Produced: Aug 14, 2023, 10:34 PM UTC - By Valerie Fong
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) | 7,919 | 7,140 | 7,683 | 7,292 | 7,437 | 7,586 |
Student Barriers | English Language Learner (AE 305 - Overall) | 3,460 | 2,306 | 3,045 | 2,239 | 2,284 | 2,330 |
Member Level Metric Targets
* Mandatory for all members
De Anza College (Reported by De Anza College)
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) | 73 | 137 | 744 | 140 | 143 | 147 |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 190 | 0 | 0 | 0 | ||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 75 | 77 | 79 |
Foothill College (Reported by Foothill College)
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) | 2,490 | 4,018 | 3,491 | 405 | 413 | 421 |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 57 | 91 | 87 | 93 | 95 | 97 |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 141 | 618 | 23 | 24 | 25 |
Fremont Union High (Reported by Fremont Union High School District (FUHSD))
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) | 1,311 | 871 | 1,041 | 888 | 906 | 925 |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 264 | 119 | 225 | 123 | 126 | 129 |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 36 | 47 | 54 | 55 | 56 |
Mountain View-Los Altos Union High (Reported by Mtn. View-Los Altos 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) | 1,176 | 877 | 1,143 | 866 | 883 | 901 |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 245 | 69 | 246 | 73 | 75 | 77 |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 13 | 16 | 28 | 29 | 30 |
Palo Alto Unified (Reported by Palo Alto 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) | 819 | 458 | 487 | 461 | 470 | 480 |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 302 | 78 | 165 | 80 | 82 | 84 |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 19 | 14 | 8 | 8 | 8 |
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 |
---|---|---|---|---|---|---|
De Anza College | 100% | 100% | 100% | 80% | 90% | 100% |
Foothill College | 100% | 100% | 62% | 60% | 60% | 60% |
Fremont Union High | 100% | 100% | 100% | 100% | 100% | 100% |
Mountain View-Los Altos Union High | 100% | 100% | 100% | 96% | 97% | 98% |
Palo Alto Unified | 100% | 100% | 100% | 73% | 73% | 73% |
Objectives
Improve Effectiveness of Services
Address Educational Needs
Improve Integration of Services & Transitions
Activities & Outcomes
#1.1 A: Collaborate with Local WIB
Objective that Applies to this Activity
Improve Effectiveness of Services
Connected Strategy:Strategy #1.1
Brief Description: Work with NOVAworks & strengthen our relationship with community providers and local workforce (State Focus).
Activity Objective: To create stronger regional workforce partnerships in order to better serve our students.
Activity Rational:
Workgroup: Director and Leadership Board
Partners/Stakeholders: Each agency member will choose a representative from their school to attend these meetings and work with the Director and other agency WIB representatives.
Create list serves/contact list for all participants that need to be included in the work of this Activity.
Appoint agency representatives
This WIB team will consult with each other before each meeting to have a unified consortium voice at these meetings.
Director and agency representatives will attend quarterly WIB meetings.
Director & representatives continue attending meetings.
Director will collaborate with WIB to become more of a contributing voice to the WIB collaborative.
Director & representatives continue attending meetings and Collaborate with WIB to become more of a contributing voice to the WIB collaborative.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
#1.1B: Inclusion Based Support for Consortium
Objective that Applies to this Activity
Improve Effectiveness of Services
Connected Strategy: Strategy #1.1
Brief Description: The Director will continue to research and update the consortium website with inclusion based information and support grounded in racial justice, gender affirmation, trauma informed practices, accessibility, undocumented students, foster youth, and formerly incarcerated community members. The Director will also consult with the Leadership Board and other consortium members on any PD opportunities they might want based on this research.
Activity Objective: In order to better support our students, this Activity will help our community members better incorporate inclusionary practices in the classroom and with colleagues.
Activity Rational: To better recognize and understand implicit bias and systemic structures that impede a person's ability to reach their goals.
