CAEP Three-Year Plan: 2022-23 20 San Diego East Region Adult Education
Status: Certified
California Adult Education Program
20 San Diego East Region Adult Education: 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) | 8,535 | 4,998 | 8,800 | 9,800 | 10,600 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 2,671 | 1,662 | 3,500 | 4,000 | 5,000 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 5,091 | 3,168 | 6,000 | 6,400 | 7,000 | |
Student Barriers | Low Income (AE 310 - Overall) | 4,755 | 2,396 | 4,800 | 5,200 | 6,000 | |
Student Barriers | Long Term Unemployed (AE 309 - Overall) | 70 | 72 | 80 | 100 | 150 |
Member Level Metric Targets
* Mandatory for all members
Grossmont Union High (Reported by Grossmont Union High School District Adult Education)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 4,324 | 3,194 | 4,500 | 5,000 | 6,500 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 644 | 650 | 750 | 850 | ||
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 15.0% | 15.0% | 15.0% | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 122 | 162 | 130 | 140 | 150 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 1,769 | 1,276 | 1,800 | 1,900 | 2,000 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 177 | 200 | 250 | 300 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 272 | 300 | 350 | 400 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 149 | 200 | 250 | 300 |
Grossmont-Cuyamaca CCD (Reported by Grossmont-Cuyamaca 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) | 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% | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
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 |
Mountain Empire Unified (Reported by Mountain Empire Unified 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) | 16 | 40 | 52 | 60 | ||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 10 | 15 | 20 | |||
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 5.0% | 5.0% | 5.0% | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 5 | 7 | 5 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 8 | 8 | 8 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 2 | 2 | 2 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 2 | 2 | 2 | |||
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 |
---|---|---|---|---|---|---|
Grossmont Union High | 100% | 100% | 59% | 100% | 100% | 100% |
Grossmont-Cuyamaca CCD | 100% | 100% | 57% | 100% | 100% | 100% |
Mountain Empire Unified | 100% | 100% | 5% | 100% | 100% | 100% |
Objectives
Address Educational Needs
As indicated in section 2, we are serving only a small percentage of those in our communities who could benefit from programs and services. Raising awareness of and connecting East Region adult learners to Education That Works was identified as a priority across stakeholders. To be successful and effective, ERAE needs to be easily accessible and understood as a resource throughout our East Region communities. This will require increasing awareness and targeted outreach that addresses the needs of specific populations: English language learners (ELL) with significant other basic needs; ELL who live near or below the poverty level and often work in entry-level positions without true opportunities for advancement; adults without a HS diploma; adults with low literacy levels; and older adults. Other targeted groups include students who have just graduated from high school (and who might want to take time before transitioning to college) and older of age students . A recent survey (n=6,047) by the regional Strong Workforce Consortium indicated that 68% of students grade 9-12 in the region do not know about available adult ed options. At a time when our community college partners see a decrease in enrollment, ERAE has the flexibility to augment and extend the regional Guided Pathways implementation through aligned ASE and CTE programs. Intentional outreach also needs to include incumbent workers and those who need to up-skill. Through digital environments (websites, social media) and non-tech media, available in multiple languages and with information on all available options, we will market classes in broad, career-focused paths that guide students to enter adult ed.; with unique collateral for each population, we can address motivations and services supporting transition into employment and further education. Many of our stakeholders (still) learns about ERAE from family and friends, and word-of-mouth. The creation of an alumni and intergenerational network can further promote our “brand recognition” and help ERAE co-create and be a part of a distributed system of adult education and community well-being. Together with local AJCCs and the SDWP, we are also considering developing shared media toolkits to connect the shared populations we serve. Teachers emphasized that the consortium needs to explore new venues and ways for marketing not only programs but also the academic, training and support services. The ERAE's Governing Board shared this sentiment and recommended a mixed approach. In addition to websites and social media, this approach can incorporate technologies developed by the Strong Workforce Consortium (e.g., Program Finder for outreach with school and career counselors, as well as CBOs), the data repository regional consortia developed (especially for marketing to business partners and increasing visibility overall), and events such as education and careers expos organized in partnership with basic needs providers and social service organizations. Strategic planning workshops and focus groups stressed time and again that building equitable opportunities for access/onramps to training programs must include onboarding processes that
- Introduce transparent options and opportunities for adult learners that focus on transitions
- Support adult learners in making informed choices and planning across programs, and in non-linear ways
- Include prior learning and working assessments to expedite program completion
- Prepare learners for accelerated training options
- Incentivize training participation and completion by offering earn-and-learn programs
The goal for ERAE is to provide equitable opportunities for access and success. Planning partners and participants in focus groups alike also identified the need to foster collaborative opportunities that prioritize transitions toward economic and social mobility. Over a third of our region's residents whose income is near poverty or less speak English less than well; only 12% of our consortium's students transition from ESL programs to career training, and only 6% transition to college. A focus on successful transitions as well as an emphasis on the development of tools that give ERA the ability to support students in connecting to just-in-time, tailored programs will strengthen the role ERAE plays in a collective impact ecosystem.
