Produced: Aug 15, 2024, 06:50 PM UTC - By Sally Cox
2024-25
Plans & Goals
- Executive Summary
East Region Adult Education (ERAE) aims to enhance access and success for adults from underserved communities by promoting economic and social mobility. The region has a population of 300,000 adults across rural, suburban, and urban areas. A third have an income near poverty or less. Initiatives will target outreach to specific populations, such as English language learners, adults with low literacy levels, students working in entry-level positions without opportunities for advancement, adults without a HS diploma or equivalency, older age students, students between 18 and 24 years old who are taking time off before entering college or the workforce.
The consortium focuses on transitions to college and meaningful careers by implementing a supportive approach focused on student awareness of options, onboarding into a supportive community, providing clearly mapped pathways, access to infrastructures that facilitate transitions and persistence. The annual plan for 2024-25 builds on foundations built in prior years. The three main goals are to increase awareness and participation in education and career training programs, provide robust transition management, and strengthen ERAE internally through professional learning and externally by continuing alignment projects with community and workforce partners. Last year saw achievements in all five objectives, creating a strong foundation for this year's annual plan.
Objective 1: Outreach and Marketing
Last year, members updated websites to showcase pathways, onboarding processes, support services, and self-registration options. Members increased involvement in community outreach events to engage local adults. Additionally, GUHSD launched a rebranding campaign to boost awareness about their programs.
This year, ERAE will expand social media presence, undergo a rebranding campaign for MEUSD's program, and boost marketing for the Student Center. Members will conduct outreach by partnering with Community Schools and the local From Here to Career Project to connect with local CBOs.
Objective 2: Professional Learning
In 2023-24, our Professional Learning series (PL) hosted consortium-wide mini-conferences and offered asynchronous Canvas modules centered on promoting equity-minded practices and enhancing the community of learners and educators. This year, the mini-conferences emphasize community building, designing for meaningful connections and equity-minded practices. A Canvas coach will utilize OTAN training modules to provide resources and small group coaching.
Objective 3: Engage Students Strategically- Onboarding
Last year, members maintained focus on meeting students' needs through coordination across programs and contact points. Cross-program orientations offered students opportunities to explore all available options and provided a consistent onboarding experience which benefited students. This year, student onboarding will be enhanced with development of a cross-member education plan focused on understanding students’ needs, aligning short-term and long-term goals, and identifying and addressing potential obstacles.
Objective 4: Five Clearly Mapped Training and Education Path
In 2023-24, we collaborated with a business and finance sector partner to launch a Finance/HR program that provided work-based learning and employment opportunities. We designed Foundation VESL/VABE classes that fostered transitions from ESL to other education and career pathways. Additionally, we introduced an Education and Child Development Path offering paraprofessional certification. Both programs set high expectations while addressing various student challenges. Students at our Health Occupations Center benefited from new language and work readiness support structures based on IET best practices. New medical career paths included acute care CNA, dental assistant CEUs, phlebotomy technician refreshers, pet CPR & First Aid and CNA CEUs. Our SB554 program saw increased enrollment.
In 2024-25, we will expand SB554 partnerships by strengthening relationships with professors, department chairs, and college student support organizations. ERAE will continue to explore additional paths such as HVAC and pre-apprenticeship opportunities.
Objective 5: Student Persistence and Transitions
Last year, Transition Services (TS) ) increased walk-in and virtual office hours. SB554 students received support in applying for scholarships to alleviate textbook expenses. New student spaces were created to serve more students, boost literacy and job readiness, and create a supportive community environment.
This year, an on-site food pantry will be launched to support student persistence. Career Readiness clinics and labs will offer timely help with resumes, interviews, soft skills and job applications. Ultimately, ERAE aims to offer equitable opportunities for learners, facilitating successful transitions and long-term economic self-sufficiency through coordinated education and workforce development initiatives.
- Regional Planning Overview
The strategic plan serves as the top-level framework created by members to chart the Consortium's future direction. Developed through a year-long planning process outlined in the Three-Year Plan, the ERAE members have established the following overarching goals:
- Address Educational Needs
- Improve Integration of Services and Transitions
- Enhance Effectiveness of Services
To achieve these goals, the consortium will:
- Implement targeted outreach and marketing strategies.
- Expand the system of professional learning.
- Engage students strategically through onboarding processes.
- Develop and implement five clearly mapped training and education paths.
- Increase student engagement, persistence, and transitions to postsecondary education, college, and careers.
