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CAEP Three-Year Plan: 2022-23 10 Coast Adult Education Consortium

Status: Certified

California Adult Education Program Produced: 06/20/2022 02:48 PM PDT Vanessa Galey

10 Coast Adult Education Consortium: Certified

Details

Consortium Information

Consortium Name:
10 Coast Adult Education Consortium
Consortium Short Name:
10 Coast
Address:
1370 Adams Ave. | Costa Mesa, CA | 92626
Website:
http://www.cccd.edu/aboutus/edservices/grants/Pages/Adult-Education-Block-Grant.aspx
Funding Channel 2022-23:
Direct Funded
CAEP Funds 2022-23:
$8,350,252
CAEP Funds 2021-22:
$7,927,706
CAEP Funds 2020-21:
$7,619,130

Consortium Contacts

ResponsibilityNameEmailTitlePhone
Primary Contactaserban@cccd.eduVice Chancellor Educational Services and Technology(714) 438-4698
Primary Contactscuriel@hbas.eduPrincipal(714) 842-4227

Member Agencies

Member AgencyMember TypeContactPhone
Coast CCDDistrictDr. Andreea Serban(714) 438-4698
Garden Grove UnifiedUnified School DistrictM'Liss Patterson(714) 663-6305
Huntington Beach Union HighHigh School DistrictSteve Curiel(714) 842-4227
Coastline ROPRegional Occupation Center/Program (ROC/P)Dr. Brian Dozer(949) 429-2222
Newport-Mesa UnifiedUnified School DistrictVanessa Galey(714) 424-8983
Orange County Department of EducationCounty Office of Education (COE)Fatinah Judeh(714) 349-3073

Executive Summary

The vision of the Coast Adult Education Consortium (CAEC) is aligned with the state’s goal to address the evolving needs of individuals and communities by providing adults with the knowledge and skills necessary to participate effectively as productive citizens, workers, and family members. The efforts of the Consortium focus on meeting regional needs by addressing gaps in services, ensuring seamless transitions to post-secondary education and the workforce, expanding and refining student acceleration opportunities, enhancing professional development opportunities, and leveraging partner and community resources. The Consortium works jointly to meet the needs of the adult education population in the region through various collaborative efforts between the Consortium members and with regional partners. Members regularly review and modify the plan, based on demographic and employment data, survey information, labor market information, and other data and analyses. Past and future efforts meet the seven programs areas identified by California Adult Education Program (CAEP).

This three­-year plan serves as the framework for the work of the Consortium by partnering with community service providers including businesses, government and community based organizations. The Consortium will continue to work toward creating a comprehensive regional approach for students by providing instructional programs and support services for their progression along their educational and career pathways.

CAEP will address the following main goals in this three-year plan.

1) Better meet regional needs by addressing gaps in services.

2) Ensure seamless transitions to post-secondary education and the workforce.

3) Expand and refine student acceleration opportunities.

4) Grow and improve on professional development opportunities.

5) Leverage partner and community resources.

The CAEC region has a culturally diverse community and workforce. With that comes the critical need for English language proficiency programs and initiatives to increase educational attainment across all levels in order to build a well-educated, high-earning workforce that meets current and future labor market demands. CAEC will continue to focus on expanding programs and services including:

  • outreach to identified segments of the populations currently not served which could benefit from the programs and services provided by CAEC.
  • additional ESL, Citizenship and Family Literacy classes, increased off-campus classes, and development of comprehensive marketing strategies to promote these classes.
  • additional high school diploma/GED classes.
  • serving a larger number of adults with disabilities.
  • additional short-term noncredit career technical education certification.
  • implementation of adult education dual enrollment.
  • support for transition from noncredit to college credit classes and programs.