Workgroup: Director
Partners/Stakeholders: Continually seek the Leadership Board and other consortium members input on what type of information and trainings they would like to be able to support staff and students.
Create list serves/contact list for all participants that need to be included in the work of this Activity.
.Director continues to update NSCCC website with resources on inclusion
Director seeks input from consortium members on what types of PD they would like regarding inclusion.
Director continues to update NSCCC website with resources on inclusion.
Director seeks input from consortium members on what types of PD they would like regarding inclusion.
Director continues to update NSCCC website with resources on inclusion.
Director seeks input from consortium members on what types of PD they would like regarding inclusion.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
#1.1C: Consortium User Manual
Objective that Applies to this Activity
Improve Effectiveness of Services
Connected Strategy: Strategy #1.1
Brief Description: Create consortium User Manual:consortium instruction guide for laying out best operational practices: Leadership Board, Workgroup Co-Chairs, members of the workgroups, transition services, and analyzing data. The Precision Campus user manual will be a subset of this larger user manual.) (Director & WG CoChairs).
Activity Objective: To create a consortium manual that lays out the consortium structure and how it works: Charter, Leadership Board roles & responsibilities, Director roles & responsibilities, workgroup roles & responsibilities, workgroup co-chair roles & responsibilities, how the consortium engages and collaborates with community partners, how annual plan and 3 year plans are conceived and created, etc.
Activity Rational: The rationale is twofold: 1. help support current members collaborate with each other & 2. help support new consortium members with the onboarding process.
Workgroup: Director, Leadership Board, & Workgroup Co-Chairs & Members
Partners/Stakeholders:
Leadership Board
Workgroup Co-Chairs & members
Create list serves/contact list for all participants that need to be included in the work of this Activity.
Director starts the process of cataloging the workings of the consortium on a shared Gdrive document. Director seeks input from all interested parties.
Director receives final approval of the document from workgroup co-chairs and the Leadership board.
Director distributes a hard copy to the 5 voting members of the Leadership Board, an electronic copy to all consortium members, and posts an electronic copy to the website.
Develop a matrix of transition supports in order to give an overview and guide to consortium transition services.
The Director updates any new information and distributes updated Doc yearly.
The Director updates any new information and distributes updated Doc yearly.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
#1.1D: Adult School Teaching Credential Support
Objective that Applies to this Activity
Improve Effectiveness of Services
Connected Strategy: Strategy #1.1
Brief Description: Work with SBCAE & ACCEL in supporting staff obtaining an adult ed teaching credentials utilizing the leftover Allies monies ($40,000) that the three consortia must use together. The three consortia will provide the adult schools in their region information on how to obtain a teaching credential. Adult Ed staff may apply for a stipend that will help pay for the expenses of that credential.
Activity Objective: Help Regional Adult Ed staff obtain Teaching Credentials.
Activity Rational: In order to help the regional consortiums with their teacher shortage, SBCAE recommends that SBCAE, NSCCC, and ACCEL use the leftover Allies money to help adult ed staff earn an adult ed teaching credentials.There is left over money from Allies that needs to be signed off by SBCAE, NSCCC, and ACCEL. The money is now housed with the Evergreen Valley College non-Profit and it loses around 1500/year in maintenance fees. This money needs to be utilized now.
Workgroup: Director & Leadership Board
Partners/Stakeholders:
Ilse Pollet, SBCAE Director (12 months)
Ka’ryn Holder Jackson, ACCEL (San Mateo) Director (12 months)
CAA WG for possible CBEST preparation course (yr 1-3)
Create list serves/contact list for all participants that need to be included in the work of this Activity.
Work with SBCA & ACCLE on gathering resources for earning an adult ed teaching credential- disperse information (post to website).
Develop the application for the stipend, including the Leadership Board on the conversation about how much money each consortium will have available to them for stipends.
Implement the stipend. Possibly create/offer a CBEST preparation course.
If money has run out for this program at this time, do we want to look into finding a way to fund it another way?
