CAEP Annual Plan: 2020-21 21 Salinas Valley Adult Education Consortium

Status: Consortium Approved

California Adult Education Program : Annual Plan : 2020-21 Produced: Aug 15, 2020, 12:20 AM UTC Ana Gonzalez

21 Salinas Valley Adult Education Consortium

Plans & Goals - Consortium Approved

Executive Summary
The Salinas Valley Adult Education Consortium (SVAEC) made notable progress toward achieving the goals in its 3-Year Plan (19-22) until Quarter 4 of 19-20, when its programs were greatly impacted by the COVID crisis. Before schools were abruptly shut down due to shelter-in-place orders in mid-March, the SVAEC had accomplished a great deal. Awareness of and enrollment in its programs had increased by creating and filling a full-time Consortium Outreach & Transition Specialist, increasing its community-based outreach and marketing efforts, expanding programs and services in underserved areas, and extending its referral network by leveraging more partnerships. More students made education and workforce gains with increased academic support like tutoring and study groups, clarification of the ESL pathways by the Consortium’s ESL Professional Learning Community (PLC), incredibly successful job and resource fairs, and new classes like bilingual drivers education. The SVAEC considers its rapid response to the COVID crisis to be one of its greatest accomplishments of the year. Students were contacted regularly by phone or text to check in, assess their needs, and inform them of support services for them and their families; laptops and hotspots were loaned to students in need; programs began training teachers and staff to effectively provide remote instruction and student services; and a Consortium Distance Learning PLC was started that brought almost 40 teachers and staff together weekly to share and develop new tools, strategies, and resources to better serve students during the pandemic. Although enrollment dropped, a large number of students were able to continue with their classes as programs pivoted quickly to distance learning (online and paper-based). An additional $50,000 was distributed to Members from the Consortium’s Shared Fund to support their distance learning efforts, which were primarily used to purchase additional Chromebooks and hotspots to help students access online instruction. The Consortium kept teachers, staff, and students apprised of regional support services and referred them to providers who could provide assistance with food, housing, utilities, transportation, healthcare, and more. A local expert in Social-Emotional Learning (SEL) (who is also an adult school teacher) provided a series of professional development opportunities for regional educators to learn to help their adult students facilitate their children’s learning at home during the pandemic. And a similar SEL training (virtual with English-Spanish translation) was provided for students and community members: nearly 50 adults participated and learned how to apply SEL principles and practices at home with their children. Supporting the health and wellbeing of students and their families during the current public health and economic crises is a top priority for the SVAEC in 20-21. Adopting a “Maslow’s before Bloom’s” philosophy, the Consortium will make every effort to provide services and referrals for services that will help students meet their basic needs (including physical, emotional, and mental health), acknowledging that learning and making literacy and workforce gains is nearly impossible when facing multiple barriers that are exacerbated by the effects of the COVID pandemic and economic downturn. Another top priority for 20-21 is maintaining student access to instruction and academic support services – now delivered almost entirely online. This will require the continuation of laptop and hotspot lending programs and advocating for universal internet access across the region; increased technical support for students who struggle with distance learning; and integration of digital literacy skills instruction into every class, across the curriculum. A third priority is continuing to prepare students to re-enter the workforce through CTE and job readiness programming, with the hope that when the region’s economy begins to recover they will be able to work toward their own financial stability and contribute to the economic recovery. These primary goals for 20-21 – maintaining student enrollment by increasing services that help students access distance learning and remote services and that support the wellbeing of students and their families, and maintaining workforce readiness and CTE programming that will help students re-enter the workforce – will be incredibly challenging, particularly given the public health crisis and economic crisis caused by the COVID pandemic, the uncertainty around CAEP funding and other federal and state resources, and the unjust policies and practices that cause major inequities in our adult education system. Mitigating the negative impact of these crises will require systemic reform on a large scale. Our plan describes some of the strategies we will employ to do what is in our power to address these challenges locally and meet the needs of our communities in the Salinas Valley.
Regional Planning Overview
The SVAEC is still very much focused on the five goals set in its Three-Year Regional Adult Education Plan (2019-22); however, in 20-21, progress indicators must be adjusted and strategies adapted to the current environment, which has changed drastically since last year. New barriers have arisen and old ones are exacerbated by the COVID crisis and subsequent economic crisis; the Consortium’s priorities are changing as students’ needs are changing; and resources are reduced, constrained, and unpredictable. How we operate, how we use resources, and what we will try to accomplish may look different from prior years. The needs and strategies described in the 20-21 Annual Plan all align with the SVAEC’s 3-Year Plan Goals to 1) Increase student enrollment; 2) Increase the number of adult learners achieving their education goals; 3) Increase the number of SVAEC adult learners making workforce gains; 4) Adopt the new CAEP Immigrant Integration metrics and promote increased support for immigrants in the Salinas Valley; and 5) Adopt practices that ensure equity, efficacy, and efficiency through data-driven decision making and alignment of adult education services and resources with regional needs. However, it will be a struggle to restore student enrollment and persistence to pre-COVID levels, thus we are removing the performance targets we had set for ourselves (10% increases in enrollment, education goals attainment, and workforce gains) and will work hard to maintain current levels.In 20-21 and beyond, the SVAEC will measure success not only by its progress towards achieving these five goals, but also by its ability to weather the storms caused by the COVID crisis and budgetary crisis and its unwavering commitment to eradicating racial injustice and other inequities in its local adult education system. The SVAEC will navigate the COVID crisis by remaining flexible and responsive to changing needs and using this as an opportunity to enhance offerings and serve students in new ways. We will determine how to safely and effectively conduct student intake, placement, onboarding, testing, instruction, and transition support in remote and/or modified settings; continue to develop and improve distance learning classes and remote services that promote student access and success, e.g. integrating digital literacy and social-emotional learning content into all curriculum; and provide as much support to students and their families as possible to help mitigate the negative impacts of the COVID crisis and subsequent economic crisis, both through our own services and those of community partners. The SVAEC will navigate the budgetary crisis by striving to make data-driven decisions; being strategic in its use of resources and leveraging other sources; collaborating and leveraging partnerships; and advocating within our districts, locally and regionally, and at the state-level for maintaining funding (although increased funding is needed) and support for adult education. The SVAEC will address racial injustice and other inequities in the local adult education system by taking these steps: educate ourselves about racial injustice, particularly in our education system, and learn how to become anti-racist educators; examine and evaluate types and levels of inequities in our local systems and adult education programs using quantitative and qualitative data (student demographic, enrollment, and outcomes data; census data; student interviews, surveys, and focus groups; etc.) and auditing our policies and practices; address inequities in our programs by developing and implementing an action plan; engage students more and invite them to participate in the governance of our programs and the consortium; and advocate for equity and racial justice at the regional, state, and national levels.

