CAEP Three-Year Plan: 2022-23 19 Glendale Community College District Regional Consortium
Status: Certified
California Adult Education Program
19 Glendale Community College District Regional 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) | 7,145 | 4,160 | 3,500 | 4,000 | 4,500 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 5,109 | 2,816 | 2,000 | 3,000 | 3,500 |
Member Level Metric Targets
* Mandatory for all members
Glendale CCD (Reported by Glendale 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) | 5,862 | 3,826 | 3,000 | 3,500 | 4,000 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 713 | 500 | 600 | 700 | ||
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 15.0% | 15.0% | 15.0% | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 2,221 | 1,210 | 1,000 | 1,200 | 1,500 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 71 | 66 | 50 | 60 | 65 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 572 | 200 | 300 | 400 |
Glendale Unified (No reporting institution)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 0 | 0 | 0 | |||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 0.0% | 0.0% | 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) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 |
Verdugo Workforce Development Board* (Reported by Verdugo Workforce Development Board)
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) | 50 | 55 | 60 | |||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 25 | 27 | 30 | |||
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 10.0% | 10.0% | 10.0% | |||
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) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - 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 |
---|---|---|---|---|---|---|
Glendale CCD | 100% | 100% | 45% | 100% | 100% | 100% |
Verdugo Workforce Development Board* | 100% | 100% | 55% | 100% | 100% | 100% |
Objectives
Address Educational Needs
Objective: Implement Educational Programs that Prepare Students for Entering Career Pathways and Subsequent Competitive Employment.
Description: With the number of residents that are aged 25 years and over that do not have a high school diploma and the number who speak English less than very well, educational services were identified as a priority. Bridging literacy, math and language skill gaps may be needed in order to enter career pathways, and successfully complete technical training, and securing employment. While integrating ABE/ASE/ESL in career pathways is a GlendaleLEARNS preferred strategy, some students will require more intensive educational services that will need to begin before they enter career pathways. They may also continue ABE/ASE/ESL during technical training.
The impact of the pandemic which drove education to distance listening in K-12 has yet to be measured. While many seniors' eligibility for graduation was based on force majeure, it is not clear what educational gaps exist with these graduates. This potential barrier was identified during the planning stages and the need for bridge programs was identified as a solution to address potential gaps.
Improve Integration of Services & Transitions
Objective: Develop Comprehensive Career Pathways for Priority Populations.
Description: Based on the environmental scan and other assessments conducted during the planning process, priority populations were identified as: ELL, AWD, those who are low income and those with low educational levels. Many students, in particular those with multiple barriers, cannot afford to attend educational services prior to entering their chosen technical training. This would prolong the amount of time they spend in training and not earning income. Instead, GlendaleLEARNS uses a comprehensive career pathway strategy which integrates ABE/ASE/ESL in the technical training curricula. Through its partnership with VJC, internship and externships are established that allow students to work and earn income while they train and/or immediately upon completion of training. Co-enrollments with WIOA also provide access to additional support services that include assistance with housing, transportation, and other living expenses to ensure the students are able to complete their training. Without this support, students may be forced to drop their courses and get a job to cover their living expenses. Therefore, a comprehensive career pathways integrates ABE/ASE/ESL and work-based learning opportunities to facilitate successful completion as well as the students' transition to permanent full-time employment.
Successful models exist including the Medical Assistant career pathway which prepares students for credentials in both, Administrative Medical Assistant and Clinical Medical Assistant. The curriculum integrates ESL and paid externships once they complete technical training. Students are required to complete 216 hours of internships/externships in order to qualify for the state exam and credential. Students are typically hired by their externship employer; however, if this is not the case, the VJC will continue to assist with job placement. This model is used to develop new career pathway opportunities that meet the needs of students as well as local employers.
Improve Effectiveness of Services
Capitalize on Opportunities to Leverage Resources with GlendaleLEARNS Partners.
GlendaleLEARNS has relied on co-enrollments with partners to provide expanded services to students as well as to increase effectiveness of the Consortium and all CAEP services. Using the VWDB/VJC for externships is one example; however, co-enrollments also occur with Department of Rehabilitation and Lanterman Regional Center for AWD. Paid work-based learning, supportive services, workforce preparation and job placement are all services that are provided by partners through co-enrollment of students. The need for co-enrollment increased during the peak of the COVID-19 pandemic when students lost their jobs and sources of income. The bills began to pile up and expenses exceeded the amount of unemployment benefits they were receiving. The need for supportive services increased during this time to assist with housing and living expenses, medical expenses, transportation, technology such as Chromebooks and hotspots to access classes from home, and assistance with purchasing textbooks and supplies. Co-enrollments with VJC occurred for emergency WIOA funded supportive services with the goal of remaining in training. To access these supportive services, students were required to be enrolled in adult education. Mental health and counselling services were also needed during this time as the uncertainties from the pandemic as well as the economy took a toll on students and their families. The need for all supportive services continue and are expected to continue through 2022-2023.
Leveraging resources to improve effectiveness has also occurred with the GlenedaleLEARNS strategy for professional development. Each partner is scheduled each month to present services and update partners on any changes. These presentations occur during the monthly Consortium meetings to ensure maximum participation from members and partners. Trainings are also scheduled during this time to cover needed topics. Partners also share information regarding any training they are hosting allowing other partners to access the training at no cost. For example, the Department of Public Social Services provides full day trainings on public assistance programs at no cost to partners. These professional opportunities will continue in 2022-2023, and will include any additional trainings identified as needed by the members and partners.
Activities & Outcomes
Career Pathways for Priority Populations
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Activity: Develop & implement career pathways with partners to address the needs of students with multiple barriers and address workforce needs of employers.