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
Responsible person(s)
Name |
---|
#1.2A: Adult School & College Data Input Alignment
Objective that Applies to this Activity
Improve Effectiveness of Services
Connected Strategy: Strategy #1.2
Brief Description: Align collection of student demographic data, goals, barriers and outcomes across the adult schools. Understand how courses are coded for adult ed (CAEP) in the colleges COMIS data system.
Activity Objective: Produce consortium wide reports that reflect systemic approach to collection and interpretation of student data: Launchboard Pipeline, TE, CAEP, NRS, and Precision Campus.
Activity Rational: In order for the consortium to interpret and act upon the student data in Launchboard Pipeline, TE reports, CAEP reports, NRS reports, ASAP and Precision Campus, the consortium needs to make sure that the schools align data collection and reporting practices.
Workgroup: Data
Partners/Stakeholders:
Data Managers at each campus
Adult School Teachers and Staff
College Deans on LB
ASAP
Create list serves/contact list for all participants that need to be included in the work of this Activity.
At the adult schools, identify who is responsible for managing the data and how it is currently collected.
Where needed, develop protocols for collecting student demographic data, barriers, goals, and outcomes across the three adult schools.
At the colleges– find the human resource capacity necessary to understand COMIS data through the lens of CAEP to align data systems. . .
Please see supporting document for the full Activities section: NSCCC3YrPlan2022-2025.pdf
July 2023, review consortium level reports to identify improvement of data collection and relevancy.
Continue to check for data alignment across consortia partner institutions.
Utilize the results to make programmatic changes.
Continue to check for alignment in our data
Employ the findings from the analysis of student data to make programmatic adjustments
Keep up to date on new data requirements
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
#1.2B: Developing, Policies, Practices, and Proced
Objective that Applies to this Activity
Improve Effectiveness of Services
Full Name #1.2B: Developing, Policies, Practices, and Procedures for Using the PC Tool
Connected Strategy: Strategy #1.2
Brief Description: Create a manual for Precision Campus that lays out the Policies, Practices, and Procedures for Using the PC Tool.
Activity Objective: Implement consistent use of the PC tool
Activity Rational: For the consortium to use valid data when setting performance targets and evaluating student achievement.
Workgroup: Data & Director
Partners/Stakeholders:
Leadership Board
Workgroup Co-Chairs
Workgroup members
Create list serves/contact list for all participants that need to be included in the work of this Activity.
Usability testing of the manual (to inform revision of the manual and the PD to be created)
Baseline manual published with current 3 yr. plan questions
Develop PD plan for the manual
Update data twice a year: Q2 & Q4
Update manual with current annual plan questions
Provide PD for manual
Provide feedback for manual developer
Provide feedback to PC creator on usability and accuracy of the tool
Trained users (LB, Data WG, & WG CC) disseminate date to inform their work
Understanding how many ESL students go to the colleges and what courses they take
Update manual with current annual plan questions
Provide PD for manual
To have all institutions consistency use the manual & PC to set performance targets and evaluate student achievement
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
#1.2C: Track Transition Data w/ PC & Support Sea
Objective that Applies to this Activity
Improve Effectiveness of Services
Full Name: #1.2C: Track Transition Data with PC & Support Seamless Student Transitions
Connected Strategy: Strategy #1.2
Brief Description: PC will provide the data that informs the transition support work of the Transition Team, SS WG, & CAA WG.
Activity Objective:Train WG participants to use the PC tool so that they can have timely appropriate data to inform their work in supporting student transitions.
Activity Rational:Student transition data reflected in LaunchBoard is not up to date and current. The PC was created to help support current students achieve seamless transitions.
Workgroup: Data WG
Partners/Stakeholders:
SS WG
CAA WG
Transition Team
FHDA Data Manager & team
Establish timeline and process for uploading data from the adult schools into the PC tool (through FHDA Data team)
Identify WG members to be trained on PC utilizing the PC manual
Develop research questions on a yearly basis to help support the work done in the WGs in alignment with consortium transition goals.