Assessment

Coast Adult Education Consortium (CAEC) analyzed demographic data, labor market data, workforce indicators, student surveys, and gathered input from community partners to assess the current and continued needs in the region to ensure that adult education programs in the region are robust and responsive to current and future needs. A combination of data from the U.S. Census, the American Community Survey (ACS), and internal data from Consortium members for the 2019-2020 academic year was used to perform this analysis. A gap analysis was performed based on census tracts to determine populations in need of adult education services and populations of students currently served by CAEC. The Consortium identified the top 20 census tracts in need of services related to adult English language learners and adults in need of secondary education. The information has shown that there is a significant group of adults that is not currently being served. This has resulted in identifying several needs that CAEC can positively impact through its educational programs and services which are detailed in the plan.

The goal for CAEC is to develop career pathways to support adult learners in the region and to help them to successfully transition to postsecondary and workforce opportunities. CAEC members work together collaboratively and leverage resources to create regional stability among Adult Education providers. Leveraged resources include those from Workforce Innovation and Opportunity Act (WIOA) II, CalWORKs, and the Strong Workforce Program. Some of the strategies that have resulted from these alignments include co-enrollment of ESL students in career training, and co-enrollment of students in classes at the community college Adult Education Programs and Adult Schools. 

CAEC aligns with the Workforce Innovation and Opportunity Act (WIOA) II through comprehensive ESL/ELL and K-12 partnership programs that accommodate low-income and low literacy families in the area. For example, all three colleges in the Coast Community College District (CCCD): Coastline College (Coastline), Golden West College (GWC), and Orange Coast College (OCC), received the WIOA Title II grant and have implemented the ESL/ELL program. All three colleges have implemented the EL Civics additional instruction and assessment. The new Integrated Education and Training (IET) OCC classes for Personal Care Technician in partnership with the Huntington Beach Adult School (HBAS) strengthened certification programs and the EL Civics curriculum. CAEC will develop other bridge classes that prepare students for career training programs.

CCCD is part of the Future Built Orange County Regional Consortium, a workforce development alliance of community colleges in Orange County. The members of this consortium meet and collaborate to identify adult learners' interests and build meaningful career pathways for adult learners.

The Labor and Workforce Development Agency, California Workforce Development Board, and the Employment Development Department provide availability of up to $1.2 million in WIOA for ELL Co-Enrollment Pilots. CAEC will align its portion of the funding to support projects that increase access for target populations, align WIOA programs, implement co-enrollment strategies, leverage other program funding, and provide supportive services for California’s English Language Learner (ELL) population. An additional $500,000 is available for services to provide coordinated technical assistance and evaluation. 

The Adult Schools seek to collaborate with the Title I providers to make referrals for job placements and other services. Leveraging of funding and resources is a priority for Garden Grove Adult Education (GGAE) and HBAS. For example, by aligning with various regional and local planning processes, GGAE has been able to leverage funds and resources to increase programs and services to the adult population. 2/9/22 added text:  In a quest to develop stronger partnerships, the GGAE leadership team visited the Garden Grove Orange County Workforce Solutions office. After that visit, GGAE calendared monthly on campus visits for the OC Workforce Solutions Mobile Unit. School Community Liaisons schedules are aligned with these dates to provide language support. Additionally, GGAE is piloting the iCEV Express Employment Business Office Tech Certification course. This Certification course supports GGAE’s Integrated English Literacy and Civics Education (IELCE) program. The iCEV curriculum provides a direct partnership with a local chapter of Express Employment Professionals. GGAE CalWorks funds are used to remove barriers and support ongoing career training for students seeking career and employment opportunities. 

 CAEC will continue to devote its efforts and resources to expanding the key program areas, including basic and secondary skills, ESL/ELL, citizenship preparation services, and short-term Career Technical Education program.

 

A combination of data from the U.S. Census, the American Community Survey (ACS), and internal data from Consortium members for 2019-20 was used to perform this analysis. A gap analysis was performed based on census tracts to determine populations in need of adult education services and adults currently served by CAEC. The Consortium identified the top 20 census tracts in need of services related to adult English language learners (ELLS) and adults in need of secondary education. The information showed that there is a significant group of adults that is not currently being served. This resulted in identifying several needs that CAEC can positively impact through its educational programs and services:

●  Programs for ELLs

18% (109,303) of adults 18 years and older in the CAEC region are classified as ELLs; the CAEC served only 5% of this population in 2019-20.

