CAEP Three-Year Plan: 2022-23 12 Contra Costa Adult Education Consortium
Status: Certified
California Adult Education Program
12 Contra Costa 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) | 12,695 | 8,243 | 15,031 | 15,620 | 16,243 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 6,314 | 3,427 | 5,408 | 5,711 | 6,027 |
Member Level Metric Targets
* Mandatory for all members
Acalanes Union High (Reported by Acalanes District 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) | 510 | 240 | 437 | 437 | 480 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 5 | 6 | 7 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 21 | 0 | 0 | 0 |
Antioch Unified (Reported by Antioch Unified School District (AUSD))
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) | 318 | 149 | 300 | 350 | 400 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 37 | 37 | 50 | 55 | 60 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 18 | 0 | 0 | 0 |
Contra Costa CCD (Reported by Contra Costa 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) | 291 | 591 | 628 | 641 | 653 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 10 | 0 | 0 | 0 | ||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 11 | 12 | 14 | 14 | 15 |
Contra Costa Co. Office of Education (Reported by Contra Costa County Office of 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) | 4 | 19 | 19 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 9 | 14 | 19 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 1 | 1 | 1 |
Liberty Union High (Reported by Liberty Union Adult 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) | 762 | 432 | 593 | 622 | 653 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 28 | 30 | 40 | 42 | 44 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 191 | 135 | 16 | 17 | 18 |
Martinez Unified (Reported by Martinez 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) | 917 | 761 | 772 | 811 | 852 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 13 | 21 | 20 | 22 | 23 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 420 | 375 | 450 | 470 | 490 |
Mt. Diablo Unified (Reported by Mt. Diablo Unified School District (MDUSD))
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) | 2,243 | 1,279 | 1,805 | 1,895 | 1,990 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 42 | 45 | 42 | 44 | 46 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 212 | 156 | 0 | 0 | 0 |
Pittsburg Unified (Reported by Pittsburg Unified School District (PUSD))
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) | 1,469 | 955 | 1,650 | 1,700 | 1,750 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 39 | 88 | 87 | 92 | 97 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 81 | 54 | 2 | 3 | 4 |
West Contra Costa Unified (Reported by West Contra Costa Unified School District (WCCUSD))
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) | 1,657 | 882 | 1,306 | 1,371 | 1,439 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 20 | 40 | 42 | 44 | ||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 26 | 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 |
---|---|---|---|---|---|---|
Acalanes Union High | 100% | 100% | 60% | 82% | 85% | 90% |
Antioch Unified | 100% | 100% | 31% | 82% | 85% | 88% |
Contra Costa CCD | 100% | 100% | 39% | 85% | 87% | 90% |
Contra Costa Co. Office of Education | 100% | 100% | 46% | 90% | 90% | 90% |
Liberty Union High | 100% | 100% | 42% | 82% | 85% | 90% |
Martinez Unified | 100% | 100% | 51% | 82% | 85% | 90% |
Mt. Diablo Unified | 100% | 100% | 66% | 100% | 100% | 100% |
Pittsburg Unified | 100% | 100% | 49% | 70% | 78% | 85% |
West Contra Costa Unified | 100% | 100% | 59% | 93% | 93% | 95% |
Objectives
Address Educational Needs
Though the job market has rebounded, the economic disruption caused by the COVID-19 may continue to impact many Contra Costa County residents. As much of the job loss occurred in the hospitality and essential services sectors, which often have lower educational barriers to entry, the economic fallout of the recession has disproportionately impacted those with less educational attainment, Black, Indigenous, and People Color (BIPOC) communities, and individuals who do not speak English as a first language. For many of these individuals, developing basic skills and/or “re-skilling” through participation in adult education and workforce services can support sustainable employment. To meet these pressing needs and expand adult education services and supports to those most impacted, the CCCAEC has developed the following high-level strategies for its three-year plan:
Strategy 1.1: Optimize learning and clarify career pathways to support student success.