Provide ongoing training using the PC tool
Come up with this year's research questions
WGs assess & determine data needed to improve student support.
Provide ongoing training using the PC tool
Refine and expand upon previous years research questions
Have WGs assess & determine data needed to improve student support.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
#2.1A Expand Child Development Pathway with ESL Br
Objective that Applies to this Activity
Address Educational Needs
Full Name: #2.1A Expand Child Development Pathway with ESL Bridge (CAA Lens)
Connected Strategy: Strategy #2.1
Brief Description: Determine levels of language needed for classes in the CTE pathways
Share what community colleges already offer and determine where we need to create/develop additional vocational ESL classes (AS or CC) for CTE pathways that students are interested in taking
Coordinate with the SS WG to embed ESL tutoring as needed to support students’ access to pathway classes (e.g., ECE and others to be determined)
Activity Objective: Increase numbers of students persisting in existing CTE pathways (e.g., Child Development) by providing ESL bridge classes focused on the pathway content.
Determine next CTE pathways/levels to incorporate into this activity.
Activity Rational: Students need targeted ESL skills (i.e., vocabulary and context) to participate in CTE classes. By pairing vocational ESL with CTE pathways, we ensure that the language and vocabulary taught in ESL are also focused on specific CTE sectors.
Workgroup: CAA WG
Partners/Stakeholders:
ESL faculty outside of Curriculum Alignment Work Group
CTE faculty outside of Curriculum Alignment Work Group
Industry partners (who will employ our students & any skill gaps we can help address)
Embedded tutors for consortium (e.g., from PAAS transition class)
Create list serves/contact list for all participants that need to be included in the work of this Activity
Investigate the feasibility of modifying existing ESL courses and/or find effective resources (i.e., embedded tutors, software, texts, online curriculum) to support ESL students in CTE pathways.
Create a document (or advisory?) that shows the ESL/language levels needed for students to access classes in CTE (dual enrollment pathways.
Please see supporting document for the full Activities section: NSCCC3YrPlan2022-2025.pdf
Based on student interest and LMI data, identify 2 CTE pathways and develop one or more integrated education training programs that provide targeted language learning for students so that they can access the workforce-related content.
Come to an agreement on the measurability of the activity
Keep expanding to other pathways
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
#2.1B Increase the Targeted Academic Support Stude
Objective that Applies to this Activity
Address Educational Needs
Full Name: #2.1B Increase the Targeted Academic Support Students Receive: Tutoring, Early Alert, & Intrusive Follow Up
Connected Strategy: Strategy #2.1
Brief Description: Increase student wrap-around support (to be consistent with the strategy), intrusive follow-up (to monitor progress in the pathways, e.g., CDCP (career dev & college prep) certificates.
Activity Objective: Improve student persistence: e.g., target completion for CDCP certs in ESL and help students make Ed Functional Level gains in ESL.
Activity Rational: Persistence data for program pathways suggests that additional support is needed to improve persistence and completion. Focus on persistence and completion that aligns with Guided Pathways and new state funding focusing on pathway completion.
Workgroup: SS WG
Partners/Stakeholders: Create list serves/contact list for all participants that need to be included in the work of this Activity.
At the college level, track and measure persistence. Identify where we are currently at with college persistence, then what % increase in persistence are we hoping for? Set this target.
This info will help identify where tutors might be needed.Academic Support: Identify adult school focused pathways and/or dual enrollment students/cohorts that have a. . .
Please see supporting document for the full Activities section: NSCCC3YrPlan2022-2025.pdf
Data WG creates a way to track if these tutors help with persistence.
Data will also help identify student stall points at colleges.
Foothill ESL students improve EFL gains by 2% [91 out of 399 (LaunchBoard EFL data).
Set persistence targets / activities for post-secondary credentials
Scale up ability to track adult school students at the college to see if tutors have helped with persistence . .