Included in this Activity are the following deliverables:
- Continue GlendaleLEARNS partnerships to offer career exploration, work experience and OJT to effectively move career pathway graduates into employment
- Continue working with partners to transition disconnected youth and dropouts into adult and post-secondary education
- Develop awareness and outreach to support transition from ESL to vocational programs
- Continue to offer options for in-person and distance learning
Increase the number of co-enrollments in WEX or OJT by 20%; and
Increase the number of ID/DD and ELL co-enrolled in career pathways by 20%;
Increase enrollment based on branding by 20%.
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)
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Educational Programs to Bridge Gaps
Objective that Applies to this Activity
Address Educational Needs
Activity: Implement bridge programs in math, reading, digital literacy, and ESL that prepare students to enter career pathways and employment;
Included in this Activity are the following deliverables:
- Redesign and resume College and Career Pathways as preparation to enter career pathways including the Verdugo Academies for priority populations
- Implement educational courses in ABE and ESL that prepare students for specific career pathways (i.e. technical math)
- Integrate the educational programs ABE/ASE/ESL in career pathways for a seamless transition of students to career education and subsequent job placement.
- Continue to offer options for in-person and distance learning for ABE/ASE/ESL
Increase enrollments in ABE/ASE/ESL by 10% from prior year
Resume College and Career Pathways for moderate to severe disabilities
Implement 1 customized ABE or ESL course customized for a career pathway
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)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Leverage Resources
Objective that Applies to this Activity
Improve Effectiveness of Services
Activity: Continue integrated partnership with VWDB to leverage resources and increase employer engagement strategies.
Deliverables include:
- Continue participating in regional and local planning activities including workforce Memorandum of Understanding (MOU) and Workforce Development Plans to ensure alignment with GlendaleLEARNS annual and three-year planning
- Continue strategic co-enrollment with WIOA and non-WIOA partners in order to provide comprehensive services to students that lead to employment, while leveraging resources.
GL participates in 2 WIOA partner MOU meetings
Coordinator facilitates 1 session to review co-enrollment system with partners
1 Garfield job fair held
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
- 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)
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Professional Development
Objective that Applies to this Activity
Improve Effectiveness of Services
Activity: Schedule partner presentations during monthly meetings on services available, eligibility factors for those services, and process for student referrals to those services to address professional development.
Deliverables:
- Partner with the VWDB to receive quarterly labor market information reports and keep all members and partners apprised of local needs and growth areas
- Establish a communication system that shares reports and other GlendaleLEARNS updates across all partner leaders, staff and faculty
- Implement an orientation to GlendaleLEARNS and CAEP that is available for all leaders, staff and faculty.
- Implement additional trainings as needed for professional development.
Schedule and implement needed trainings; schedule 1 partner presentation every 2 months
Disseminate quarterly LMI report to members and partners
Implement virtual CAEP orientation for new staff/faculty and current as needed
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 |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Glendale CCD | $11,973,753 | Certified |
Glendale Unified (Optional) | $0 | Draft |
Verdugo Workforce Development Board* | $617,532 | Certified |
Totals | $12,591,285 | 2/3 Certified |
The GCC was selected as the fiscal agent for GlendaleLEARNS by unanimous vote from the members when the consortium was established in 2014. GCC is the recipient of the grant funds for the CAEP and allocates funds for programs in the seven allowable areas including: ABE, ASE, ESL, and technical training in accordance with its member plan. Contractual services are also provided to effectively operate CAEP throughout the program year. Funds allocated to the VWDB member is accomplished using a contractual agreement as required by the members’ administrative entities. Although there are three members, only GCC and VWDB provide adult education programs that are eligible for funding. Therefore, GUSD does not receive an allocation; however, retains all voting rights as a member of the Board of Directors. Allocations are documented in the Consortium Fiscal Administration Declaration (CFAD), approved by the members in a public meeting for transparency, and submitted to the state via the NOVA system. In order to ensure regulatory requirements are met, GlendaleLEARNS only provides services within the seven programs funded by CAEP. Services outside of the seven areas are funded through other sources including partners to leverage resources.
Member plans delineate planned expenditures throughout the year and guide the quarterly expense reports. Should any changes occur, the member plans will be modified and approved by the members. The VWDB provides project coordination, partner relationship management to facilitate co-enrollments for leveraging resources, marketing coordination, coordination and implementation of professional development events, service provider contract coordination, and is responsible for completing all required tracking and reporting for CAEP.
Program area reports are used to track leveraged resources as well as how funds were expended relative to performance outcomes. Further, the WIOA Phase II MOU completed by partners also delineate the cost associated with programs and services provided to co-enrolled participants. This information allows GlendaleLEARNS to estimate and track leveraged resources.
Overall, funds are evaluated based on quarterly expenditure reports relative to member plans. Amendments to the member plans may occur if changes are required to meet the needs of the program and students. Both funded members, GCC and VWDB fully expend their allocations within the year awarded; therefore, carryovers would be a rarity for GlendaleLEARNS.
Certification
Glendale CCD - Member Representative
Dr. Alfred Ramirez - Administrative Dean, Continuing and Community Education
- aramirez@glendale.edu
- (818) 240-1000
Glendale Learn MaryAnn Pranke - GlendaleLEARNS Coordinator
- mpranke@glendaleca.gov
- (818) 937-8051
Glendale Unified - Member Representative
Glendale Learn MaryAnn Pranke - GlendaleLEARNS Coordinator
- mpranke@glendaleca.gov
- (818) 937-8051
Verdugo Workforce Development Board* - Member Representative
Judith Velasco - jvelasco@glendaleca.gov
- (818) 937-8031
Glendale Learn MaryAnn Pranke - GlendaleLEARNS Coordinator
- mpranke@glendaleca.gov
- (818) 937-8051