The CCCAEC will bolster existing adult education offerings and support services to accelerate student progress and ensure that career pathway options are clear, accessible, and offer students the most efficient progression of course completion. Through ongoing assessment at both the site and subregional levels, the Consortium will identify current and emerging foundational skill gaps and address them through enhanced and expanded adult education curricula and targeted supports. Building on the current work of the CCCAEC regional CTE Workgroup, the consortium will update and refine documentation and presentation of career pathways. The regional CTE workgroup will also continue to observe labor market trends and employers' needs and develop plans to match course pathways at Adult Education and Community College sites to skills needed for those career paths.
Strategy 1.2: Increase equitable access to CCCAEC members' services.
The CCCAEC will work towards providing equitable access for all students, regardless of foundational skill level at entry, by targeting outreach to specific underserved populations and tailoring level-setting skills courses and supports around their needs. This strategy will also include ensuring culturally competent modalities of support are available to increase retention, student progress, and student transitions across priority populations with a particular focus on reentry populations.
Improve Integration of Services & Transitions
Through the consortium needs assessment process, the CCCAEC identified that supporting student transitions has emerged as a key challenge. Due to staffing disruptions stemming from COVID-19, there has been high turnover and prolonged vacancies in key transition support positions. With these positions now fully staffed once again, the CCCAEC intends to seize the opportunity to reset, refine, and align mechanisms of identification and support for those approaching potential transitions into post-secondary education, training, and/or employment. To accomplish this, the CCCAEC has selected two high-level strategies that it intends to pursue during the 2022-2025 implementation period:
Strategy 2.1: Continue to align data/reporting processes across the Consortium.
The CCCAEC intends to enhance the alignment of student data across member sites through increased information and data sharing across the consortium. Establishing regularized reporting mechanisms and schedules across the consortium will support the CCCAEC to track students’ progress throughout member sites’ services and increase the ability to identify trends including areas of challenge and/or points of attrition for adult learners who have transitioned from adult education to post-secondary. This will support the identification of learners who may benefit from additional support and inform specific approaches and tools that may be tailored to increase student success.
Strategy 2.2: Enhance capacity to support seamless transitions.
Previously the CCCAEC had made strides in its collective approach to professional development and mutual support for transition personnel through the convening of the Consortium-wide Transition Specialists workgroup. The CCCAEC now intends to build upon and refine previous efforts as it introduces updated capacity-building initiatives among transition support staff and data personnel. The CCCAEC will explore the development of community learning spaces for data and transition personnel across the consortia and by sub-region to share findings, tools, and best practices in supporting smooth adult learner transitions.
Improve Effectiveness of Services
In the previous implementation period, the CCCAEC made strides in the evaluation and restructuring of its operating and implementation structures to streamline its work. Operating with greater efficiency, the consortium is now better able to pivot to other areas of ongoing learning and quality improvement (QI) efforts. The CCCAEC intends to focus on improving the effectiveness of consortium and member services by bolstering data infrastructure and strengthening partnerships both internal and external to the consortium. The CCCAEC will undertake the following high-level strategies in the 2022-2025 implementation period:
Strategy 3.1: Engage in data-informed quality improvement efforts to improve consortium outcomes.
The CCCAEC will develop its capacity to conduct quality improvement processes utilizing the cyclical assess, plan, and improve process model. As a pivotal first step toward implementing impactful QI activities, the consortium will evaluate and improve upon its current shared data infrastructure. Whereas Strategy 2A will direct efforts toward the establishment of reporting processes, schedules, and aligned data definitions, this strategy encompasses efforts to improve data governance and advance the implementation of shared information systems. Subsequently, the CCAEC will be able to conduct data-driven QI efforts.