Improve Integration of Services & Transitions
The consortium will continue to expand its system of Professional Learning (PL) to deepen the understanding of experiential, work-based learning, and assessment models across the curriculum. Year 1 and 2 of the series established a shared understanding of priorities such as equitable education opportunities and adult learner-centered curriculum development. Starting with Year 3, we will need to look at strategies to further translate concepts into applications that make our learning environment - curriculum, instruction, classes, physical as well as virtual spaces - accessible to learners and their unique needs (also identified in section 2). Monthly PL Fridays (mornings) will continue to serve as a springboard for guided curriculum development workshops, data dialogs across stakeholders, 21st-century skills and technology trainings, and PLC work that helps teachers utilize data for the refinement of learning outcomes aligned across levels (ESL/ABE/ASE) and programs (ESL/CTE/college) and the design of equitable learning activities and curricular instruction. We will introduce learning portfolios as a tool and catalyst for PL. Teachers and staff are engaged in the improvement of services and transitions when they have the right tools (shared repositories for data, strategies, and community resources) and can draw on supportive regional collaboration. Members will create opportunities for work shadowing across programs and with industry partners. As a member of the super region, ERAE will facilitate thought exchanges and project work across consortia that benefits staff with distinct work responsibilities.
Programs, services, and transitions are successful when our learners are fully engaged and experience a sense of belonging. Streamlining “high-touch” onboarding processes across programs and aligning them with expanded student support services will clarify programs and expectations, clearly identify critical milestones, highlight necessary strategies to be successful in college and career preparation, and promote engagement and self-agency. Every adult education student will be supported in exploring their options through multiple measures and be provided scaffolding of training as needed for each student to succeed. ERAE has the flexibility to augment and extend the regional Guided Pathways implementation through aligned ASE and CTE programs and can address and meet the needs of our communities by offering choice and rigor. Five clearly mapped training and education paths (Education, Medical Occupations, Business/Finance, Applied Technology, Culinary Arts/Hospitality) integrate prior life and work experience; life and career planning; aligned or articulated learning and training; collaboration across programs and subject areas; intentional use of technology; a comprehensive support system; potential zero-cost co-enrollment with college partners, incentivized training programs, and potential direct placement into employment. The consortium works with business partners individually and across sectors (through a business roundtable) to meet their needs as well as incentivize training programs for our learners, and with stakeholders such as high schools, community-based organizations, veteran programs and services, churches, homeless shelters, and refugee resettlement agencies to motivate adult learners to enter adult education training programs.
In addition, the consortium plans to Improve persistence through embedding support and transition services more systematically within and across programs and members. This can include individualized case management, satellite office hours with our partners in the tribal communities as well as guiding students who have already matriculated in utilizing adult education resources for further just-in-time support.
Improve Effectiveness of Services
When our students have opportunities to enroll in programs and classes with high employment potential and transition into college and/or career, education works. Based on the outcomes of the planning process, ERAE will focus on increasing student engagement, persistence, and transitions to postsecondary, college, and career. Five strategic plan implementation working groups (see also next section) and the business roundtable will be tasked with overseeing the execution of activities as well as the measurement of outcomes in the focus areas identified.
