CAEP Three-Year Plan: 2022-23 18 Gavilan Regional Adult Career and Education Services
Status: Certified
California Adult Education Program
18 Gavilan Regional Adult Career and Education Services: 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) | 2,180 | 1,638 | 1,900 | 2,100 | 2,325 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 1,210 | 803 | 735 | 750 | 760 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 1,750 | 1,277 | 1,000 | 1,050 | 1,125 | |
Student Barriers | Low Income (AE 310 - Overall) | 520 | 405 | 600 | 625 | 650 | |
Student Barriers | Long Term Unemployed (AE 309 - Overall) | 12 | 700 | 775 | 825 |
Member Level Metric Targets
* Mandatory for all members
Gavilan Joint CCD (Reported by Gavilan District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 1,400 | 1,151 | 1,000 | 1,100 | 1,200 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 301 | 0 | 0 | 0 | ||
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 0.0% | 0.0% | 0.0% | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 23 | 36 | 30 | 34 | 38 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 282 | 260 | 250 | 250 | 270 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 33 | 25 | 30 | 35 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 65 | 55 | 60 | 68 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 61 | 55 | 60 | 62 |
Gilroy Unified (Reported by Gilroy Unified School District (GUSD))
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) | 55 | 86 | 80 | 85 | 88 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 0.0% | 0.0% | 0.0% | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 20 | 36 | 30 | 35 | 38 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Morgan Hill Unified (Reported by Morgan Hill Unified School District (MHUSD))
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) | 252 | 183 | 175 | 185 | 190 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 21 | 0 | 0 | 0 | ||
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 0.0% | 0.0% | 0.0% | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 65 | 14 | 14 | 15 | 17 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 87 | 62 | 62 | 65 | 67 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 28 | 28 | 30 | 32 | ||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 28 | 33 | 33 | 35 | 37 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 15 | 15 | 17 | 19 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 69 | 69 | 70 | 72 |
San Benito High (Reported by San Benito High 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) | 43 | 38 | 38 | 40 | 42 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 0.0% | 0.0% | 0.0% | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 11 | 11 | 13 | 15 | ||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Member Spending Targets
Member | Percent of 2019-20 Available Funds Spent | Percent of 2020-21 Available Funds Spent | Percent of 2021-22 Available Funds Spent | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|
Gavilan Joint CCD | 100% | 78% | 0% | 75% | 85% | 100% |
Gilroy Unified | 100% | 81% | 0% | 90% | 95% | 100% |
Morgan Hill Unified | 100% | 63% | 0% | 75% | 85% | 100% |
San Benito High | 100% | 11% | 0% | 90% | 95% | 100% |
Objectives
Address Educational Needs
Overall, the consortium aims to maintain current program offerings that focus on learning English and high school diploma or equivalency while reestablishing programs disrupted by the COVID-19 pandemic. Additionally, the consortium will aim to establish any other high demand areas identified by labor market data: nursing and business. To deepen its understanding of regional educational needs, the consortium will plan to conduct a community and enrolled student needs assessment as well as integrate consortium wide data collection with member surveys. Data collected by members via survey or anecdotal observations indicates basic and resource needs remain high. High School level educational attainment continues to be a larger gap for the San Benito County service area. For MHCAS, continue current class offerings in addition to expanding program offerings in the area of Spanish HiSET Test Prep and ESL literacy to intermediate level classes. We also plan to raise marketing strategies to raise English HiSET Test Prep student numbers. For Gavilan Continuing Education, the focus will be on re-building its community-based ESL offerings. Courses were located at community sites such as schools, libraries, migrant and low income housing, and businesses. This distributed model provided easier and more comfortable access for a traditionally difficult population to serve. In Fall 22, a restart will locate classes at four different locations across the regions. An emphasis will also be on increasing the capacity to serve more Spanish speaking HSE students in San Benito County. Currently, the in-person and online courses are at full and we are trying to find an additional instructor to improve access. Lastly, Continuing Education will need to provide more Medical/Health related short-term vocational options.
Improve Integration of Services & Transitions
The counselor at MHCAS is meeting with students for short and long-term goal setting. The goal setting forms are also shared with teachers to help support students in achieving these goals. The counselor also tracks credits earned in HSD, HiSET tests taken in HiSET Test Prep, and level gains for ESL. Students meet with the counselor on a periodic basis to review and update graduation plans as needed. She also exits students from campus by ensuring they have done all exit testing and paperwork, that they have applied for all appropriate local scholarships, and (if applicable) that they have applied to their post secondary school. In addition, the counselor supports in the areas of WASC, Safety Team, and Data Team. Gavilan College will need to track Adult School transfers by adding the regional Adult School codes into the application process. This will allow the college to track how many students transferred from our member institutions. Gavilan College is building its capacity to provide Career Services to its students. A new position is to be hired to extend Career Services across the college including Adult Education students. Services will include career panel, internships, resume and job search workshops and career counseling. The intent is to have that individual be bilingual to provide greater service to English language learning students. The college will also continue to provide counseling and peer advisors to serve Continuing Education students.
Improve Effectiveness of Services
For the consortium, Gavilan College will need to add the Adult Education School codes to its application so that transitions from the feeder schools can be tracked. Gavilan COntinuing Education will continue to track students transitions from Life Skills ESL to Academic ESL almond movement out of ESL to other academic programs. Certificate attainment will also be tracked. Our academic programs in the jail are also important. For these students, their transition to Gavilan College post-release and their success at the college will be tracked.