- Strategy 3.2: Sub-regionally, strengthen internal and external Consortium partnerships to optimize referral opportunities for adult learners. The economic and social impacts of the COVID-19 pandemic have only exacerbated the pre-existing barriers that many adult education students face to meet academic and career goals. Understanding that complex challenges must be addressed holistically and through culturally appropriate methods, the CCCAEC will seek to strengthen and add to existing partnerships with community providers of psychosocial support. The CCCAEC will also seek to leverage relationships with employers, industry leaders, and workforce partners across member sites to ensure alignment of course curriculum to local workforce needs and increase student linkages to workplace learning opportunities
Activities & Outcomes
Identify and address foundational skill gaps
Objective that Applies to this Activity
Address Educational Needs
Objective 1, Strategy 1.1: Optimize learning and clarify career pathways to support student success.
- Activity 1.1.A. Identify and address foundational skill gaps
To improve access to sustainable employment for all students, CCCAEC’s members will focus on identifying and addressing the foundational skills needed to accelerate student progress and support sustainable employment within local job sectors. The member institutions will assess, refine, and strengthen existing instructional systems and expand services to meet the needs of students with skill gaps. It is expected that with additional targeted supports and enhanced curricula to address gaps, over time CCCAEC member sites will see an increase in the number of participants who earn a high school diploma or equivalency and/or a postsecondary credential.
Emerging skill gaps are assessed through a variety of means including student evaluation and feedback, faculty input
Additional course offerings and needed supportive tools identified and added to address foundational skill gaps
Increased number of participants that complete certifications, HS diploma or equivalency, degrees, and transitions.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
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Define pathways between member institutions
Objective that Applies to this Activity
Address Educational Needs
Objective 1, Strategy 1.1: Optimize learning and clarify career pathways to support student success.
- Activity 1.1.B. Define educational and career pathways within and between member institutions
The consortium will continue its work to update and refine career pathway snapshots and develop them into community-facing marketing materials. It will identify additional strong career markets in local areas and match course pathways at Adult Education and Community College sites to skills needed for those career paths.
Pathway documents/marketing materials are developed and disseminated; increased opportunities for course contextualization are identified.
Increased adult learner participation and progress through specified educational and career pathways
Increased number of students complete programs with greater levels of relevant skills, knowledge, experience, and connections within desired field
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
Increase Awareness of Services for Students
Objective that Applies to this Activity
Address Educational Needs
Objective 1, Strategy 1.2: Increase equitable access to CCCAEC members' services.
- Activity 1.2.A. Conduct targeted outreach and engagement efforts to increase awareness of services with a focus on reaching disproportionately impacted and underserved students.
The CCCAEC will explore and execute targeted marketing and outreach to priority populations within the County. The consortium will collaborate at the sub-regional level to identify target populations and tailor specific approaches to engagement based on best practices and input from local partners and stakeholders. Member sites and sub-regions will share lessons learned and progress at the regional level. Increasing awareness of and access to CCCAEC services is expected to increase the overall number of adults served (AE 200 – Overall) by the consortium.
Culturally responsive marketing/outreach strategies are identified including development of marketing materials and schedule of engagement activities.
Targeted engagement and awareness-raising activities conducted to reach priority populations and underserved groups.
Increased access to education agencies across the county; increased enrollment- specifically among priority populations.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Streamline Enrollment Process
Objective that Applies to this Activity
Address Educational Needs
Objective 1, Strategy 1.2: Increase equitable access to CCCAEC members' services.
- Activity 1.2.B. Streamline enrollment and onboarding processes to reduce barriers and accelerate participation.
The CCCAEC will review and refine practices for enrolling and orienting new adult learners to the adult education system with a focus on reducing unnecessary steps and streamlining data collection where possible. Member sites will collaborate to ensure that processes related to enrollment, orientation, and initial student data collection are, to the extent possible, standardized, and consistent across member sites. The CCCAEC expects that implementation of a more agile and streamlined enrollment and onboarding process will eventually result in an increase in the number of overall adults served
Current enrollment processes are reviewed and assessed to identify breakdowns in enrollment and retention
Refreshed enrollment and onboarding procedures are developed and implemented
Increased efficiency in enrollment processes; increased number of students successfully enrolled
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Establish a Reporting Process
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Objective 2, Strategy 2.1: Continue to align data/reporting processes across Consortium.