The strategic plan is further supported by working groups, each comprising representatives from each member. These groups are responsible for reviewing and evaluating the execution of activities and measuring outcomes in the identified focus areas. Additionally, member-level metric targets have been revised and set by each member to support these efforts. To ensure a systematic approach, program performance and progress measurements will be aligned with Perkins indicators, WASC action items, and WIOA performance measures. This alignment aims to address
Meeting Regional Needs
Regional Need #1
- Gaps in Service / Regional Needs
Despite the considerable potential student base among refugee newcomers, tribal communities, and underserved high-need populations, ERAE is currently reaching only a small fraction of these groups. Of nearly 500,000 individuals aged 18 and older in our area, ERAE reaches about 4% of those without a high school diploma, 19% of those with limited English proficiency, and only 5% of those who are low income.
Community partners and the public often lack awareness of adult education opportunities. Data from the regional Strong Workforce Consortium’s Options after High School survey indicates that many students in grades 9-12 are unaware of available adult education options. Additionally, data from SDWP and the Centers of Excellence show high demand for labor in fields where adult education can offer short, flexible training programs. This underscores the need for ERAE to be more accessible and recognized as a valuable resource throughout our East Region communities, requiring enhanced awareness and targeted outreach to meet the needs of specific populations.
- How do you know? What resources did you use to identify these gaps?
With the support of regional partners such as SANDAG, San Diego Workforce Partnership, and the Centers of Excellence, as well as data from sources like AEP Pipeline (LaunchBoard), BLS, The Casey Family Foundation, the Institute for Immigration Research, and the Refugee Processing Center, the consortium carried out a comprehensive needs analysis. We also collected data from our attendance management system, TopsPRO, and conducted staff and student surveys. For more detailed information, please refer to our Three-Year Comprehensive Plan.
- How will you measure effectiveness / progress towards meeting this need?
Given the student barriers identified: English Language Learner, Low Literacy, Long-term Unemployed, Low Income
The consortium will measure success with the following metrics: (1) Transition= Participants with transition to Adult Secondary Education, Participants with transition to Postsecondary (CTE), Participants with transition to Postsecondary (credit college); (2) Success= Participants who earn a High School Diploma or Equivalency, Participants who earn a Postsecondary Credential; (3) Employment and Earnings= Median Change in Earnings, Participants who became employed in the 2nd quarter after exit
Regional Need #2
- Gaps in Service / Regional Needs
While the minimum wage has risen to $16.85 per hour, the self-sufficiency standard—the living wage required to support oneself in our region—has increased to $28.24 per hour. In 2023, a household with two adults (one working), a preschool-age child, and a school-age child needs to earn $47.09 per hour, translating to an annual income between $94,895 and $97,947. Additionally, living costs in San Diego County, including transportation, utilities, groceries, and housing, have increased by an average of 13%. This disparity between wages and the cost of living underscores the need for individuals to upskill in order to earn higher wages.
The high cost of living greatly increases the opportunity costs for potential students in our programs. Beyond these financial considerations, students are often discouraged by the complexity and inefficiency of current education and training systems. To overcome these barriers, we need to create and implement student-centered pathways that clearly outline on-ramps, off-ramps, requirements, and opportunities. This involves creating comprehensive programs tailored to specific populations, including English language learners (ELLs) with significant basic needs; ELLs living near or below the poverty level, often in entry-level jobs with limited advancement opportunities; adults without a high school diploma; adults with low literacy levels; and older adults. Additionally, we should focus on recent high school graduates who may be considering a gap year before transitioning to college. There is a strong demand for better alignment of adult education programs with regional needs and labor market requirements. ERAE has the flexibility to enhance and expand the regional Guided Pathways through the alignment of ASE and CTE programs.
- How do you know? What resources did you use to identify these gaps?
With the support of regional partners such as SANDAG, San Diego Workforce Partnership, and the Centers of Excellence, as well as data from sources like AEP Pipeline (LaunchBoard), BLS, The Casey Family Foundation, the Institute for Immigration Research, and the Refugee Processing Center, the consortium carried out a comprehensive needs analysis. We also collected data from our attendance management system, TopsPRO, and conducted staff and student surveys. For more detailed information, please refer to our Three-Year Comprehensive Plan.
- How will you measure effectiveness / progress towards meeting this need?
Given the student barriers identified: English Language Learner, Low Literacy, Long-term Unemployed, Low Income
The consortium will measure success with the following metrics: (1) Transition= Participants with transition to Adult Secondary Education, Participants with transition to Postsecondary (CTE), Participants with transition to Postsecondary (credit college); (2) Success= Participants who earn a High School Diploma or Equivalency, Participants who earn a Postsecondary Credential; (3) Employment and Earnings= Median Change in Earnings, Participants who became employed in the 2nd quarter after exit
Regional Need #3
- Gaps in Service / Regional Needs
There is a significant need for more ESL programs in our area, especially to support refugee newcomers, asylum seekers, and adults for whom English is not the first language, in entering the workforce and improving their skills. This demand is reflected in the consistent increase in enrollment in our English language programs. In light of current economic conditions, our training programs and support services must accelerate transitions, helping students advance quickly to career training, postsecondary education, and ultimately, employment. As a consortium, we are committed to expanding our certification offerings and providing high-quality high school diploma and equivalency programs, alongside contextualized English language training, to assist students in making successful transitions and securing meaningful careers beyond lower-wage jobs.