Meeting Regional Needs

Regional Need #1

Gaps in Service / Regional Needs
Student Support: Students’ ability to participate in adult education programs and reach their goals is impeded by the many barriers they face, especially during the current COVID crisis. Already among the most vulnerable in our society, the crisis is exacerbating the conditions that cause great insecurity for students and their families, including food and housing insecurity; unemployment and underemployment; unsafe living and working conditions; limited access to transportation, childcare, and internet; and physical, mental, and behavioral health issues with limited access to healthcare. And many are ineligible for public assistance. As adult education providers we know we are not able to meet all of these needs; however, we are committed to fulfilling our roles as community resource centers and doing what we can to support the health and wellbeing of our students and their families so they can continue to achieve their goals.
How do you know? What resources did you use to identify these gaps?
•Student surveys and direct student outreach•Regional data related to unemployment, housing/homelessness, food insecurity, public health, etc.
How will you measure effectiveness / progress towards meeting this need?
•Student surveys and interviews (pre- and post-)•WIOA II Wages & Earnings Survey•Student data in TE, especially update records•Track student outreach•Track referrals (how many were referred; make sure they connected - follow up)•Track how many people access and link from our Resources page on website•Student/community member participation in workshops/events•Student use of technical assistance•Regional data related to unemployment, housing/homelessness, food insecurity, public health, etc.