Please see supporting document for the full Activities section: NSCCC3YrPlan2022-2025.pdf
Set persistence targets / activities for ASE/HSE
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
#3.1A Transition Activities
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Connected Strategy: Strategy #3.1
Brief Description: Determine the types of "transition" classes/workshop/activities at AS that would benefit the following students: ESL students who test out of CASAS (i.e., do not qualify for the free AS program) but want to improve their English and/or college and career readiness skills; High Level ESL Students who are thinking about transferring; ASE/HSD students thinking about transferring
Activity Objective: Define student pop groups- Who does this apply to?
Align “transition” classes/workshop/activities at AS with said activities/classes/workshops happening at CC & distinguish differences between “Bridge” and “Transition”
Activity Rational: We are doing this so that as many students as possible can experience a smooth transition to post-secondary or be prepared for the workforce. We want our students to have a smooth handoff to services and education within adult schools or community colleges instead of meeting an end block should they not qualify per CASAS test scores.
Workgroup: CAA WG
Partners/Stakeholders:
Counselors at both adult schools and community colleges.
Create list serves/contact list for all participants that need to be included in the work of this Activity.
The curriculum and alignment group should work to streamline and unify the classes and activities. There are several different transition classes and activities at the various schools in our consortium with the goal of serving more students. For example:
pilot workshop for students who test out of CASAS (determine what dual enrollment opportunities (i.e. Counseling classes at the CCs) . . .
Please see supporting document for the full Activities section: NSCCC3YrPlan2022-2025.pdf
Bring ESL Bridge to College class to adult school campus;
Leadership team collaborates to remove the barriers to offering more dual enrollment opportunities (e.g.: minimum qualifications of instructors; willingness to teach college level courses at AS salary; classroom space).
The Consortium has formalized transition activities for students who are testing out of CASAS.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
#3.1C Increase students Access & Participation in
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Full Name: #3.1C Increase students Access & Participation in CTE Pathways (SS WG lens)
Connected Strategy: Strategy #3.1
Brief Description: At AS & Colleges, increase students’ access to and participation in CTE pathways by continuing to support students in discovering CTE pathway opportunities (e.g., ECE and others to be determined)
Activity Objective: Increase students Access & Participation in CTE pathways (SS WG lens). Provide career information that supports pathway selection for AS students. Track and monitor Adult School student enrollment into entry-level courses of CTE pathways.
Activity Rational: Data shows student barriers to employment and value of pathways in ensuring students achieve gainful employment after completing pathways.
Workgroup: SS WG
Partners/Stakeholders:
CAA WG
Data WG
Create list serves/contact list for all participants that need to be included in the work of this Activity.
Create a brochure to show all the CTE programs consortium wide at both adult schools and CCs
Adult Schools identify and adopt common tool(s) to assess the CTE interests of ESL & ASE students:
- Naviance
- Adult School survey results for IELCE program
Use of tools to identify available pathways at the CCs:
- De Anza’s Villages
- Foothill’s Career and Academic Pathways (CAPS)
Use interest data to inform outreach. . .
Please see supporting document for the full Activities section: NSCCC3YrPlan2022-2025.pdf
SS WG & Director update CTE/degree programs brochure yearly
Provide feedback on the Villages or CAPS tool
Work with CAA WG on transition class
Utilizing the cohort survey, track if students’ transitional needs are being met. Determine if pre-existing pathways exist from AS or if new pathways need to be created.
Track success of this strategy in order to refine the approach.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
#3.2A Transition Services at the Adult Schools an
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Full Name: #3.2A Transition Services at the Adult Schools and Onboarding Support at the Community Colleges
Connected Strategy:Strategy #3.2
Brief Description: In order to increase students’ efficacious transition to post-secondary and employment, the consortium will continue to improve the consistency of transition services at the adult schools and onboarding support at the community colleges. Adult school transition services will include:Individual student transition advising appointments, small group transition presentations and workshops, Student Transition Plans (STP), CC onboarding strategies will include: student ambassadors, campus tours, individualized ed plans.
