CAEP Three-Year Plan: 2022-23 21 Salinas Valley Adult Education Consortium
Status: Certified
California Adult Education Program
21 Salinas Valley Adult Education Consortium: Certified
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
* Mandatory for all consortia
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Number of Adults Served (AE 200 - Overall) | 3,336 | 2,681 | 3,500 | 3,700 | 4,000 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 2,212 | 1,572 | 1,500 | 1,800 | 2,200 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 3,124 | 2,486 | 3,300 | 3,500 | 3,700 |
Member Level Metric Targets
* Mandatory for all members
Gonzales Unified (Reported by Gonzales Unified School District (GUSD))
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) | 218 | 204 | 407 | 427 | 550 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 19 | 19 | 38 | 40 | 42 |
Hartnell CCD (Reported by Hartnell 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) | 330 | 325 | 300 | 350 | 380 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 100 | 100 | 100 |
Monterey Co. Office of Education (Reported by Monterey County Office of 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) | 80 | 12 | 80 | 100 | 120 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 16 | 8 | 10 | 12 |
North Monterey County Unified (Reported by North Monterey County Unified School District (NMCUSD))
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) | 183 | 178 | 335 | 352 | 370 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 23 | 25 | 28 | 30 |
Salinas Union High (Reported by Salinas Union High School District (SUHSD))
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) | 1,405 | 1,095 | 2,000 | 2,100 | 2,200 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 72 | 84 | 120 | 125 | 127 |
Soledad Unified (Reported by Soledad Unified School District (SUSD))
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) | 375 | 195 | 275 | 300 | 350 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 35 | 20 | 175 | 200 | 225 |
South Monterey County Joint Union High (Reported by South Monterey County Joint Union High School District (SMCJUHSD))
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) | 57 | 99 | 200 | 225 | 250 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 7 | 9 | 11 |
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 |
---|---|---|---|---|---|---|
Gonzales Unified | 100% | 100% | 54% | 100% | 100% | 100% |
Hartnell CCD | 100% | 100% | 67% | 85% | 85% | 85% |
Monterey Co. Office of Education | 100% | 100% | 73% | 100% | 100% | 100% |
North Monterey County Unified | 100% | 100% | 55% | 85% | 90% | 95% |
Salinas Union High | 100% | 100% | 73% | 100% | 100% | 100% |
Soledad Unified | 100% | 142% | 108% | 85% | 90% | 95% |
South Monterey County Joint Union High | 100% | 100% | 33% | 95% | 95% | 95% |
Objectives
Address Educational Needs
Objective 1: Increase student enrollment to pre-pandemic levels.
Census data and student data show that thousands of community members need our services. Data from the Community Needs Assessment Survey showed that many community members are still unaware of the adult education programs in the region and/or that they do not know how to access or enroll in the programs. Thus, a primary focus of the SVAEC’s efforts is enrollment. The three main strategies it will use to achieve its enrollment goals are outreach, marketing, and improved access.
The highly effective methods used to conduct the SVAEC Community Needs Assessment will be utilized in the SVAEC’s outreach efforts. Outreach and marketing efforts will be tailored to the needs of adults who are English Language Learners, immigrants, have low literacy levels, have had limited formal education, are unfamiliar with the U.S. school system, low-income, and speakers of Spanish, indigenous Central American languages, and Arabic. Increased high-touch community outreach through engagement of stakeholders, leveraging of partnerships, and consistent presence in locations where our target prospective students are commonly found will lead to opportunities for information sharing and relationship building. This will also provide opportunities for feedback from the community and continuous needs assessment.
Key stakeholders include K-12 schools, libraries, employers, WIOA partners, and numerous community-based organizations. Engagement of teachers and current students will also be critical to recruitment efforts; the idea of Student Ambassadors will be explored. Key locations/opportunities for recruitment include K-12 school meetings and events, public libraries, AJCCs/One Stop Centers, company events (especially agriculture companies), food bank distribution sites, affordable housing sites and farmworker housing sites, laundromats, and churches. The emphasis will be on going to where the prospective students are, rather than waiting for them to come to us, and trying new approaches like on-site registration at community events.
The SVAEC will continue to build a strong referral network by collaboratively developing and implementing cross-referral tools and processes with WIOA partners, the regional Active Referral Network and Prosperity Advisory Group coordinated by the United Way and Goodwill Central Coast, Monterey Bay Economic Partnership, other neighboring adult education consortia, and other partners and initiatives.