Common metrics were developed in year 3 of the last strategic plan; over the next three years, these metrics will serve as a baseline for program as well as class level analysis, and yearly refinement of program goals, and as a tool for the development of a framework to compare enrollment to the regional population demographics. In addition to the established CAEP metrics, ERAE program performance and progress measurements will be aligned with Perkins indicators, and reviewed against business metrics and identified regional and local priority sectors and occupations. Alignment and a framework for comparing consortium and member to regional demographics will allow us to develop benchmarks toward a better understanding of institutional equity. As a consortium, student level data on demographics, program enrollment, HSE/D and EFL gain outcomes, and barriers to employment will be tracked and studied to examine key metrics related to the success of adult students in achieving their stated goals within and between agencies. Further, quarterly data study sessions at the consortium level will be implemented as a mode of regular data review with members and stakeholders. As mentioned before, the consortium will continue to expand its system of Professional Learning (PL) and offer resources to support the effectiveness of services.
Participants in planning workshops and focus groups identified the need for additional resources, for teachers and students alike. The consortium's system-building efforts will be a continuation of an analysis and iteration project begun last year with a review of existing client/student-centered management platforms, networks and referral systems. Consortium leadership worked with the Sr. Transition Services Coordinator and consulted with a WestEd research team to evaluate the effectiveness of transition support services. Based on stakeholder recommendations, consortium members will consider joining a multidisciplinary partner network that uses a shared language and technology platform to deliver enhanced adult learner-centered collaboration and care.
Activities & Outcomes
Implement Targeted Outreach and Marketing
Objective that Applies to this Activity
Address Educational Needs
Develop outreach and messaging strategies that clearly and transparently communicate the benefits of our programs to our regional communities:
- Advertisement capturing student success stories and opportunities gained through adult ed programs, include access to websites and contact information as well as updates to programs; flyers will be consistent across members, translated into languages spoken within the region
- Digital campaign to coordinate consistent messaging across members by utilizing templates and shared branding materials
- Materials for special populations: Flyers and other materials to emphasize transitions and culturally specific milestones of value to adult learners
- Alumni and intergenerational networks can further promote our “brand recognition” and help ERAE be a part of a distributed system of adult education and community well-being.
- Bi-directional shadowing opportunities such as high school students and faculty to visit adult ed CTE programs; counselors, staff, teachers shadowing business partners and vice versa
- Outreach coordinated with education and workforce development partners
Goal: Increase the number of adults served and the number of participants transitioning to postsecondary and career.
Members will:
- Create an Outreach workgroup;
- Design and distribute GAE catalog to introduce community members to programs and services offered;
- Compile and review targeted data reports; conduct research into the most effective means of communication with different target markets including print and web media;
- Align existing social media and create shared media toolkits with clear visuals to show paths and options
Members will:
- Coordinate social media campaign with business and community partners;
- Create and distribute print and web media for different target markets;
- Create measurement of effectiveness of campaigns and review/renewal cycle
Members will:
- Revise media tool kits and digital campaign based on measurements of effectiveness;
- Update materials to ensure programs are visible and details of program included;
- Follow renewal cycle
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 |
---|
Expand System of Professional Learning
Objective that Applies to this Activity
Improve Effectiveness of Services
Planning participants emphasized throughout that more time, training, and workshops to provide relevant professional development were needed. The consortium will expand the system of Professional Learning (PL) to deepen the understanding of experiential, work-based learning and assessment models across the curriculum. We will develop strategies to further translate concepts into applications in our learning environment - curriculum, instruction, classes, physical as well as virtual spaces - accessible to learners and their unique needs. PL opportunities are offered with the intent to provide strategies as well as tools and resources that can be used by participants right away.