- How do you know? What resources did you use to identify these gaps?
With the support of regional partners such as SANDAG, San Diego Workforce Partnership, and the Centers of Excellence, as well as data from sources like AEP Pipeline (LaunchBoard), BLS, The Casey Family Foundation, the Institute for Immigration Research, and the Refugee Processing Center, the consortium carried out a comprehensive needs analysis. We also collected data from our attendance management system, TopsPRO, and conducted staff and student surveys. For more detailed information, please refer to our Three-Year Comprehensive Plan.
- How will you measure effectiveness / progress towards meeting this need?
Given the student barriers identified: English Language Learner, Low Literacy, Long-term Unemployed, Low Income
The consortium will measure success with the following metrics: (1) Transition= Participants with transition to Adult Secondary Education, Participants with transition to Postsecondary (CTE), Participants with transition to Postsecondary (credit college); (2) Success= Participants who earn a High School Diploma or Equivalency, Participants who earn a Postsecondary Credential; (3) Employment and Earnings= Median Change in Earnings, Participants who became employed in the 2nd quarter after exit
Address Educational Needs
2024-25 Strategies
Provide equitable opportunities for access and success.
Activity that Applies to this Strategy
Engage Students Strategically - Onboarding
Metrics that Apply to this Activity/Strategy
- All: Number of Adults Served (AE 200 - Overall)
Develop onboarding processes that:
- Present clear and accessible options and opportunities for adult learners, emphasizing smooth transitions
- Assist adult learners in making informed decisions and planning across various programs, including non-traditional pathways
-Incorporate assessments of prior learning and work experience to accelerate program completion
-Prepare learners for accelerated training options
Increase the number of participants completing programs and transitioning to postsecondary and caree
Activity that Applies to this Strategy
Engage Students Strategically - Onboarding
Metrics that Apply to this Activity/Strategy
- 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)
Student-centered onboarding processes will outline programs and expectations, define key milestones, emphasize essential strategies for success in college and career preparation, and foster self-agency. ERAE will collaborate with business partners and stakeholders—including high schools, community-based organizations, veteran programs, churches, homeless shelters, and refugee resettlement agencies—to encourage adult learners to engage in adult education training programs.
Improve Integration of Services & Transitions
2024-25 Strategies
Increase the number of participants completing programs & transitioning to postsecondary and careers
Activity that Applies to this Strategy
Engage Students Strategically - Onboarding
Metrics that Apply to this Activity/Strategy
- 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)
Student-centered onboarding processes will outline programs and expectations, define key milestones, emphasize essential strategies for success in college and career preparation, and foster self-agency. ERAE will collaborate with business partners and stakeholders—including high schools, community-based organizations, veteran programs, churches, homeless shelters, and refugee resettlement agencies—to encourage adult learners to engage in adult education training programs.
Integrate and align transition services with introductory classes and program courses.
Activity that Applies to this Strategy
Engage Students Strategically - Onboarding
Metrics that Apply to this Activity/Strategy
- 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)
Enhance the sense of belonging by integrating transition services (currently "opt-in" services) with program-specific registration, orientation, and enrollment processes. This includes helping students make informed decisions, plan across programs, and identify career steps and goals that align with their skills and interests, regardless of their entry point or level.
Make our learning environment accessible to all learners and their unique needs.
Activity that Applies to this Strategy
Expand System of Professional Learning
Metrics that Apply to this Activity/Strategy
- 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)
The Professional Learning series will continue to serve as a platform for curriculum development workshops, data discussions among stakeholders, 21st-century skills and technology training, and PLC activities that support teachers in using data to enhance learning outcomes across various levels (ESL/ABE/ASE) and programs (ESL/CTE/college). These sessions will also focus on designing equitable learning activities and curricular instruction.
Improve Effectiveness of Services
2024-25 Strategies
Monitor participation, persistence, and transition to determine ways to increase student success
Activity that Applies to this Strategy
Support Student Persistence and Transitions
Metrics that Apply to this Activity/Strategy
- 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 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)
In the third year of the previous strategic plan, common metrics were established. Over the next three years, these metrics will serve as a baseline for analyzing both program and class-level performance. They will guide the yearly refinement of program goals and help develop a framework for comparing enrollment data with regional population demographics. Alongside the CAEP metrics, ERAE program performance will also be assessed against Perkins indicators and compared with business metrics and regional/local priority sectors and occupations. This alignment will facilitate the creation of benchmarks to enhance our understanding of institutional equity.