Activity Objective: Cite transitions data over the last 3 years (since 18-19) to show increases with each year and additional transition supports put into place.
Activity Rational: To remove barriers to transition students through systematic inter-agency transition services between CC & AS transition teams.
Workgroup: SS WG
Partners/Stakeholders:
Data WG
Director
Create list serves/contact list for all participants that need to be included in the work of this Activity.
Improve outreach and campus onboarding by delivering coordinated services that are strategically calendared such as by offering:
- Career and College Fairs
- Financial Aid info sessions and workshops
- Adult school classroom presentations by colleges
- Application workshops
- College field trips for adult school students
- Distribute college outreach materials
- Collect student information at onboarding event. . .
Please see supporting document for the full Activities section: NSCCC3YrPlan2022-2025.pdf
Share results from the CTE interest survey with colleges to help inform pathway development.
Provide information on Guided Pathways to help inform transition advisors about each college's groupings and pathways within them: Villages and Careers/Academic Pathways (CAPs).
Expand college transitions resources showing detailed pathways to help students onboard at the colleges. . .
Please see supporting document for the full Activities section: NSCCC3YrPlan2022-2025.pdf
Work with Data Workgroup to identify metrics that can be used to determine efficacy of various forms of support implemented.
Explore expansion of the scope of student service workgroup activities to include transition to workforce.
Continue to recommend changes to college transitions and onboarding.
Increase adult education and community college outreach into the community.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
De Anza College | $0 | Certified |
Foothill College | $455,407 | Certified |
Fremont Union High | $3,717,987 | Certified |
Mountain View-Los Altos Union High | $4,207,873 | Certified |
Palo Alto Unified | $1,769,798 | Certified |
Totals | $10,151,065 | 5/5 Certified |
To complete the work in the Three Year plan and continue increasing student transition and success, our consortium continues to follow a fiscal model and process that we have had in place since the beginning of our consortium. Specifically, our consortium expends funds to a) provide adult education services in the CAEP approved areas; b) improve student learning; c) improve teaching and needed resources and staff development; d) provide needed support to students. In addition, we are building career pathways with the community colleges and partner organizations as well as increasing the ease of transition for students.
Furthermore, funds are budgeted and spent according to the CAEP guidelines as outlined in state legislation and dispersed based on the agreed upon percentages: MVLA (42.05%), FUHSD (34.5%), PAAS (18.37%), Foothill (2.54%), De Anza (2.54%).. Every July, at the Leadership Board’s annual retreat, the Board reviews all five budgets, affirming that all funds spent on CAEP Programs are aligned with the overall strategies and activities outlined in consortium plans. The Board will continue to evaluate how to best use carryover funds from prior years with the goal of identifying how members will incorporate these funds to support the consortium work from through 2025. Being mindful of the proposed legislation suggesting a maximum of a 15% carryover, we will utilize that number as a potential target for maximum annual carryover in our discussions. Our goal is to have an initial agreement on carryover that is updated in our Charter by July, 2022.
When looking at leveraged funds, here is the breakdown by agency for the 2020-21 AY:
Please see supporting document for the full Funds Evaluation section: NSCCC3YrPlan2022-2025.pdf
Certification
De Anza College - Member Representative
Randy Bryant - Dean of CTE and Workforce Education
- bryantrandy@deanza.edu
- (408) 864-8840
Foothill College - Member Representative
Valerie Fong - Dean, Language Arts
- fongvalerie@fhda.edu
Fremont Union High - Member Representative
Lori Riehl - Principal
- lori_riehl@fuhsd.org
Mountain View-Los Altos Union High - Member Representative
Julie Vo MVLAHSD - Director
- julie.vo@mvla.net
- (650) 940-1333 ext: 4012
Palo Alto Unified - Member Representative
Jim Sherman - Principal
- jsherman@pausd.org
- (650) 329-3754