Improve Integration of Services & Transitions
Objective 2: 20% of our completers (students who finish at least one course) will reach their stated workforce goals (includes employment goals).
One of our primary objectives is to help adult learners reach their career goals, and the data shows that adults need access to pathways that lead towards living wage jobs and that industry needs a skilled workforce. Our role in meeting these needs is to help adult learners gain the basic skills, employability skills, and technical skills needed to move from unemployment, underemployment, or low-wage jobs into middle-skill, middle-wage jobs. Our aim is to provide instruction, training, and advising to help students reach their career goals. Goals may include moving from unemployment to employment or from part to full-time work; qualifying for jobs with increased responsibility and earning potential; advancing to positions of higher responsibility; transitioning over to a completely new career pathway or sector; or finding jobs with improved working conditions, schedules, or locations. The strategies for this goal include expansion and innovation in curriculum and instruction; increased student support services; leveraging of industry and community partnerships; and data collection.
Objective 3: As part of our commitment to equity, we renew our commitment to applying the immigrant integration framework and increasing support and opportunities for immigrants.
The goal of applying the immigrant integration framework reflects the SVAEC’s commitment to better serve the immigrant populations in the Salinas Valley by collecting and analyzing relevant data, conducting additional relevant research and needs assessments, and improving programs and services accordingly. The SVAEC also aims to engage regional stakeholders in efforts to develop a strong network of partners and a regional plan to improve services and create more opportunities for immigrants in our communities. Our network will be similar to the immigrant integration network called ALLIES in the South Bay region. The SVAEC will adopt/adapt this Immigrant Integration Framework and use it to develop and implement a Regional Immigrant Integration Plan by (1) conducting further research, (2) forming a professional development plan to ensure that the Consortium’s administrators, teachers, and staff are informed of and versed in immigrant integration, and (3) extending training to stakeholders, who will then be engaged to partner in collaborative planning efforts.
Improve Effectiveness of Services
Objective 4: 60% of our students will achieve an educational goal.
This goal hinges on increased student persistence and success through relevant programming, high-quality instruction, and wrap-around support services. More viable pathways need to be developed for adults to transition from adult schools and other community partner programs into college and the workforce. Those pathways will require new courses and curricula, new instructional models and strategies, and alignment between programs and with academic and industry standards.
The new programming includes bridge courses to help students transition into college; short-term certificate programs; contextualized instruction in new courses and integrated across all curricula; a workforce readiness curriculum in the form of new courses and integrated across program areas and levels; and CTE (Healthcare, Agriculture, Education, Hospitality, and Building Trades). Curricula must be aligned with academic standards, industry standards and workforce needs, as well as the new immigrant integration metrics that capture student goals related to family, civic, financial, health and wellness, and other areas of growth for immigrants, in addition to academic and career goals.
Objective 5: 60% of students will persist at least 40 hours in a semester.
To achieve this goal, advising and individualized career planning services will be made available to all students. Career advisors, counselors, and staff will provide support to adult education students. Besides the individualized career planning, support services will include providing clear and comprehensive career pathway maps and information for students and providers; job fairs specifically for adult learners and the community; and referrals to job training programs, work-based learning opportunities, and job opportunities. Ongoing student-centered advising and counseling services will include the development of individualized education plans for each and every adult education student. Mentoring can also be a powerful way to help students persist; mentor and peer mentor activities will be piloted. Programming and messaging that is supportive of students and encourages students to push themselves beyond what they thought was possible will be implemented. Mapping the education and career pathways options for students will also show students what is possible, help facilitate their planning, and provide smoother transitions into college or career.
Activities & Outcomes
STUDENT ENROLLMENT
Objective that Applies to this Activity
Address Educational Needs
Objective 1: Increase student enrollment to pre-pandemic levels.
Develop a new outreach, marketing, and recruitment plan consistent with the results of the needs assessment.
Formulate student enrollment plans that correspond with current regional needs.
Expand outreach in Spanish and other languages.
Conduct more community outreach and targeted recruitment through engagement of stakeholders, leveraging of partnerships (especially K‐12 schools and employers), and increased presence in the community and industry.
Build a stronger cross‐referral network with other providers and pilot co‐location of counselors/advisors/case managers.
Host more tours and events at the adult education program sites.