Regional Need #2

Gaps in Service / Regional Needs
Student Outreach: There is an ongoing need to increase awareness of adult education programs and educate the community about how to access their classes and services, particularly now that programs are operating remotely. In the age of COVID, new strategies are needed for outreach and recruitment.
How do you know? What resources did you use to identify these gaps?
•Census data, Member student data, and data from the SVAEC regional AE needs assessment survey•Feedback from teachers, staff, students, and community members, and partners, other stakeholders
How will you measure effectiveness / progress towards meeting this need?
•Student enrollment data•Partner referrals•Quantitative and qualitative data collection (including current and former student surveys)

Regional Need #3

Gaps in Service / Regional Needs
Student Access:Student access to adult education programs is more important and yet more challenging during the COVID crisis. Limited access to computers and internet, limited digital literacy skills, social-emotional challenges, and having to manage their children’s learning at home make it incredibly difficult for many students to access distance learning and remote support services.
How do you know? What resources did you use to identify these gaps?
•Surveys conducted in spring 2020 by AE programs and districts•Drop in enrollment and participation (tracking attendance and participation in online learning platforms)
How will you measure effectiveness / progress towards meeting this need?
•Enrollment and persistence data•Number of devices lent out and used•Track students receiving technical assistance•Assessment for digital literacy skills and keyboarding skills

Regional Need #4

Gaps in Service / Regional Needs
Student Persistence:Many students either stop attending before they reach their goals; stay in the same level when they should progress to a higher level; or do not ever attend class after intake/registration or orientation. And now the move to distance learning has impacted enrollment, retention, and progression to a much greater extent.
How do you know? What resources did you use to identify these gaps?
•Student data – enrollment, attendance, persistence, outcomes•Census data – Member student data comparison•Quantitative student data, particularly data showing insufficient transition to postsecondary•Feedback from teachers, staff, and students
How will you measure effectiveness / progress towards meeting this need?
•Student enrollment data•Student outcomes data, including data indicating transitions to postsecondary (TE, MIS, and Launchboard)•Quantitative and qualitative data collection (including current and former student surveys)

Regional Need #5

Gaps in Service / Regional Needs
Workforce Readiness: The economic crisis has caused the unemployment rate in Monterey County to jump to almost 15% and it may continue to rise. Students need to prepare to re-enter the workforce with transferrable technical and employability skills needed to transition into new industries and occupations as the economy shifts and begins to recover.
How do you know? What resources did you use to identify these gaps?
•Student data•LMI – especially unemployment data right now•Wage & Earnings Survey by WIOA II•Assessment in workforce readiness classes (virtual and online curriculum, e.g., CareerReady 101, Virtual Jobshadow, Odysseyware, etc.)
How will you measure effectiveness / progress towards meeting this need?
•Student outcomes data, including data indicating employment, wage gains, transitions to job training, or other workforce gains or occupational skills gains (TE, MIS, and Launchboard)•Quantitative and qualitative data collection (including current and former student surveys)

Regional Need #6

Gaps in Service / Regional Needs
Equity:Systemic inequities – racial, socioeconomic, gender, age, residency status, ability – lead to large numbers of individuals not receiving the services and opportunities they need to achieve their goals, including education and career goals. (Compounded, of course, with numerous other negative effects, including trauma.) Adult education programs exist to serve the underserved and marginalized. The adult education system is also sorely underfunded, thus inequity is inherent and only a fraction of those in need are served. There are likely inequities in our local adult education system, as well, that will require intentional inquiry into the effects of policies and practices on students and personnel.
How do you know? What resources did you use to identify these gaps?
•Student data•Regional data – census, public health, unemployment•Offerings – types of classes or services we are NOT offering
How will you measure effectiveness / progress towards meeting this need?
•Surveys - students and personnel•Student participation in our meetings•Suggestion boxes in classrooms or offices•Data analysis - improved enrollment, persistence, and outcomes for students in targeted groups

Regional Need #7

Gaps in Service / Regional Needs
Data & Assessment: Continuous improvement in data and assessment practices is always a need. Conducting assessments and collecting data are especially challenging in the current COVID crisis, as federal and state agencies, testing providers, and local adult education programs grapple with the question of how to do so in ways that are efficient and effective, maintain the integrity of the data, and keep people safe. AE providers need additional guidance, training, and resources to place, test, and track the progress of students in remote and/or modified modalities, and to evaluate their own effectiveness in serving students.
How do you know? What resources did you use to identify these gaps?
•Program feedback about new challenges in conducting intake and assessment, pre- and post-testing, due to COVID19 – have to do remotely and/or in much smaller groups•Many students in spring 2020 were not post-tested due to shelter-in-place restrictions and no way to test remotely•Gaps in student data, especially update records
How will you measure effectiveness / progress towards meeting this need?
•Integrity of data •Adapting to remote testing or modified in-person testing•Additional assessments developed/adopted?