Goal: Grow capacity to serve underrepresented and/or underserved students and increase the persistence rate
Members will:
- Create a Professional Learning workgroup to inform and coordinate PL (include at minimum PL coordinator, PLC leads, program specialists);
- Coordinate guided workshops informed by data analysis and with focus on implementation of topics introduced through the series (backward design, equitable opportunities; technology; data analysis);
- Coordinate job shadowing opportunities for CTE teachers and site visits for ESL and academic program teachers;
- Introduce portfolios for goal setting
Members will:
- Create a next shared PL plan, a PL calendar, and a shared repository of best practices in Canvas;
- Coordinate cross-training for Canvas utilization;
- Coordinate and contribute to regional opportunities for thought exchanges and professional learning;
- Develop assessment tools for effectiveness of PD and measurements of accountability;
- Consider implementing learning portfolios
Members will:
- Refine coordination of PL series and PL opportunities;
- Based on analysis, follow review-revise-iterate cycle, and coordinate cross-consortium Community of Practice focused on equitable, culturally relevant instruction
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Engage Students Strategically - Onboarding
Objective that Applies to this Activity
Improve Effectiveness of Services
Feedback collected during the planning process showed that students appreciate the sense of community and "place" adult ed offers them, and stakeholders consider the onboarding process a crucial success factor and are concerned about students' digital literacy skills needed in today's learning and working environment. ERAE will continue to foster a sense of belonging by aligning transition services (currently "opt-in" services) with program-specific registration, orientation, and enrollment practices. Such practices include supporting students in making informed choices, planning across programs, and identifying next career steps and goals aligned to their skills and interests and regardless of entry point or level. Student-centered onboarding processes will clarify programs and expectations, clearly identify critical milestones, highlight necessary strategies to be successful in college and career preparation, and promote self-agency. ERAE will work with business partners and stakeholders such as high schools, community-based organizations, veteran programs and services, churches, homeless shelters and refugee resettlement agencies to motivate adult learners to enter adult education training programs.
Planning discussions also pointed to the important role clerical/classified staff play in the student journey from first contact to transition to success. ERAE will support staff with professional learning opportunities focused on customer service, student-centered design, and student engagement.
Goal: Increase the number of participants completing programs and transitioning to postsecondary and career.
Members will:
- Create a Student Engagement workgroup;
- Create "Welcome" videos (in multiple languages) to introduce potential students to programs and services offered;
- Design and implement short introductory classes (in-person and online) that prepare students for successful participation in and completion of courses;
- Integrate and align transition services with introductory classes and program courses;
- Design assessment tools for evaluation of onboarding processes
Members will:
- Expand onboarding processes based on evaluation, input from the Student Engagement workgroup, and data disaggregated by ethnicity, gender, age, and language
- Share best practices for customer service, student retention and community building through PL series and shared PL repository;
- Revise processes as needed to respond to changes in student population or community needs
Members will:
- Continue to refine onboarding processes based on evaluation and input from the Student Engagement workgroup
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)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Five clearly mapped training and education paths
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Students consulted during the planning process iterated the value of and need for programs that "make us be prepared for the moment we start working" as well as the challenges financial and other circumstances posed to their ability to participate in programs. ERAE will complete the design and begin the full implementation of five paths with a focus on creating more access for limited English speakers to ASE and CTE classes (through IET and contextualized ESL options) and a focus incentivizing participation and successful completion (through earn-and-learn opportunities and SDWP programs). The paths integrate prior life and work experience; life and career planning; strategic partnerships; collaboration across programs and subject areas; intentional use of technology; and a comprehensive support system (transition services). In alignment with the community colleges' Guided Pathway programs, acceleration projects, and Strong Workforce initiatives, we will map out with our students the elements for success. Program/paths maps will support students in designing individual transition maps; core competencies will be aligned across programs and classes, and curricula will be reviewed regularly. Paths are designed to leverage partner resources (e.g., co-enrollment under SB 544 or WIOA Title I; industry tours and customized hiring events) for students to enter employment and further training smoothly. In addition to the established CAEP metrics, ERAE program performance and progress will be measured against business metrics and identified regional and local priority sectors and occupations.
Goal: Increase the number of students completing a path with industry-recognized certification and entering employment. Increased wages for incumbent employees. Increased number of students matriculating to college.
Members will:
- Create a Pathways workgroup;
- Provide support for implementing and developing additional IET classes;
- Pilot three incentivized training programs in three paths;
- Share best practices and support around building and sustaining IET programs;
- Work closely with business partners on implementation of earn-and-learn options;
- Develop and use existing assessment tools to measure transitions and success;
- Strengthen consortium-wide SB 554 program (CPAP);
- Expand the business roundtable
Members will:
- Consult with business and community partners on success and sustainability of existing and need for development of new training programs;
- Continue to engage partners through the business roundtable and a customized job board;
- Strengthen partnerships with college programs
Members will:
- Execute all steps of the five-paths model: implement comprehensive program maps (with support modules);
- Evaluate, revise, and iterate paths according to regional and students' needs
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - 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)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Support Student Persistence and Transitions
Objective that Applies to this Activity
Improve Effectiveness of Services
During the planning process participants agreed on the need to make programs and support services fully accessible to a wide range of students. Curriculum and instruction, counseling and transition services, navigation and career development support need to look at equity in access and success.