The consortium will track and analyze student-level data on demographics, program enrollment, HSE/D and EFL gains, and employment barriers to evaluate key metrics related to adult students' success in achieving their goals. Quarterly data review sessions will be implemented at the consortium level to ensure regular examination of this data with members and stakeholders.
Make our learning environment accessible to all learners and their unique needs
Activity that Applies to this Strategy
Expand System of Professional Learning
Metrics that Apply to this Activity/Strategy
- All: Number of Adults Served (AE 200 - Overall)
- Student Barriers: English Language Learner (AE 305 - 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)
The Professional Learning series will continue to serve as a platform for curriculum development workshops, data discussions among stakeholders, 21st-century skills and technology training, and PLC activities that support teachers in using data to enhance learning outcomes across various levels (ESL/ABE/ASE) and programs (ESL/CTE/college). These sessions will also focus on designing equitable learning activities and curricular instruction.
Alignment of performance metrics
Activity that Applies to this Strategy
Support Student Persistence and Transitions
Metrics that Apply to this Activity/Strategy
- All: Adults who Became Participants (AE 202 - 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)
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.
Fiscal Management
- A narrative justifying how the planned allocations are consistent with the annual adult education plan which is based on your CAEP 3-year plan.
Our objective is to ensure a balanced regional approach. Funding allocations are dedicated to supporting student-centered programs and services. Based on needs analysis, consortium members have agreed to allocation resources in ways that address equity gaps and provide essential onboarding and support services.Grossmont-Cuyamaca Community College District (GCCCD) receives 13% of the CAEP funds. Although GCCCD does not offer non-credit courses, its role as an ERAE member enables it to effectively support agency-wide coordination. This includes funding a program manager and five transition specialists through GCCCD’s CAEP allocation. These transition specialists are viral for helping students connect with the resources needed to reach their educational and career goals. They serve as liaisons between students, instructors, and key staff. They also link students to community resources and support those co-enrolled in college programs (through our local implementation of SB 554). Additionally, GCCCD’s funding supports CANVAS, a case management system, and consortium-wide marketing efforts. GCCCD will explore the opportunity to expand its noncredit offerings in coordination with the other consortium members.Grossmont Adult Education serves the majority of our students (97-99%) and thus receives the bulk of the funding for program development and implementation across five identified pathways. Mt. Empire Unified School District (MEUSD) receives 1.5% of the CAEP funds. MEUSD, the largest school district in California by geographic area at over 600 square miles, has one of the smallest adult education programs due to its relatively small population. To maintain its adult education programs, MEUSD supplements CAEP funding with CTE program fees and LCFF funding.
- An approach to incorporating remaining carry-over funds from prior year(s) into strategies planned for 2024-25.
Within the parameters established by CAEP, in the event that a member institution does not fully expend the CAEP funds allocated, the member institution may carry-over funds. These funds may only be used as outlined in ERAE’s annual plan and must be expended within the next fiscal year, unless otherwise recommended by the Leadership Council and approved by the Governing Board. The consortium defines “excessive member carryover” as 15% of any unspent fund from the prior fiscal year. That 15% shall be the consortium’s threshold for determining which member meets or exceeds the excessive carryover.If the consortium’s leadership council identifies an excessive carryover for at least two consecutive years, the consortium manager shall propose a Corrective Action Plan that identifies clear steps for any excessive carryover to be expended by the member with excessive carryover within the next fiscal year. If the Corrective Action Plan does not result in the excessive carryover spent within the next fiscal year, the ERAE Leadership Council shall vote on reducing a member’s funding due to excessive carryover. A member’s allocation can be reduced by no more than the amount of the member’s carryover and shall not affect future year’s allocations. The ERAE Leadership Council shall ensure that the funding remains dedicated to the consortium's region. Any finding to reduce carryover made by the consortium shall require a majority vote. In case of a reduction of funding due to excessive carryover, the Leadership Council may recommend to allocate one-time or short-term funding to another member institution for special purchases or programs. It is understood that these funds are short-term in nature and there is no guarantee that ongoing funding for maintenance of purchases or continuance of programs will be available. One-time or short term funding for another member shall not reduce any member’s future allocation or base funding. For further details, please see the consortium's fiscal declaration.
Certification
Grossmont Union High - Member Representative
Kim Bellaart - kbellaart@guhsd.net
- (619) 588-3511
Mike Fowler - Assistant Superintendent
- mfowler@guhsd.net
- (619) 644-8041
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
Patrick Keeley - 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