Produced: Jun 20, 2025, 11:45 PM UTC - By Thatcher Weldon
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Reportable Individuals (200AE) | 7,017 | 8,724 | 8,300 | 8,700 | 9,000 | |
Student Barriers | English Language Learner (149AE) | 5,516 | 6,751 | 6,500 | 6,900 | 7,200 |
Member Level Metric Targets
In this section, Member Level Actuals data from DataVista for the previous three years, including areas to input data for member level Targets for the upcoming three years are shown below.
The first row shows the required metric of Adults Served Who Became Participants. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Member Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Glendale CCD (Reported by Glendale)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 6,613 | 8,425 | 8,200 | 8,400 | 8,700 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 295 | 300 | 325 | 350 | ||
Progress | Completed Educational Functioning Level Gain (400AE) | 2,384 | 3,674 | 3,500 | 3,600 | 3,800 | |
Success | Diploma, GED or High School Equivalency (633AE) | 59 | 63 | 65 | 70 | 75 | |
Transition | Transitioned to CTE (636AE) | 1,111 | 1,200 | 1,400 | 1,600 | ||
Students and Programs | English as a Secondary Language (1002) | 5,010 | 6,221 | 5,500 | 6,000 | 6,500 |
* Mandatory for all members
Glendale Unified (Reported by Glendale Unified School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 0 | 0 | 0 | |||
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 |
* Mandatory for all members
Verdugo Workforce Development Board (Reported by Verdugo Workforce Development Board)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 0 | 0 | 60 | 60 | 60 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 45 | 45 | 45 | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 |
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
Glendale CCD | 100% | 100% | 45% | 100% | 100% | 100% |
Verdugo Workforce Development Board | 100% | 100% | 60% | 100% | 100% | 100% |
Objectives
Objective #1: Address Educational Needs
GlendaleLEARNS will address educational needs by implementing educational programs that prepare students to enter career pathways and subsequent competitive employment.
Target populations for GlendaleLEARNS include adults who need basic skills education including a high school diploma or equivalent as well as ELL. These target populations were selected based on the demographics and the needs and barriers identified from the demographics. With 12% of Glendale residents aged 25 and over not having a high school diploma, ASE and ABE are needed for these individuals to enter Career Technical Education (CTE) or STVs and successfully complete. Whenever possible, ABE is integrated into STV curricula to address any educational gaps while developing the job skills needed to gain full-time permanent employment. Similarly, almost 70% of Glendale residents speak a language other than English at home and 32% of residents, representing 56,166 individuals, report speaking English less than very well, necessitating ESL to be provided during or before entering career pathways, including CTE or STV programs.
GlendaleLEARNS has several partners including community-based organizations that provide services to new immigrants, asylees and refugees. These partners include JVS SoCal, International Rescue Committee (IRC), and Armenian Relief Society (ARS). According to the partners, Glendale was receiving 2,000 refugee referrals per month from Los Angeles County Department of Public Social Services (DPSS). Over the past four years, GCC ESL classes have held a steady waitlist each semester of more than 1,000 students. One of the requirements for refugees to receive their cash assistance is to enroll in training, including ESL, or find employment. With most refugees waiting months to receive their right to work documents, enrolling in education and training is a viable option.
The GlendaleLEARNS relies on partners to jointly serve ELL and meet their needs to achieve their career and educational goals. The GlendaleLEARNS Coordinator coordinates workshops and classes for ELL with the community-based organizations such as IRC and ARS as well as the Glendale Library Arts & Culture. Partner classes, including ESL, have assisted GCC in managing its waitlist of students until seats open on campus. GCC has added numerous classes and ESL instructors; however, the long waitlists remain as new immigrants continue to enter the community. In addition to ESL, they offer citizenship and acculturation workshops as well as counseling, and legal, and financial services. The number of new immigrants has declined over the past few months due to changes in national policy related to immigration and it is unknown whether declines will continue and eliminate the waiting list.