●  High School Diploma/GED Programs

10% of adults (62,269) in the CAEC region have earned less than a high school diploma; the CAEC served only about 1.1% (694) of those in 2019-20.

●  Workforce Training Programs/CTE Pathways

There is an imbalance between supply and demand for middle-skills jobs. The CAEC region has an unemployment rate of 4.4% (14,673). 31% of families earn less than the livable annual wage of $154,239 (for a single adult household with three children).

●  Programs for Adults with Disabilities

Over 1% (891) of the 69,995 adults with disabilities in the CAEC region were served in 2019-20.

The data indicates a need to strengthen and broaden the programs and services provided to support diverse ethnic communities and the county’s rapidly aging population.

According to the AEP 2021 Fact Sheet for CAEC, out of the total population (557,855) of 18 years and older in the CAEC area, 20% (57,008) are classified as English language learners (ELLs). In 2019-20, CAEC served 5,448, about 5% of adults in the region, who are classified as ELLs, which demonstrates regional need and a gap in services for ELLs.

The following statistics are also relevant: 181,7248 foreign-born, 82,333 near poverty or less, 78,330 without high school diploma, and 27,707 unemployed adults in the CAEC region. In the CAEC region, 46% of the population is White, 25% Asian, and 24% Hispanic. Orange County has the highest Asian-American population in Southern California, especially Vietnamese-Americans. In the CAEC region, 52% of ESL residents speak Vietnamese at home.

Census data reflects that more than 38,000 Asian-American immigrants who have obtained legal permanent resident status have not yet become citizens and that the county’s lowest graduation rates are among the Vietnamese-Americans, Cambodian-Americans, and Pacific Islanders. This supports the need for additional ESL, Citizenship and Family Literacy classes, increased off-campus classes, and development of comprehensive marketing strategies to promote these classes.

ACS (2019) shows that in Orange County, 14% (342,314) of the adult population have an education level less than a high school diploma or equivalent. Of this population 19% (65,724) falls within the poverty rate. Data shows that 14% (78,330) adults in the CAEC region have less than a high school diploma (CAEP 2021 Fact Sheet). In 2019-20, the CAEC served 694 students pursuing a high school diploma or its equivalent. This represents only 0.8% of the adults who have an educational level less than a high school diploma or equivalent. This reflects a need to expand programs to serve these students.

Orange County is the third largest county in California, and the sixth largest in the nation, with an unemployment rate of 3.7%.  This compares with an unadjusted unemployment rate of 5% for California and 3.7% for the nation. According to the living wage calculator (livingwage.mit.edu), a livable wage for a single adult household in Orange County is $22.44 per hour (annual salary of $46,673). A livable wage for a single adult household with three children in Orange County is $74.15 per hour (annual salary of $154,239). ACS (2017) results show that in Orange County, 46.2% (345,189) families earn less than $100,000 annually and 12.6% (94,143) of families earn less than $35,000 annually.

According to the CAEP 2021 Fact Sheet, 27,707 residents in the CAEC region are unemployed and 82,333 are near poverty or less. 32% (178,051) of adults have not attended college. This is consistent with Orange County at 31%, but lower than the statewide average at 38%. Included are higher-income/better-educated coastal cities, as well as lower-income/less-educated inland areas. Average household income ranges from $40,059 in Westminster’s Midway City to $199,056 in Coto de Caza.

There are 69,303 adults with disabilities in the CAEC region (CAEP 2021 Fact Sheet). In 2019-20, CAEC served just over 1% (891) of adults with disabilities. This data supports the need for developing and offering additional programs for adults with disabilities.

The members of the CAEC Executive Committee and instructors and staff of the Consortium members held multiple planning meetings in 2021-22. During these meetings, the various data and analyses summarized in this plan were discussed. In addition, the members of the CAEC Executive Committee evaluated the status of the 2019-22 three-year plan and the 2021-22 annual plan.