Consistently follow up with students who have expressed interest or who signed up but did not attend.
Tailor marketing to reach specific audiences (e.g., ELLs, immigrants, adults with limited literacy skills, adults with limited formal education, low-income adults, and speakers of other languages).
Increase our presence in locations where our prospective students are commonly found: K-12 school meetings, public libraries, AJCCs/One-stop Centers, company events, food banks, housing sites, laundromats, churches, etc.
Likewise, increase our presence in locations where our students want to go.
Improve and better communicate enrollment processes across Consortium to make them consistent, clear, and student‐centered.
Continue and expand ESL and English literacy class offerings.
Expand offerings to better meet the needs of students, and offer classes in multiple modalities (in-person, on-line, and hybrid) and more flexible schedules (including evening and weekend offerings).
Offer classes of interest to students, including reading, spelling, writing, job interview skills, soft skills, math, personal finance, etc.
Take greater advantage of word-of-mouth advertising through our current students.
Engage in more goal setting with the students (by the week, quarter, or semester).
Emphasize that adult school can be a bridge to community college.
Expand pre-apprenticeship opportunities.
Communicate class offerings at workplace locations.
Strengthen partnerships with industry and employers.
Communicate that adult ed classes are free.
Provide info on financial assistance.
Conduct research to determine the reasons that might be keeping people from enrolling (e.g., being fully employed). Where possible, reduce the barriers to enrolling (e.g., offer class at more flexible times).
Increased awareness of adult education programs and services and their enrollment processes.
Improved student access to adult education programs and services.
Improved retention of students post-intake and post-orientation.
Increased and strengthened partnerships with industry and community partners.
Increased student enrollment in adult education programs.
Classes at capacity.
Increased student persistence and completion.
Achievement of students' desired outcomes.
Strong regional referral network.
Increased referrals.
Increased pre-apprenticeship opportunities.
Increased percentage of students gaining new skills, obtaining certificates and degrees, increasing their earning potential, and reaching their educational goals.
Increased economic prosperity and upward mobility for adults, their families, and communities.
Workforce, economic, and community development in the Salinas Valley leading to equity, a reduction in poverty, and a robust economy.
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)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
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WORKFORCE GOALS
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Objective 2: Twenty percent of our completers (students who finish at least one course) will reach their stated workforce goals (includes employment goals).
Increase career pathways available to adult learners, particularly in business office technology, small business, healthcare, agriculture, and education.
Increase access to pathways that lead toward living wage jobs.
Help adult learners gain employability and technical skills.
Ensure that students can articulate the transferable skills they have learned.
Research and develop viable career pathways and programming that lead to increased workforce opportunities for undocumented adults.
Expand and innovate curriculum and instruction. For example, expand short-term certificate CTE programs and develop pre-CTE bridge courses.
Integrate career pathways and workforce readiness across the curricula. Develop career pathways maps.
Provide advising services, develop individualized career plans for students transitioning to college, provide ongoing support and follow up, and conduct workforce-related data collection.
Hold job fairs at adult schools.
Refer students to job training programs, work-based learning opportunities, and job opportunities.
Further develop relationships with employers and other industry partners for outreach and referrals, new program development, job and internship placement opportunities, and collaboration in the development of a regional workforce development plan.
Increase collaboration with the MCWDB and WIOA-funded job training programs.
Develop industry liaisons to deepen relationships with industry partners, increase collaboration, and optimize opportunities for students.
Expand pre-apprenticeship opportunities for students.
Improve data collection at intake and follow up. Ensure collection of student goals and barriers related to employment and career.
Collect data on workforce gains. These may include the following:
- Maintaining a job.
- Moving from unemployment to employment.
- Moving from part-time work to full-time work.
- Moving to a job with greater responsibility.
- Moving to a job with greater pay.
- Advancing to a higher position in current company or industry.
- Transitioning to a completely new career pathway.
- Finding a job with better working conditions.
- Finding a job with a better work schedule.
- Finding a job in a location that is more convenient.
Survey students to better understand barriers to achieving workforce gains and how best to support students.
Identify gaps in knowledge with teachers and staff.
Research employer/industry needs and better communicate those needs to adult education teachers and staff.
Provide professional development for teachers related to workforce readiness and career pathways.
Develop strategies to motivate students to persist in classes (e.g., incentives, rewards, and awards ceremonies).