Partners identified several barriers to employment faced by ELL. Many were common across the priority customer groups including career skills that can assist them in gaining employment with sustainable wages and career progression leading to upward mobility. Barriers that are unique to this population were identified as follows: 1) Academic issues in writing and speaking; 2) Need childcare services during class; in particular those that are not working and cannot afford to pay for childcare; 3) Some are not literate in their own language which makes ESL more challenging; 4) Many have gaps in basic education, lack of diploma or credentials that were earned in their native country and not recognized in the US.
To address these barriers and needs, the partners have designed customized career pathways to transition these participants to employment that offer competitive wages. The Medical Assistant career pathway was designed as a nine-month program that offers dual credentials for front office and back office medical assistant. Contextual ESL is offered concurrently and includes medical terminology to fully prepare students for their new occupations. The VJC has added 216 hours of paid work-based learning to complete the career pathway and graduates from the program to meet the state certification for medical assistants. Co-enrollment into WIOA I also provide students with supportive services that assist in continuing their training. This strategy has expanded to Dental Assistants and other STVs including Accounting. We also expect to add the paid work-based learning to graduates of the Certified Nursing Assistant (CNA) which is expected to launch in the Fall 2025.
To further prepare participants that are ELL, new courses were added at our GCC Garfield Campus that focus on ESL in the workplace and include common slang and idioms to assist individuals in transitioning effectively into the workplace. The partners will continue to design and implement career pathways that are customized to the needs of ELL participants.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
GlendaleLEARNS will continue to develop career pathways for priority populations.
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, including those without a high school diploma or equivalent. 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 or offers contextualized ABE and ESL concurrently with STV programs. Through its partnership with VJC, paid work-based learning 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 program offers concurrent contextualized 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 when developing new career pathway opportunities that meet the needs of students as well as local employers.
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
Strategy: 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 all CAEP services. Using the VJC for externships is one example; however, co-enrollments also occur with other partners including Department of Rehabilitation and Lanterman Regional Center for AWD. Paid work-based learning, supportive services, work readiness and job placement are all services that are provided by partners through co-enrollment of students. Co-enrollment with partners also expands the access to supportive services. Supportive services also support persistence and retention because VJC requires students to be enrolled in adult education in order to receive them. The need continues to increase supportive services for mental health and counseling services in this post-pandemic era as individuals struggle to return to daily life. Further, the uncertainty of the economic landscape and labor market also is a source of stress that students continue to work through. The need for all supportive services continue and are expected to continue through 2028.
A second Strategy was also defined for Objective 3: Improve Effectiveness of Services, with the strategy to Implement Professional Development Opportunities to Ensure Leaders, Staff and Faculty Have the Knowledge and Skills Needed to Meet Community Needs for Adult Education and Workforce Development.
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. These professional opportunities will continue in 2025-2028, and will include any additional trainings identified as needed by the members and partners.
Activities & Outcomes
Objective #1: Address Educational Needs
Develop and implement career pathways
GlendaleLEARNS will develop and implement comprehensive career pathways for target populations. The comprehensive career pathway will include contextual ABE and/or ESL integrated into curricula or offered concurrently. Work-based learning opportunities, paid whenever possible, will also be offered to complete the comprehensive career pathway and to assist students in transitioning to permanent employment. Career pathways will be in alignment with the target industries to ensure that training is provided in demand occupations and industries. This activity directly addressed educational needs of the students with multiple barriers and the Strategy to Develop Career Pathways for Priority Populations. GCC will lead the development or customization of the technical training and will rely on VWDB and VJC to develop the paid work-based learning opportunities. Other partners including ARS, IRC, JVS ScCal and Library, can assist with student referrals and DOR and Lanterman can co-enroll students with disabilities.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Identification of STV to be offered within the career pathway, using data from VWDB to support in-demand occupation. Identify specific partner roles in project.