Gaps In Service

New Strategies

Strategy #1
Increase student access to remote instruction and services: Ensure students have the technology to access classes and services by lending laptops and hotspots to those who need them, and find other creative ways to help them access the internet (e.g., wifi in school parking lots and other community hubs). Utilize digital learning platforms that are effective and accessible.
Strategy #2
Strive to maintain current levels of instruction: As resources allow, provide instruction in ESL, HSD/HSE, Citizenship, and Workforce Readiness through distance learning and hybrid classes. Offer existing CTE programs if possible through distance learning and hybrid instruction (hands-on portions of classes may have to wait until in-person training is permitted, unless creative solutions can be found).
Strategy #3
Increase instruction in two areas: 1) Provide more Digital Literacy instruction, with more stand-alone computer and keyboarding classes, modules teaching students how to work and study from home, and digital literacy skills instruction integrated across the curriculum. 2) Provide more programming to train adults, especially parents, to support K12 children’s success in school, particularly while the county remains under shelter-in-place orders and K12 schools only offer distance learning.
Strategy #4
Increase academic support services: Develop strategies to support students remotely through virtual onboarding, tutoring, and testing. Provide technical assistance to help them access and navigate online instruction, through live assistance by phone or computer and with how-to videos posted on websites and social media. Explore the possibility of having students serve as tutors or peer mentors who can provide supplemental instruction.
Strategy #5
Increase student support services: Provide virtual college and career pathways support with individual advising and virtual events like job readiness workshops and resource fairs. Offer programming that provides social emotional support and promotes the health and wellbeing of students and their families. Collaborate with community partners to share information about support services through resource guides, social media, and partner presentations/workshops. Refer more students to partner agencies as needed for assistance with housing, utilities, food, healthcare, mental/behavioral health, transportation, etc. Appoint and train at least one person at each program/site to serve as a “Resource Navigator.”
Strategy #6
Maintain outreach and recruitment efforts: Continue to conduct outreach and recruitment remotely, using tools and strategies like radio and television advertising (English and Spanish), social media (posts, events, videos, and ads), website improvements, virtual events (open houses and workshops), and leveraging partner activities.
Strategy #7
Address inequities: Educate ourselves about equity, conduct research and data analysis, assess our programs (including curriculum and instruction, hiring practices and pay), and make changes to policies and practices that create barriers, cause harm, and perpetuate inequity. Make equity a standing agenda item, engage students in decision-making, and use a human-centered design approach to improve services and serve the underserved. Advocate for more resources for our students and their families, including education and training, transportation, healthcare, and child care.

Seamless Transitions

New Strategies

Strategy #1
Adapt intake, orientation/onboarding, assessment, placement, and data collection practices to the virtual landscape.
Strategy #2
Modify and improve data collection and assessment/testing tools and practices.
Strategy #3
Better utilize student assessment data and pathways tools (which include pathways maps, course sequences, and placement guidance) to inform placement, instruction, and progression. Ensure student placement is individualized and aligned with students’ goals, skills, and interests.
Strategy #4
Inform students of online course offerings across the region, as they are no longer limited by location or transportation.

Student Acceleration

New Strategies

Strategy #1
Implement new strategies to intentionally create connection, increase engagement, and build community with students so they feel supported by their peers and program personnel and thus are able to persist and even accelerate their progress towards reaching their goals. This may include team-building activities inside and outside of class, peer tutoring and mentoring, conversation and study groups, social events, or student-led committees or clubs (all virtual at this time).
Strategy #2
Integrate digital literacy, workforce readiness, and social-emotional learning into all classes. Search for or develop assessment tools to track progress in these areas.
Strategy #3
Encourage co-enrollment in basic skills, technical skills, and employability skills courses.
Strategy #4
Develop and implement strategies to convert current integrated education and training programming into distance learning or hybrid programs. The following contextualized courses offered by various adult schools may continue in 20-21 if possible: Registered Dental Assistant, Certified Nursing Assistant, Culinary and Food Safety, Homecare Health Aide, and Driver’s Education (all career training integrated with English Language Development support). There is hope that an integrated Community Health Worker program may be started in collaboration with partners (a pilot in 2019 was very successful).