Increase collaboration with Hartnell College.
Highlight CTE opportunities in Bridge class.
Career advising services and individualized career plans offered to transitioning students.
More CTE and workforce readiness programming developed and offered.
More career pathways open to adult students.
Enhanced relationships with employers and industry partners.
Increased number of students receiving workforce readiness and CTE services.
Increased pre-apprenticeship opportunities.
Increased number of students making workforce gains, such as, the following: progressing from unemployment to employment, part-time to full-time work, new positions/advancement, wage gains, or improved working conditions.
Increased number of students gaining new skills, obtaining certificates and degrees, increasing their earning potential, and reaching their workforce goals.
Increased economic prosperity and upward mobility for adults, their families, and communities.
Workforce, economic, and community development in the Salinas Valley leading to equity, a reduction in poverty, and a robust economy.
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)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
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IMMIGRANT INTEGRATION
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Objective 3: As part of our commitment to equity, we renew our commitment to applying the immigrant integration framework and increasing support and opportunities for immigrants.
Research immigrant integration and provide training for Consortium and partners.
Explore how we could incorporate social, linguistic, and economic integration into our curricula and practices.
Inventory and map current immigrant integration assets in the region and identify opportunities for improvement and expansion.
Conduct immigrant integration needs assessment that captures data related to barriers preventing immigrants from accessing resources.
Utilize data to inform the improvement or expansion of programs and services.
Create more career pathways for immigrants in our communities, including those who are undocumented.
Include new immigrant integration metrics into Consortium data practices.
Provide training to increase knowledge and skills of adult education program administrators, teachers, and staff related to immigrant integration.
Plan full-day trainings on immigrant integration (perhaps by ALLIES).
Create a PLC on immigrant integration (or incorporate this into one of our current PLCs).
Engage regional stakeholders to develop a strong network of partners; extend training opportunities to partners.
Increase partnerships with providers of non-instructional services (e.g., healthcare; legal, social, and financial service providers; industry and civic partners).
Conduct research leading to the development of a collaborative regional plan for immigrant integration with partners and stakeholders.
Revise or develop new curriculum with EL Civics.
Per the ALLIES Immigrant Integration Framework, integrate the following in our curricula: English language proficiency; first language literacy; educational and career advancement; financial security; health and well-being; providing for family; credentials and residency; participation in civic and community life.
Work with partners to develop and implement a workshop series for immigrants related to immigrant integration and available resources.
Integrate work ethics into some of the programs, including customer service skills, conflict resolution skills, and responsibilities of the employer and the worker.
Conduct outreach designed to promote immigrants' knowledge of and access to resources, including how to obtain benefits.
Increase collaboration with Hartnell faculty.
Partner with Hartnell's parent liaison.
Promote parents' involvement in their local schools.
We will become better informed on the following:
The meaning of immigrant integration and the impact that relevant programs have on our communities.
The immigrant integration needs and assets of our region.
The State metrics and guidelines for immigrant integration.
Best practices for creating career pathways for immigrants and ELLs, including those who are undocumented.
Stronger partnerships between the Consortium and regional stakeholders that can be leveraged for improving services and increasing opportunities for immigrants.
Immigrant integration-related skills incorporated into curricula across program areas and levels.
New career pathways for immigrants who do not meet the right-to-work requirements.
Increased awareness of services among immigrant communities.
Increased trust in our services among immigrant communities.
Increased number of immigrants who are reaching out to us and making progress toward their goals.
Immigrant students have soft and technical skills to succeed in school and the workplace.
Strong network of stakeholders collaborating to serve and provide opportunities for immigrants.
Progress in areas of workforce, economic, and community development.
Economic prosperity and upward mobility for immigrants, their families, and communities.
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)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
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EDUCATIONAL GOALS
Objective that Applies to this Activity
Improve Effectiveness of Services
Objective 4: Sixty percent of students will achieve an educational goal.
Develop pathways from adult school to community college.
Develop new curricula and courses: bridge/transition courses, short‐term certificate programs, contextualized instruction (IET, VESL, Integrated EL Civics), workforce readiness, and CTE (business office technology, small business, healthcare, agriculture, and education).
Align curricula across adult education programs with college curricula, industry standards and needs, academic standards like CCRS and ELPS, and with new immigrant integration metrics.
Integrate trauma-informed and equity-minded practices into curricula.