- Activity 2.1.A. Establish a process for regular reporting, aggregation, and review of student success and transition data across member agencies.
The CCCAEC will work to establish an internal process for reporting and collective review of student transition and success data. Through its Data and Accountability workgroup and possibly other short-term taskforces as needed, the consortium will work to adapt and standardize approaches to data aggregation and reporting on and aggregating data shared metrics including but not limited to those within the 2022-2025 Three-Year Plan. The consortium may explore the possibility of holding a “data summit” that brings together CCCAEC site administrators and data personnel to discuss challenges and identify approaches to improving the alignment of data collection and reporting practices. The CCCAEC Steering Committee will also explore opportunities to integrate aggregated reporting into decision-making processes. The consortium expects that with enhanced reporting processes related to student success and transition data, it can more effectively identify and address student needs to facilitate successful student outcomes (i.e., earned HS diploma or postsecondary credentials).
Best (and emerging) practices for matching existing adult school data with college are identified and implemented; Shared data definitions, outcomes, and reports are further defined to support understanding/analysis of transitions from Adult Education to Community Colleges
Enhanced transition supports, tools, and services are implemented across CCCAEC
Increased numbers of students utilizing support; increased successful transitions along academic and career pathways
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
Assess PD Needs
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Objective 2, Strategy 2: Enhance capacity to support seamless transitions
Activity 2.2A. Assess professional development (PD) needs for data & transition personnel consortium-wide and address through refinement of existing approaches and exploration of new spaces for exchange and learning.
The CCCAEC will undertake initiatives to bolster the capacity of its transitions and data personnel. At the site and sub-regional level, professional development needs will be identified as well as needed resources and tools. Based on emerging needs, the consortium will explore possibilities to revamp the previous transition specialist workgroup structure to develop ongoing spaces for mutual support, shared learning, and selection of best practices to incorporate into transition supports and processes. The consortium will explore models such as Professional Learning Circles (PLCs) to establish the most effective method of shared learning and active collaboration in an ongoing manner. The CCCAEC expects that enhanced capacity to support adult learners in visioning, planning, and executing transitions, will increase successful student outcomes (i.e., earned HS diploma or postsecondary credentials).
Gaps and needs are identified through assessment at the site level; professional learning spaces are established and shared goals/guidelines developed.
Enhanced learning, exchange of best practices, and capacity are achieved (measured through questionnaires, codification of refined processes, and support mechanisms.)
Increased capacity to support adult learners through transitions; increased number of warm handoffs, targeted supports, and referrals.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
Bolster Data Infrastructure
Objective that Applies to this Activity
Improve Effectiveness of Services
Objective 3, Strategy 1: Engage in data-informed quality improvement efforts to improve consortium outcomes.
Activity 3.1.A. Bolster data infrastructure to effectively track students through transition points (e.g. college, career)
The CCCAEC will evaluate current options for shared student information systems and reporting tools (e.g., CommunityPro) to inform the selection of the most appropriate option(s) for the consortium. The consortium will continue efforts to implement the agreed-upon data system across member sites upholding existing minimal use agreements and/or establishing new expectations for usage. Site administrators and data personnel will participate in relevant training and efforts to refine and calibrate data systems to effort streamlined integration of data entry into existing workflows. Improved data infrastructure will facilitate data-driven QI efforts to identify and address adult learner needs. The CCCAEC expects that these efforts will support successful student outcomes (i.e., earned HS diploma or postsecondary credentials).
Full implementation of calibrated student information systems that interface between sites
Increased the number of transitions and referrals tracked through shared student information systems
Increased number of transitions to postsecondary and into employment
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
Assess Collaborative Student Supports
Objective that Applies to this Activity
Improve Effectiveness of Services
Objective 3, Strategy 1: Engage in data-informed quality improvement efforts to improve consortium outcomes.