Professional Development

New Strategies

Strategy #1
Continue to convene the Consortium’s Professional Learning Community to foster regional collaboration, development of new strategies and tools, peer support, and professional development.
Strategy #2
Provide professional development for teachers, staff, and administrators related to the 20-21 strategies, including:a.Distance Learningb.Assessment, particularly Remote Testingc.Data Collection & Reportingd.Social-emotional learning, trauma-informed instructione.Equity in Adult Educationf.Consortium Fiscal Training (refresher on reporting requirements and how to use SmartSheets and NOVA)g.Student Pathways Support (encourage staff and teacher familiarity with local intake, enrollment, and placement processes, course sequences, and college and career pathways)
Strategy #3
Collaborate with community partners and neighboring consortia to provide regional professional development opportunities for teachers, staff, and administrators.
Strategy #4
Encourage participation in PD by CAEP, CalPro, OTAN, CASAS, Catesol, COABE, etc.

Leveraging Resources

New Strategies

Strategy #1
Conduct more community outreach and targeted recruitment through engagement of stakeholders, leveraging of partnerships (especially K-12 schools, libraries, and employers), improve cross-referral processes, and increased presence in the community (even virtually/online).
Strategy #2
Engage partners to collaboratively address four of the top barriers to adults accessing adult education: lack of or limited access to internet and computers, transportation, accessible child care, healthcare (including mental healthcare), affordable housing, and food.

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.
Activities in the 3-year plan, Consortium Annual Plan, and individual Member District Workplans all align, and all budgets align with the strategies and activities in the plans. At this time, the 20-21 allocation schedule is identical to that of 19-20. The full fiscal impact of the flat funding and rising costs plus changing needs is still not entirely clear. With soaring salary + benefits costs and no COLA increase, with new constraints on districts’ resources due to the COVID crisis, and with uncertainty about funding in the future, our adult education programs will be under a lot of strain this year. More staff time is needed for remote testing, extra facility cleaning, and extra class sections due to small class sizes. More devices are needed so students can access distance learning. And more academic and non-academic support services are needed for students, especially those with low digital literacy skills and limited English. Every attempt will be made to maintain current levels of service, which will require leveraging internal and external partnerships (including with our own districts), and to promote equity in our services. As in prior years, the majority of funding is dedicated to teacher and support staff salaries for direct student services like instruction, intake and assessment, outreach, and transition support. Given the current needs, more emphasis will be placed on supporting distance learning, student access, and student support (especially for parents of K12 school children), thus some shifting of resources may occur. The SVAEC’s overarching approach in 20-21: continually reassess needs and effectiveness in meeting them; continue to be adaptable and responsive to changing needs; make data-driven decisions and use resources strategically and creatively; and redistribute resources, if needed, to ensure our funding aligns with regional needs and gaps in services.
An approach to incorporating remaining carry-over funds from prior year(s) into strategies planned for 2020-21.
The SVAEC does not anticipate carrying over much of its 19-20 funding into 20-21. There will be approximately $70,000 in carryover from the Consortium’ Shared Fund (mainly due to two SVAEC Program Assistant positions being unfilled for over half of the year). Those funds will be used to pay for Consortium-level professional development and professional learning communities (which is a top priority, especially in the fall semester); outreach, recruitment, and marketing (with an increased focus on online strategies, some of which are much more expensive than in-person, community-based outreach); and student support and engagement (including virtual events, training, technical assistance, and leadership development).

Certification

Gonzales Unified - Member Representative

Approved by Candice Camacho

08/14/2020 02:46 PM PDT

Hartnell CCD - Member Representative

  • Kristen Arps
  • Director, Salinas Valley Adult Education Consortium
  • karps@hartnell.edu
  • (831) 759-6021
Approved by Ana Gonzalez

08/14/2020 05:19 PM PDT

Monterey Co. Office of Education - Member Representative

Approved by Mr. Joseph DeRuosi

08/14/2020 04:05 PM PDT

North Monterey County Unified - Member Representative

Approved by Margarita Palacios

08/14/2020 03:26 PM PDT

Salinas Union High - Member Representative

Approved by Tatiana Roganova

08/14/2020 03:04 PM PDT

Soledad Unified - Member Representative

Approved by Francisco Pinedo Jr

08/14/2020 04:48 PM PDT

South Monterey County Joint Union High - Member Representative

Approved by Sherrie Castellanos

08/14/2020 02:53 PM PDT