Integrate college and career readiness skills, career pathways, and workforce development knowledge into all curricula across program areas and levels.
Develop more programming for special populations, like adults with disabilities and undocumented students.
Offer professional development in individualized education planning for adult learners transitioning to college, career pathways, and workforce development.
Provide students with incentives for achieving their educational goals.
Focus on persistence, engagement, and motivation.
Integrate work ethics, collaboration, and problem solving into the curriculum--skills that will transfer to the workforce.
As we transition to the post-pandemic era, move from on-line to in-person instruction.
Have dedicated counselors to help students to transition.
Increase tutoring services, particularly, with technology.
Discuss goals at intake.
Develop/foster study and support groups among students. Provide students with strategies for how to be a part of a study group.
Promote the development of metacognitive activities designed to monitor progress with the following educational goals:
- Improving a skill.
- Creating attainable goals.
- Making a realistic schedule.
- Gaining confidence.
- Exploring new activities.
- Reaching out for help.
- Remaining determined.
- Learning patience.
- Balancing school, work, and family.
- Developing good study habits.
- Attending regularly.
- Participating in class.
- Asking questions.
Increased percentage of students setting goals, developing education plans, and persisting in adult education programs.
Smoother transitions for students between levels, programs, and institutions.
Additional courses that are relevant to adult learners’ lives and goals.
Courses relevant to transitions and employment.
Improved student data collection.
Increased percentage of students achieving desired outcomes and goals.
Increased percentage of students gaining new skills, obtaining certificates and degrees, increasing their earning potential, and reaching their educational and career goals.
Increased economic prosperity and upward mobility for adults, their families, and their communities.
Increased workforce, economic, and community development in the Salinas Valley leading to equity, alleviation of poverty, and a robust economy.
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)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
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PERSISTENCE
Objective that Applies to this Activity
Improve Effectiveness of Services
Objective 5: Sixty percent of students will persist at least 40 hours in a semester.
Establish spaces at schools that are clearly and consistently dedicated to adult education.
Conduct transitional planning for students moving from adult education to community college or other educational programs.
Support student goal setting during orientation and during transitions.
Consider providing childcare information and resources. Also consider providing childcare.
Partner with local agencies to provide wraparound services.
Provide ongoing advising, mentoring, and support to all adult education students.
Provide peer mentors and mentoring activities.
Employ programming and messaging that are supportive of all students.
Map education and career pathways for students who are transitioning.
Diversify instructional strategies and modalities.
Offer dynamic classes in flexible schedules.
Connect students to WIOA Title I programs.
Provide professional development for teachers, staff, and administrators.
Improve data collection practices to better capture student goals, progress, and outcomes.
Utilize student assessment data to inform placement and instruction.
As a Consortium, set Consortium‐wide and member‐level targets for student progress and completion.
Regularly review student data together for continuous program quality improvement.
Identify and address the reasons why some students do not continue attending after beginning a course.
Increase professional development and SEL for students.
Design engaging classes that have value for students.
Treat every person with respect and trust.
Staff and teachers better trained in goal-setting, educational planning, career exploration, and career development.
Staff more informed in educational and career resources for their students.
Staff more knowledgeable about regional workforce development information.
Improved student data collection.
Develop more adult education programs and pathways that meet the needs of adult learners and industry.
Increased percentage of students gaining new skills, obtaining certificates and degrees, increasing their earning potential, and reaching their educational and career goals.
Increased economic prosperity and upward mobility for adults, their families, and their communities.
Increased workforce, economic, and community development in the Salinas Valley leading to equity, alleviation of poverty, and a robust economy.
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)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
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Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Gonzales Unified | $444,053 | Certified |
Hartnell CCD | $401,613 | Certified |
Monterey Co. Office of Education | $1,325,768 | Certified |
North Monterey County Unified | $869,220 | Certified |
Salinas Union High | $2,879,871 | Certified |
Soledad Unified | $433,922 | Certified |
South Monterey County Joint Union High | $186,316 | Certified |
Totals | $6,540,763 | 7/7 Certified |
In 2022-23, the SVAEC received $4,120,067 as its CAEP allocation, an increase of $208,487 over the previous year. Members leverage and braid funding from many other sources for their adult education programs, enabling them to expand beyond what could be achieved with CAEP funds alone. An analysis of SVAEC funding by source is summarized in Table 1. The largest source of braided funding is LCFF funding, which we estimate at $4,502,832 for the next three years. At $1,836,625, the second largest source of braided funds is WIOA Title II funding. Three of the seven SVAEC members receive WIOA Title II funds: Salinas Adult School, Soledad Adult School, and Gonzales Adult School. Finally, at $466,500, the third largest source of braided funds is in-kind contributions. In sum, CAEP accounts for about 60% of our funds, and leveraged funds account for about 40%.