CCCD colleges administered two student surveys and an instructor survey for formal feedback for the three-year plan during spring 2022. The colleges also conducted their program review and planning processes during this time and collected staff feedback through multiple team meetings that informed the plan. In addition, informal feedback from instructors, students, and staff was collected and analyzed.

HBAS conducts regular surveys of staff, students, and community stakeholders, the last one taking place in September 2021. These surveys were heavily used in the development of key strategies to support the plan. As part of this process, HBAS held its own strategic planning process between the months of September 2021 and December 2021, the results of which were shared and included into the three-year consortium plan.

GGAE administered a student need survey. The results of the survey were discussed during meetings with teachers and staff.

Regional Service Providers

For each Member Agency service provider, enter the number of Participants in each program area.

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEESLEl CivicsAWDK12 SuccessShort Term CTEWorkforce ReentryPre-Apprenticeship
*Coast CCDMember Representative

0

1,029

3,338

0

862

0

147

269

0

*Coastline ROPMember Representative

0

0

0

0

0

0

31

0

0

*Garden Grove UnifiedMember Representative

116

324

1,734

0

0

0

45

0

0

*Huntington Beach Union HighMember Representative

0

727

1,709

0

0

0

290

0

0

*Newport-Mesa UnifiedMember Representative

0

0

0

0

0

0

0

0

0

*Orange County Department of EducationMember Representative

0

0

0

0

0

0

8

0

0

Total Participants 116 2080 6781 0 862 0 521 269 0 10629
* Member Agency required to input number of Participants

For each service provider added, check the box in the program areas where services are provided.

Provider NameProvider TypeProgram Area Where Services Are Provided
ABEASEESLEl CivicsAWDK12 SuccessShort Term CTEWorkforce ReentryPre-Apprenticeship
Westminster Public Library Community Organization

BPSOS Community Organization

Huntington Beach Public Library Community Organization

Asian Americans Advancing Justice Community Organization

Orange County Sheriff Other

Costa Mesa Public Library Community Organization

Youth Employment Services Other

Advance Beauty College Other

Harbor Learning Center Other

Orange County Asian and Pacific Islander Community Alliance Community Organization

Vietnamese Community of Orange County Community Organization

Orange County One Stop Center Workforce Development Board

Orange County CalWORKS Community Organization

Orange County Social Services Agency Community Organization

Boys and Girls Club of Central Orange County Community Organization

CA Department of Rehabilitation Community Organization

College and Career Preparatory Academy Other

Regional Center of Orange County Community Organization

2-1-1 Other

Children’s Bureau Other

Community Action Partnership of Orange County Community Organization

Employment Development Department Community Organization

Huntington Beach Central Library Literary Center Community Organization

Human Options Other

Interval House Other

Mariposa Women and Family Center Other

Oakview Family Resource Center Other

Orange County Registrar of Voters Other

Operation Hope Other

Project Self-Sufficiency Other

Robyne’s Nest Other

Simon Youth Foundation Philanthropic Organization

Social Security Administration - Maximus Other

Thomas House Family Shelter Community Organization

Westminster Family Resource Center Other

Wavelengths Recovery Other

Westminster Mall Other

Women Helping Women Community Organization

World Relief Other

Career Technical Education Partnership Other

Refer to the table above for the type of services provided by each member of the Consortium and partner agencies.

Metrics: CAEP Barriers & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (AE 305 - Overall)
  • Low Literacy (AE 311 - Overall)

Metrics

Adult Ed Metrics

  • Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
  • Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)

Metrics

Adult Ed Metrics

  • Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Metrics

Adult Ed Metrics

  • Participants Who Earn a Postsecondary Credential (AE 625 - Overall)

Metrics

Adult Ed Metrics

  • Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)

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 BarriersEnglish Language Learner (AE 305 - Overall) 6,132 2,686

3,679

4,292

4,906

Student BarriersLow 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 EarningsParticipants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) 566

340

396

453

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE) 58 54

35

41

46

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL) 932 446

559

652

746

ProgressParticipants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) 319 228

