communities served by the CAEC.
Certification
Coast CCD - Member Representative
Dr. Andreea Serban - Vice Chancellor Educational Services and Technology
- aserban@cccd.edu
- (714) 438-4698
Coastline ROP - Member Representative
Dr. Brian Dozer - Superintendent
- bdozer@coastlinerop.net
- (949) 429-2222
Garden Grove Unified - Member Representative
M'Liss Patterson - Director
- mpatterson@ggusd.us
- (714) 663-6305
Huntington Beach Union High - Member Representative
Steve Curiel - Principal
- scuriel@hbas.edu
- (714) 842-4227
Newport-Mesa Unified - Member Representative
Vanessa Galey - vgaley@nmusd.us
- (714) 424-8983
Orange County Department of Education - Member Representative
Fatinah Judeh - Coordinator
- fjudeh@ocde.us
- (714) 349-3073