Activity 3.1.B. Assess collaborative student supports and interventions using student transition and success data
Through other activities within the plan (2.1.A and 3.1.A), the Consortium will enhance the CCCAEC’s existing data governance framework through the implementation of shared data systems and the alignment of reporting practices. With these components in place, the CCCAEC, through either the existing Data and Accountability workgroup or newly convened taskforces, will analyze student transition and success data to identify where gaps and needs exist.
Enhanced understanding of gaps in support and identification of emerging student needs through analysis of various student data
Enhancement to existing support/interventions based on assessment findings, implemented across Consortium sub-regions and/or at the County level
Increased effectiveness and availability of student supports and interventions, demonstrated by the number of students successfully transitioning along educational and career pathways
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
Conduct gaps analysis to identify common needs
Objective that Applies to this Activity
Improve Effectiveness of Services
Objective 3, Strategy 2: Sub-regionally strengthen internal and external Consortium partnerships to optimize referral opportunities for adult learners.
Activity 3.2.A. Conduct gaps analysis to identify areas of common needs and partners
The CCCAEC will refresh its documented inventory of active community partnerships across the consortium. Member sites and consortium sub-regions will identify gaps in available community support services and where additional supports are needed to address observed student needs. The CCCAEC expects that efforts to strengthen referral pathways for culturally competent psycho-social support will mitigate barriers and ultimately facilitate increased participation in adult education services. Sub-regions will also identify opportunities to expand external partnerships with local employers and industry stakeholders to facilitate additional work-based learning opportunities for students. The CCCAEC expects that increased offerings of relevant career placements will also facilitate increased participation in adult education services (i.e., number of adults service AE 200).
Inventory of current and needed community support service partners and local employers is updated; gaps and opportunities identified related to partnership needs
Identified needs/gaps are used to inform activity 3.B.2
Increased # referrals, increased number of of students utilizing supportive services and career placements
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Coordinate outreach to potential partners
Objective that Applies to this Activity
Improve Effectiveness of Services
Objective 3, Strategy 2: Sub-regionally strengthen internal and external Consortium partnerships to optimize referral opportunities for adult learners.
Activity 3.2.B. Coordinate outreach to potential partners and formalize agreements
After completion of the assessment described in Activity 3.2.A, the CCCAEC will engage its sub-regional planning groups to coordinate and conduct outreach to external partners. Sub-regional planning groups will also identify and surface opportunities for consortium-wide partnerships with service providers and local employers for consideration at the Steering Committee level. Member sites will pursue formalized agreements with partners where necessary to bolster available services and career-readiness opportunities for adult learners. The CCCAEC will also explore opportunities to integrate community partners into shared student information and referral systems (e.g., CommunityPro). The CCCAEC expects that efforts to increase access to supportive services and career placement opportunities will facilitate increased participation in adult education services.
Sub-regional (and regional where applicable) outreach and engagement strategies developed and implemented to target potential partners
Increased number of MOUs with existing and new local service providers and employers; increased number of referral pathways available to initiate supports and opportunities
Increased number of referrals, increased number of students utilizing supportive services and career placements
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Acalanes Union High | $1,363,168 | Certified |
Antioch Unified | $950,434 | Certified |
Contra Costa CCD | $2,007,574 | Certified |
Contra Costa Co. Office of Education | $2,363,061 | Certified |
Liberty Union High | $1,469,189 | Certified |
Martinez Unified | $1,795,632 | Certified |
Mt. Diablo Unified | $5,832,626 | Certified |
Pittsburg Unified | $2,572,682 | Certified |
West Contra Costa Unified | $3,205,875 | Certified |
Totals | $21,560,241 | 9/9 Certified |
The planned allocations will be distributed to member agencies based on the originally approved percentages. Each member will utilize these funds to support existing Adult Education programs, grow and strengthen existing activities as indicated by increased targets, and implement the activities detailed within the CCCAEC three-year plan. The CCCAEC will continue to augment CAEP funding with a variety of local and federal funding sources over the next years including the following sources:
State / Federal Funding
CalWORKs
CCD Apportionment
Jail Funding
LCFF/District Funds
Perkins V
WIOAII
Other Funds
Fees / Contracted Services
Strong Workforce
In-kind resources
On an annual basis, CCCAEC members develop and approve member allocation budgets through the annual budget development process outlined in the CCCAEC’s governance document. The final allocation budget is entered into the current year’s Consortium Fiscal Administration Declaration. This document is reviewed and approved at the CCCAEC Steering Committee meeting, a public meeting, by board-designated, voting members. On an ongoing basis, the fiscal oversight workgroup ensures accountability of the usage of funds by members and provides recommendations to the Steering Committee as needed. Lastly, the CCCAEC utilizes the annual planning process as a mechanism to review consortium goals and strategies and ensure funding allocations are aligned.