Complete process for implementing STV including identification of funding. Recruit students and launch pilot.
Launch full career pathway with a minimum of 20 students per cohort and achieve 70% placement rate or better.
Adult Education Metrics and Student Barriers
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Training | Glendale CCD | 06/30/2028 |
Continue partnerships to offer work-based learning
GlendaleLEARNS will continue its partnership with VWDB who is well connected with employers in the local communities and specializes in developing work-based learning opportunities including job placement opportunities, as funding permits. Students from career pathways or STV will be targeted for these opportunities. Paid work-based learning will be offered whenever possible and as funding permits to assist students with income while they complete their training and gain work experience as well as to ease the transition to permanent, full-time employment.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Execute contract and MOU with VWDB to maintain partnership and focus on employer engagement.
Continue annual renewal of contract and MOU. Establish work-based learning for all career pathway or STV students who are ready to begin employment.
Achieve 70% job placement rate for career pathway or STV students.
Adult Education Metrics and Student Barriers
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Maintain Partnership | Glendale CCD | 06/30/2028 |
Continue employer engagement as funding permits | Verdugo Workforce Development Board | 06/30/2028 |
Transition youth to adult post-secondary education
Continue to transition disconnected and other opportunity youth to post-secondary education including adult education and CTE and STV program as needed. Continue to work with partners to capture youth not completing high school or at risk and transition to adult ed for credit recovery or ASE Capture graduating young adults and transition to CTE or STV and assist transitioning to permanent full-time employment or higher education.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Include transition of students in CAEP MOU with GUSD and GYA. GYA continues providing onsite services on a weekly basis..
Track and Report outcomes for young adults. Renew CAEP MOU with GUSD and GYA. GYA continues providing onsite services on a weekly basis..
Report outcomes for young adults. Renew CAEP MOU with GUSD and GYA. GYA continues providing onsite services on a weekly basis..
Adult Education Metrics and Student Barriers
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Maintain Partnership | Glendale CCD | 06/30/2026 |
Student Referrals to GCC | Glendale Unified | 06/30/2028 |
Student transition from ESL to CTE/STV
GlendaleLEARNS will develop awareness and outreach to support transition from ESL to vocational programs including CTE, STV or comprehensie career pathways to assist in transitioning adults to the work environment. As a target population, GlendaleLEARNS will focus on transitioning ESL students to additional skills training to assist in obtaining permanent full-time employment.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Track and report students who transition from ESL to CTE or STV.
Continue Track and report students who transition from ESL to CTE or STV.
Increase the number of ESL students who transition from ESL to CTE or STV.
Adult Education Metrics and Student Barriers
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Training | Glendale CCD | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Implement bridge programs in ABE/ASE/ESL
Implement ABE/ASE/ESL courses that are either integrated into career pathway training or offered concurrently in order to bridge ecucational gaps and ensure persistence and successful completion of programs.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Increase enrollments into ABE or ASE or ESL. Increase EFL.
Increase enrollments into ABE or ASE or ESL. Increase EFL. Successful completion of pathway training or STVs.
Increase enrollments into ABE or ASE or ESL. Increase EFL. Successful completion of pathway training or STVs.
Adult Education Metrics and Student Barriers
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Training | Glendale CCD | 06/30/2028 |
Resume College and Career Pathways
GlendaleLEARNS will re-assess the College and Career Pathways curriculum and update as needed prior to implementation. Program will expand services to students with disabilities and will be used to assist in transitioning students to CTE as well as other programs. This will increase the number of students with disabilities served by the Consortium.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Redesign or update curriculum to ensure relevancy and it will meet needs of students with disabilities.
Recruit students with disabilities and pilot programs.
Continue recruitment of students and fully launch program.