Table 1 SVAEC Funding by Source (FY 2022-2025)
For a different view of our funding, Table 2 presents SVAEC funding by program area. At $8,197,175, the top program area is adult basic education (ABE) and adult secondary education (ASE). With an investment of $5,033,156, ESL/EL Civics is in second place. Finally, workforce reentry takes third place with an investment of $3,719,058. These investments reflect the fundamental importance of ABE/ASE, ESL/EL Civics, and workforce reentry in contributing to our long-term goals of increasing economic prosperity and upward mobility for adults, their families, and their communities, as well as increasing workforce, economic, and community development in the Salinas Valley leading to increased equity, alleviation of poverty, and a more robust economy.
Table 2 SVAEC Funding by Program Area (FY 2022-2025)
For a more detailed funding analysis by member and for the Consortium, please see the following spreadsheet:
https://docs.google.com/spreadsheets/d/1qg6ADf8l4hF47GbVUWP6ZIba0kVTWBZnqpXTQRjrIac/edit?usp=sharing
Certification
Gonzales Unified - Member Representative
Candice Camacho - c.camacho@gonzales.k12.ca.us
- (831) 675-0100 ext: 8117
Llesenia Argueta Gonzales Unified School District - Director of Fiscal Services
- largueta@gonzales.k12.ca.us
- (831) 675-0100 ext: 8104
Maria De Leon - Program Assistant I
- mdeleon@hartnell.edu
- (831) 759-6051
Hartnell CCD - Member Representative
Ana Gonzalez - Director of Adult Education and Workforce Development
- agonzalez@hartnell.edu
- (831) 755-6719
David Techaira - Controller
- dtechair@hartnell.edu
- (831) 755-6835
Clint Cowden - ccowden@hartnell.edu
Mostafa Ghous - mghous@hartnell.edu
Maria De Leon - Program Assistant I
- mdeleon@hartnell.edu
- (831) 759-6051
Ivan Pagan - Director of SVAEC
- ipagan@hartnell.edu
- (831) 759-6021
Laura Zavala - lzavala@hartnell.edu
Monterey Co. Office of Education - Member Representative
Dawn Tovey - Director/Controller of Internal Services
- dtovey@montereycoe.org
- (831) 755-6440
Brenda Ramirez - Accountant
- bramirez@montereycoe.org
- (831) 755-0327
Greg Ludwa MFA - Senior AEBG Instructor
- gludwa@montereycoe.org
- (831) 755-6457
Dr. Ernesto Vela - Assistant Superintendent
- evela@montereycoe.org
- (831) 755-1405
North Monterey County Unified - Member Representative
Margarita Palacios - Assistant Principal
- mpalacios@nmcusd.org
- (831) 633-3343 ext: 1609
Aida Ramirez - Director Educational Options
- aramirez@nmcusd.org
Salinas Union High - Member Representative
Tatiana Roganova - Director
- tatiana.roganova@salinasuhsd.org
- (831) 796-6900
Ana Aguillon - CBO
- ana.aguillon@salinasuhsd.org
Reyanna Flores - Accountant
- reyanna.flores@salinasuhsd.org
- (831) 796-7047 ext: 1008
Soledad Unified - Member Representative
Jeff Lopez - jlopez@soledad.k12.ca.us
- (831) 678-3987
Francisco Pinedo Jr - Adult Education Lead Instructor
- fpinedo@soledad.k12.ca.us
- (831) 229-8236
Guadalupe Reyes - Director of Fiscal Services
- greyes@soledad.k12.ca.us
- (831) 678-3950 ext: 132
South Monterey County Joint Union High - Member Representative
Paige Leebrick South Monterey County Joint Union High School District - Alternative Education Coordinator
- pleebrick@smcjuhsd.org
- (831) 385-4661
Sherrie Castellanos - Chief Business Official
- scastellanos@smcjuhsd.org
- (831) 385-0606 ext: 4338