Certification
Acalanes Union High - Member Representative
Steven France - Director, Del Valle Education Center
- sfrance@auhsdschools.org
- (925) 280-3945
Mr. Nick Carpenter - Director of Fiscal Services
- ncarpenter@auhsdschools.org
- (925) 280-3900 ext: 6611
Antioch Unified - Member Representative
Cynthia Hunt - Accounting Analyst
- cynthiahunt@antiochschools.net
- (925) 779-7500 ext: 42354
Carol Lowart - Principal
- carollowart@antiochschools.net
- (925) 779-7490 ext: 40827
Lindsay Wisely Antioch Unified School Disrict - Director, Educational Services, Secondary Support
- lindsaywisely@antiochschools.net
- (925) 779-7500 ext: 40172
Douglas Schlieter Antioch Unified School District - Manager of Accounting
- douglasschlieter@antiochschools.net
- +1 (925) 779-7500 ext: 52395
Contra Costa CCD - Member Representative
Kelly Schelin - Associate Vice Chancellor, Educational Services
- kschelin@4cd.edu
- (925) 229-6826
Beth Arman Ph.D. - Senior Dean of Career and Community Partnership
- barman@dvc.edu
- (925) 969-2240
Jinpa Tharchin - Fiscal Operations Specialist- Grant
- jtharchin@4cd.edu
- (925) 229-6962
Natalie Hannum - Vice President of Instruction
- Nhannum@losmedanos.edu
- (925) 473-7401
Ihab Elmasry - Fiscal Operations Specialist
- ielmasry@4cd.edu
- (925) 229-6845
Evan Decker - Dean Workforce and Economic Development
- edecker@contracosta.edu
- (510) 215-3977
Arzu Smith - Director of Finance Sercvices
- asmith@4cd.edu
- (925) 229-6946
Manuel Mandapat - Fiscal Services Manager
- mmandapat@dvc.edu
- (925) 969-2019
Dave Belman - dbelman@losmedanos.edu
Contra Costa Co. Office of Education - Member Representative
Hilary Dito - Director, College and Career Readiness
- hdito@cccoe.k12.ca.us
- (925) 942-5357
Heidi Andrews - Program Accountant
- handrews@cccoe.k12.ca.us
- (925) 942-3402
Liberty Union High - Member Representative
Debbie Norgaard - Adult Education Coordinator
- norgaard@luhsd.net
- (925) 634-2589
Guy Rognlien - Director of community Education
- rognlien@luhsd.net
- (925) 634-2589
Martinez Unified - Member Representative
Suzanne Murphy - smurphy@martinezusd.net
- (925) 228-3276 ext: 263
Mt. Diablo Unified - Member Representative
Vittoria Abbate - Director, College & Career and Adult Education
- abbategv@mdusd.org
- (925) 685-7340 ext: 6711
Pittsburg Unified - Member Representative
Lisa Williams - Accountant
- lwilliams@pittsburg.k12.ca.us
- (925) 473-2403
Anthony Molina - amolina@pittsburg.k12.ca.us
West Contra Costa Unified - Member Representative
Connie Pekedis - cpekedis@wccusd.net
Jeff Carr - Principal
- jeffrey.carr@wccusd.net
- (510) 283-4871