Adult Education Metrics and Student Barriers
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Training | Glendale CCD | 06/30/2028 |
Integrate bridge programs in CTE/STV programs
GlendaleLEARNS will focus on developing a contextual ABE bridge program into a career pathway. By integrating a bridge program, students are able to bridge their educational gap while developing technical skills to prepare for in-demand occupations. Implementing career pathways with integrated bridge programs also assists in addressing the needs of students with basic skills or English language needs.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Identify a bridge program that can be integrated into career pathway. Identify a career pathway that can support the integration of a bridge program.
Design the brdige program customized to the careeer pathway.
Implement contextual bridge program in career pathway.
Adult Education Metrics and Student Barriers
- Progress: Completed Educational Functioning Level Gain (400AE)
- Students and Programs: English as a Secondary Language (1002)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Training | Glendale CCD | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Partnership with VWDB to leverage resources
Continue partnership with VWDB to leverage resources through co-enrollments to access WIOA funding for students whenever possible, including providing supportive services and job placement assistance as funding permits.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Execute MOU that includes leveraging of resources. Maintain level of co-enrollment as funding permits.
Renew MOU that includes leveraging of resources. Increase level of co-enrollment as funding permits.
Renew MOU that includes leveraging of resources. Increase level of co-enrollment as funding permits.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Maintain Partnership | Glendale CCD | 06/30/2028 |
Continue co-enrollments | Verdugo Workforce Development Board | 06/30/2028 |
Participate in WIOA planning activities
GlendaleLEARNS partners will continue participating in the WIOA local and regional planning activities to ensure that adult education, including the needs of students are addressed in the plans and to ensure alignment across the plans. Partners can participate in the community forums held to gather stakeholder input. Further, partners can review the plans and provide input during the public comment periods. Local and regional workforce development plans will be posted on the GlendaleLEARNS website along with the CAEP Three Year Plan.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
No outcome for 2025-2026. GlendaleLEARNS recently participated in the community forums and provided input into the 2025-2028 Local and Regional Workforce Development Plans.
GlendaleLEARNS will participate in community forums and planning activities to produce the 2-year modifications for the Local and Regional plans.
GlendaleLEARNS will participate in community forums and planning activities to produce the new WIOA 4-year Local and Regional Plans
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Provide input to WIOA plans | Glendale CCD | 06/30/2028 |
Provide input to WIOA plans | Glendale Unified | 06/30/2028 |
Provide input to WIOA plans | Verdugo Workforce Development Board | 06/30/2028 |
Continue Strategic Co-Enrollment
GlendaleLEARNS will continue strategic co-enrollments with WIOA and non-WIOA partners to leverage resources. Partner services function as portals to adult education and can co-enroll students to continue receiving services from both partners in order to provide the wrap-around services students with multiple barriers need to successfully complete programs, enter higher ed, and/or obtain employment. A priority for partnerships is to access additional supportive services for students including academic, career, mental health and disabled students counseling.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Continue including cross-referrals in partner MOUs. Continue tracking and reporting co-enrollments.
Continue including cross-referrals in partner MOU renewals. Continue tracking and reporting co-enrollments.
Continue including cross-referrals in partner MOU renewals. Continue tracking and reporting co-enrollments.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Maintain Partnership | Glendale CCD | 06/30/2028 |
Partner presentations during monthly meetings
Partners will be scheduled during monthly meetings to present updates on their programs, services, eligibility requirements and referral process to those services. This will update partner staff and faculty on services available for cross-referral of students to promote strategic co-enrollments. This activity will assist in addressing the second Strategy for Objective 3: Implement Professional Development Opportunities to Ensure Leaders, Staff and Faculty Have the Knowledge and Skills Needed to Meet Community Needs for Adult Education and Workforce Development. At least one partner will be scheduled at each monthly meeting to contribute to professional development of staff and faculty.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
One partner presentation at each monthly meeting.
One partner presentation at each monthly meeting.