Activities & Outcomes
Rebuild ESL and HSE Offerings
Objective that Applies to this Activity
Address Educational Needs
For Gavilan Continuing Education, the focus will be on re-building its community-based ESL offerings. Courses were located at community sites such as schools, libraries, migrant and low income housing, and businesses. This distributed model provided easier and more comfortable access for a traditionally difficult population to serve. An emphasis will also be on increasing the capacity to serve more Spanish speaking HSE students. Currently, the in-person and online courses are at full and we are trying to find an additional instructor to improve access.
Reconnect with our past community partners to re-establish what is needed to bring back course offerings within the community.
Begin offering classes again at past community partners based on updated information received in the short term.
Increased numbers of community-based students transitioning to credit college instruction.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Community Outreach
Objective that Applies to this Activity
Address Educational Needs
Increase community outreach efforts by assessing member's current marketing and communications information and identifying gaps in messaging. Develop outreach campaigns that include program offering information, highlight program outcomes and accurately target adults in the community. This may include development of multilingual collateral, student and partner testimonials, reaching out to partners to help promote awareness of program and class offerings through their onsite and online websites, and paid advertisement.
Identify the staff or contractor that can assist with implementing this activity. Assess and develop outreach and communications materials and best methods.
Identify and connect with partners to assist with the dissemination of outreach materials, begin disbursement of outreach materials among members and key partners.
Expand outreach with more partners and continue dissemination of materials across all partners.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Improve Transitions Tracking
Objective that Applies to this Activity
Improve Integration of Services & Transitions
The counselor at MHCAS is meeting with students for short and long-term goal setting. The goal setting forms are also shared with teachers to help support students in achieving these goals. The counselor also tracks credits earned in HSD, HiSET tests taken in HiSET Test Prep, and level gains for ESL. Students meet with the counselor on a periodic basis to review and update graduation plans as needed. The counselor also exits students from campus by ensuring they have done all exit testing and paperwork, that they have applied for all appropriate local scholarships, and (if applicable) that they have applied to their post secondary school. In addition, the counselor supports in the areas of WASC, Safety Team, and Data Team. For Gavilan College, will address the need to track Adult School transfers by adding the regional Adult School codes into the application process. This will allow the college to track how many students transferred from our member institutions. Partner counseling teams will hold periodic meetings to update and exchange information about contacts, financial aid, graduates, and other services. The Gilroy Unified Adult Education Program has recently added an hourly counselor who works with Gavilan College personnel to strengthen the pathway from K12 to Community College. The counselor will be working on transition to college and career. The counselor will also function as the go between for our other secondary schools and Community Colleges.
Add regional adult school codes for application process
Calendar quarterly counselor meetings in order to better support tracking information.
Increase in the number of students transitions from adult education programs to Gavilan.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
Responsible person(s)
Name |
---|
Develop integrated needs assessment tools
Objective that Applies to this Activity
Improve Effectiveness of Services
Develop needs assessment that can be integrated with each members current assessment collection efforts creating a more aligned set of core needs assessment fields to better assess the needs of both student and community adult populations.
Hire consultant to assist in the development of additional needs assessment tools, methods and data analysis
Begin impl
Characementation of needs assessment tools and data review
Analyze data and identify areas of need.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Build Capacity for Career Services
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Gavilan College is building its capacity to provide Career Services to its students. A new position is to be hired to extend Career Services across the college including Adult Education students. Services will include career panel, internships, resume and job search workshops and career counseling. The intent is to have that individual be bilingual to provide greater service to English language learning students. The college will also continue to provide counseling and peer advisors to serve Continuing Education students.
Hiring of Career Service staff
Adult education students will receive career services.
An increased number of adult education students will transition into careers that increase their annual income.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Median Change in Earnings (AE 801 - Overall)
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
Responsible person(s)
Name |
---|
Offer Additional Short Term Vocational Programs
Objective that Applies to this Activity
Address Educational Needs
Use regional LMI data and partners with regional business and workforce agencies to offer additional short-term vocational programs
Develop and offer new Short-term vocational programs
Increase the number of adult education students who complete short-term vocational programs.
Increase the income of short term vocational graduates.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Median Change in Earnings (AE 801 - Overall)
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Gavilan Joint CCD | $1,955,428 | Certified |
Gilroy Unified | $270,955 | Certified |
Morgan Hill Unified | $643,689 | Certified |
San Benito High | $49,161 | Certified |
Totals | $2,919,233 | 4/4 Certified |
All members have agreed to provide the consortium with budgets and expenditure reports for state, federal, local, and other funds used to provide services to adult students. Members will review budgets and expenditure reports at meetings of the governing board. After reviewing the Program Area Reporting, the representatives agreed that the funding will largely be used to rebuild programs and community outreach. COVID dramatically affected enrollment and capacity. The funding will largely be used to rebuild enrollment and the ability to serve students. The data also suggested that we will use the available funds to build the capacity to track student and community input and student transitions to college
Certification
Gavilan Joint CCD - Member Representative
Randy Brown - rbrown@gavilan.edu
- (408) 848-4847
Gilroy Unified - Member Representative
Greg Camacho-Light - Administrator of Alternative Educational Programs
- gregory.camacholight@gilroyunified.org
- (669) 205-5291
Morgan Hill Unified - Member Representative
18 Shannon Lane - Principal
- lanes@mhusd.org
- (408) 201-6520
San Benito High - Member Representative
Elaine Klauer - eklauer@sbhsd.k12.ca.us
- (831) 637-5840