191

223

255

SuccessParticipants Who Earn a Postsecondary Credential (AE 625 - Overall) 433 278

260

303

346

TransitionParticipants with Transition to Postsecondary (credit college) (AE 637 - Overall) 647

388

453

518

TransitionParticipants 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 EarningsParticipants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)

0

0

0

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE)

0

0

0

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL)

0

0

0

ProgressParticipants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)

0

0

0

SuccessParticipants Who Earn a Postsecondary Credential (AE 625 - Overall)

0

0

0

TransitionParticipants with Transition to Postsecondary (credit college) (AE 637 - Overall)

0

0

0

TransitionParticipants 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 EarningsParticipants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) 120

72

84

96

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE) 69 64

41

48

55

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL) 813 124

488

569

650

ProgressParticipants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) 1,086 487

652

760

869

SuccessParticipants Who Earn a Postsecondary Credential (AE 625 - Overall) 81 60

49

57

65

TransitionParticipants with Transition to Postsecondary (credit college) (AE 637 - Overall) 132

79

92

106

TransitionParticipants 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 EarningsParticipants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) 183

0

0

0

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE) 285 128

200

214

228

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL) 790 287

553

592

632

ProgressParticipants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) 1,304 482

913

978

1,043

SuccessParticipants Who Earn a Postsecondary Credential (AE 625 - Overall) 136 94

20

25

30

TransitionParticipants with Transition to Postsecondary (credit college) (AE 637 - Overall) 113

210

225

250

TransitionParticipants 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 EarningsParticipants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)

0

0

0

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE)

0

0

0

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL)

0

0

0

ProgressParticipants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)

0

0

0

SuccessParticipants Who Earn a Postsecondary Credential (AE 625 - Overall)

0

0

0

TransitionParticipants with Transition to Postsecondary (credit college) (AE 637 - Overall)

0

0

0

TransitionParticipants 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 EarningsParticipants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)

0

0

0

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE)

0

0

0

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL)

0

0

0

ProgressParticipants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)

0

0

0

SuccessParticipants Who Earn a Postsecondary Credential (AE 625 - Overall)

0

0

0

TransitionParticipants with Transition to Postsecondary (credit college) (AE 637 - Overall)

0

0

0

TransitionParticipants with Transition to Postsecondary (CTE) (AE 636 - Overall)

0

0

0

Member Spending Targets

MemberPercent of 2019-20 Available Funds SpentPercent of 2020-21 Available Funds SpentPercent of 2021-22 Available Funds Spent2022-23 Target2023-24 Target2024-25 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

09/30/2024

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

09/30/2024

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

02/06/2023

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

09/30/2022

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

12/31/2022

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

09/30/2022

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

08/31/2022

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

08/31/2022

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

06/30/2025

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

06/30/2023

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

06/30/2023

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

06/30/2025

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

06/30/2025

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

06/30/2025

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

06/30/2025

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

06/30/2025

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

06/30/2025

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

06/30/2025

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 AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Coast CCD $15,373,558Certified
Coastline ROP (Optional)$0Draft
Garden Grove Unified $452,574Certified
Huntington Beach Union High $6,729,624Certified
Newport-Mesa Unified (Optional)$0Draft
Orange County Department of Education (Optional)$0Draft
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

  • Vice Chancellor Educational Services and Technology
  • aserban@cccd.edu
  • (714) 438-4698
Approved by Dr. Andreea Serban

06/17/2022 11:53 AM PDT

Coastline ROP - Member Representative

Approved by Dr. Brian Dozer

06/17/2022 01:35 PM PDT

Garden Grove Unified - Member Representative

Approved by M'Liss Patterson

06/17/2022 02:24 PM PDT

Huntington Beach Union High - Member Representative

Approved by Steve Curiel

06/17/2022 01:30 PM PDT

Newport-Mesa Unified - Member Representative

Approved by Vanessa Galey

06/20/2022 02:48 PM PDT

Orange County Department of Education - Member Representative

Approved by Fatinah Judeh

06/18/2022 07:18 AM PDT