Goal: Provide equitable access to supports and resources for all students to successfully transition to postsecondary and career.
Members will:
- Create a Persistence workgroup;
- Monitor participation, persistence, and transition to determine ways to increase student success;
- Increase high school and college counseling departments’ awareness of adult education;
- Implement a refined case management and bi-directional referral system;
- Develop cohort-specific support structures
Members will:
- Expand effective partnerships with local workforce and community service providers;
- Continue to build more robust programs and support structures for refugee newcomers
Members will:
- Refine and expand a bi-directional referral system to strengthen and contribute to the collective impact system, and based on evaluation and input from the Persistence workgroup
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - 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)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- 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 |
---|---|---|
Grossmont Union High | $10,918,764 | Certified |
Grossmont-Cuyamaca CCD | $750,399 | Certified |
Mountain Empire Unified | $435,029 | Certified |
Totals | $12,104,192 | 3/3 Certified |
Adult Education funds are allocated proportionally. As mentioned before, Grossmont Adult Education (GAE) offers education classes and training programs for approximately 99% of the consortium’s students. Accordingly, GAE receives approximately 86% of CAEP funding directly. To support students across the consortium and maintain and develop additional programs, GAE leverages additional funds:
- Perkins
- WIOA II
- Fees
- In-kind contributions
Grossmont-Cuyamaca Community College District (GCCCD) receives 12.5% of the CAEP funds. GCCCD does not currently offer non-credit courses. Early on, the strategic decision was made to develop a system that prepares students for credit, transfer-level courses, be that through alignment and articulation with the local high schools (coordinated through the East County Education Alliance) or through the adult education consortium. As a member of ERAE, GCCCD is well-positioned to provide support for agency-wide coordination (including a program manager funded through GCCCD’s CAEP allocation) and for transition support in the three major languages spoken by our students (including five transition specialists and a business engagement coordinator funded through GCCCD’s CAEP allocation). Transition services play a vital role in ensuring that students have access to resources needed to achieve educational and career goals. TS support students serve as the liaison between students, instructors, and other key staff, connect students to local and regional community resources, and mentor students who are co-enrolled in college programs (through our local implementation of SB 554). Funded through GCCCD’s CAEP allocation is also a position of Professional Learning and Learning Management System Coordinator.
Mtn Empire receives 1.5% of the available CAEP funds. MEUSD) is geographically the largest school district in California, occupying over 600 square miles, but arguably one of the districts with the smallest adult education program, partially due to its relatively small population. To maintain adult education programming at the current level, MEUSD supplements CAEP funding with CTE program fees and LCFF funding. The district is planning to add more innovative programs to their successful HSD, Welding and Office Professional programs.
Certification
Grossmont Union High - Member Representative
Kim Bellaart Grossmont Adult Education - kbellaart@guhsd.net
- (619) 588-3511
Mike Fowler - mfowler@guhsd.net
Grossmont-Cuyamaca CCD - Member Representative
Cynthia Nagura - Director, Community & Workforce Partnerships
- cynthia.nagura@gcccd.edu
- (619) 644-7683
Melanie Kosic - Special Projects Accountant
- melanie.kosic@gcccd.edu
- (619) 644-7592
Sahar Abushaban - Vice Chancellor-Business Services
- sahar.abushaban@gcccd.edu
- (619) 644-7575
Sally Cox - CEO
- sally.cox@gcccd.edu
- (619) 644-7684
Mountain Empire Unified - Member Representative
Dr. Patrick Keeley Mountain Empire Unified School District - Superintendent
- patrick.keeley@meusd.org
- (619) 473-9022
Rustie Phillips - Sr Accounting
- rustie.phillips@meusd.org
- (619) 473-9022 ext: 128
Gary Hobelman - Assistant Superintendent of Business
- gary.hobelman@meusd.org
- (619) 473-9022 ext: 136
Bill Dennett - bill.dennett@meusd.org