Presentation by any new partners that have not already presented.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Maintain Partnership | Glendale CCD | 06/30/2028 |
Access Labor Market Information
Partner with VWDB to receive quarterly labor market information reports and keep all members and partners apprised of local needs and growth areas. Labor market information will be customized as much as possible to include specific data and information on the City of Glendale and not just Los Angeles / Long Beach Metropolitan Statistical Area.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
GlendaleLEARNS partners, staff, faculty receive reports on a quarterly basis.
GlendaleLEARNS partners, staff, faculty receive reports on a quarterly basis.
GlendaleLEARNS partners, staff, faculty receive reports on a quarterly basis.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Maintain Partnership | Glendale CCD | 06/30/2028 |
Provide labor market reports | Verdugo Workforce Development Board | 06/30/2028 |
Establish communication system for all partners
Establish a communication system that shares reports and other GlendaleLEARNS updates across all partner leaders, staff and faculty. Communication should include the types of programs available, new programs implemented and updates on services available to share with students and participants.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Launch new GlendaleLEARNS website.
Expand communication abilities available through website.
Implement any updates needed to expand communication and share information on the website.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Expand communication system | Glendale CCD | 06/30/2028 |
Implement CAEP and GlendaleLEARNS Orientation
Implement an orientation to GlendaleLEARNS and CAEP that is available for all leaders, staff and faculty. Due to changes in staffing as well as changes in CAEP and GlendaleLEARNS, an orientation will be scheduled to be provided to all current partners and members to ensure everyone is updated and knowledgeable on CAEP. The orientation will be scheduled periodically throughout each program year to ensure all new partners, staff and faculty are trained on CAEP and GlendaleLEARNS, contributing to professional development. New members will receive the orientation during the onboarding process.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Update current orientation slide presentation. Conduct 1 orientation during a monthly meeting.
Conduct at least 1 orientation annually to keep all partners, members, staff and faculty updated on CAEP and GlendaleLEARNS.
Conduct at least 1 orientation annually to keep all partners, members, staff and faculty updated on CAEP and GlendaleLEARNS.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Professional Development | Glendale CCD | 06/30/2028 |
Profession | Verdugo Workforce Development Board | 06/30/2028 |
Expand facility and staffing
As funding and policies permit, GlendaleLEARNS will focus on expanding access to facilities to conduct additional community events, expand classroom space and increase access to adult education across the community. To support the expansion, staffing will also be targeted for expansion to increase administrative front office support and support increased enrollments, MIS/data management support, program coordination (healthcare), and counseling support.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Explore opportunities and funding to support expansion in facilities and staffing. Create plan for expansion in facilities and staffing.
Implement expansion plan including the facility expansion and hiring of staff.
Complete the expansion plan including the facility expansion and hiring of staff.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Facilities and Staffing Expansion | Glendale CCD | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Glendale CCD | $7,595,312 | Certified |
Glendale Unified | $0 | Certified |
Verdugo Workforce Development Board | $0 | Certified |
Totals | $7,595,312 | 3/3 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. Administrative, indirect, as well as 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.
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. Program area reports are used to track leveraged resources as well as how funds were expended relative to performance outcomes. The prior year Program Area Report is considered when allocating resources in the next program year. Most recent changes have made it challenging to allocate resources based on prior year. The influx of new immigrants to the area increased enrollment in adult education and filling both in-person and distant learning ESL courses. The demand for ESL left a waitlist of more than 1,000 students each semester for the past two years. With recent changes in immigration policies, the demand for ESL had declined as well as the waitlist as immigration has declined. These significant changes will require projections that may be very different from the prior Program Area Report allocations. 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.
Certification
Glendale CCD - Member Representative
Glendale Learn MaryAnn Pranke - GlendaleLEARNS Coordinator
- mpranke@glendaleca.gov
- (818) 937-8051
Thatcher Weldon - Interim Dean of Continuing Education
- tweldon@glendale.edu
- (818) 240-1000 ext: 5018
Glendale Unified - Member Representative
Christin Molano - cmolano@gusd.net
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