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CAEP Three-Year Plan: 2022-23 21 Salinas Valley Adult Education Consortium

Status: Certified

California Adult Education Program Produced: 06/17/2022 01:51 PM PDT Paige Leebrick

21 Salinas Valley Adult Education Consortium: Certified

Details

Consortium Information

Consortium Name:
21 Salinas Valley Adult Education Consortium
Consortium Short Name:
21 Salinas Valley
Address:
411 Central Avenue | Salinas, CA | 93901
Website:
https://svaec.org
Funding Channel 2022-23:
Fiscal Agent
CAEP Funds 2022-23:
$4,120,067
CAEP Funds 2021-22:
$3,911,580
CAEP Funds 2020-21:
$3,759,327

Consortium Contacts

ResponsibilityNameEmailTitlePhone
Fiscal Contactdtechair@hartnell.eduController(831) 755-6835
Fiscal Contacteflores@hartnell.eduBudget & Grants Accountant(831) 755-6983 ext: 6983
Primary Contactipagan@hartnell.eduDirector of SVAEC(831) 759-6021
Primary Contactmghous@hartnell.edu
Primary Contactlzavala@hartnell.edu

Member Agencies

Member AgencyMember TypeContactPhone
Gonzales UnifiedUnified School DistrictCandice Camacho (831) 675-0100 ext: 8117
Hartnell CCDDistrictAna Gonzalez(831) 755-6719
Monterey Co. Office of EducationCounty Office of Education (COE)Dawn Tovey(831) 755-6440
North Monterey County UnifiedUnified School DistrictMargarita Palacios(831) 633-3343 ext: 1609
Salinas Union HighHigh School DistrictTatiana Roganova(831) 796-6900
Soledad UnifiedUnified School DistrictJeff Lopez(831) 678-3987
South Monterey County Joint Union HighHigh School DistrictPaige Leebrick South Monterey County Joint Union High School District(831) 385-4661

Executive Summary

Assessment

Overview and Preparation

First, an original needs assessment was conducted.  Second, data was gathered to understand the needs of adults in the Salinas Valley.  

Regional Alignment and Priorities

The implications of our research include increasing collaboration with workforce professionals, expanding apprenticeship opportunities, and expanding services in South County.

Educational Needs of Adults in the Region

Our key conclusion is that we don’t provide extensive workforce services, but our partners do.  Thus, we should collaborate more with our workforce partners.

Contributions by Entities

Our members participated in an administrators’ retreat, conducted a needs assessment, attended weekly working sessions, and assisted in the collection of data for the three-year plan.

Regional Service Providers

We conducted an inventory of services provided by our 7 member agencies, as well as by 32 other regional service providers with whom we collaborate.

Current Levels and Types of Services

Our services include ESL, Basic English and Spanish literacy, ABE and ASE (including HSD/HSE), EL Civics, K-12 Success, and Workforce Readiness (including digital literacy and CTE).

Metrics

The following metrics were selected by the SVAEC.

CAEP Barriers & Metrics

Student Barriers

  • English Language Learner (AE 305 – Overall)

  • Low Literacy (AE 311 – Overall)

Success

  • Participants who earned a high school diploma or equivalency (AE 633 – Overall)

Consortium Level Metric Targets

  • Number of Adults Served (AE 200 – Overall)

  • English Language Learner (AE 305 – Overall)

  • Low Literacy (AE 311 – Overall)

Member-level Metric Targets

  • Adults Who Became Participants (AE 202 – Overall)

  • Participants Who Earn a High School Diploma or Equivalency (AE 633 – Overall)

Objectives

Objective 1: Increase student enrollment to pre-pandemic levels.

Objective 2: Twenty percent of our completers (students who finish at least one course) will reach their stated workforce goals (includes employment goals).

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.

Objective 4: Sixty percent of our students will achieve an educational goal.

Objective 5: Sixty percent of students will persist at least 40 hours in a semester.

Activities and Outcomes

Activity 1: Student Enrollment

Examples of Strategies

  • 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.

Activity 2: Workforce Goals

Examples of Strategies

  • Increase career pathways available to adult learners, particularly in business office technology, small business, healthcare, agriculture, and education.

  • Increase access to pathways that lead towards living wage jobs.

Activity 3: Immigrant Integration

Examples of Strategies

  • 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.

Activity 4: Educational Goals

Examples of Strategies

  • 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).           

Activity 5: Persistence

Examples of Strategies

  • 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. 

Funds Evaluation

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.  The largest source of braided funding is LCFF funding, which we estimate at $4,502,832.  At $1,836,625, the second largest source of braided funds is WIOA Title II funding.  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%.  We can also examine 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.

Assessment

The assessment phase of this project consisted of two principal activities.  First, an original needs assessment was conducted with the assistance of Pedroso Consulting: https://svaec.org/wp-content/uploads/2022/04/Strategic-Plan-Needs-Assessment-2022.pdf.  Second, data was gathered to understand the needs of adults in the Salinas Valley more fully.  This is particularly important given that data is usually gathered for Monterey, but the Salinas Valley, as will be shown, has characteristics that are quite different from Monterey.

The original needs assessment consisted of a short, ten-question survey available in English or Spanish.  The survey was administered to 354 enrolled students (yielding 376 valid surveys) with the assistance of instructors at the adult schools, as well as to 354 non-enrolled students (yielding 336 valid surveys).  Enrolled students are adult students who have taken a class at one of our adult schools within the past year.  Non-enrolled students are adults who have either never taken a class at one of our adult schools or have not taken a class with us in the past year. 

The survey gathered the following information:

·      Zip code

·      Age

·      Gender

·      Primary language

·      Current employment status

·      Highest level of education

·      Educational goals

·      Courses of interest

·      Career training of interest

·      Career goals

·      Barriers to enrolling in adult education

Once the surveys were concluded, follow up interviews were conducted with 16 community survey respondents to share insights on the top three barriers: can’t take time off work, time of classes, and access to childcare.  Finally, Pedroso Consulting prepared a report of their findings, and these findings were used to inform the metrics, objectives, activities, and outcomes.

To complement and inform our evaluation of the report prepared by Pedroso Consulting, we gathered background on the Salinas Valley.  First, we looked at the Economic Overview for Monterey, CA, prepared by Chmura Economics & Analytics (2022) on behalf of the Monterey County Workforce Development Board.  Second, we looked at original research conducted by Rosie Armstrong, Director of Workforce Development: Agriculture and Healthcare Sector Partnerships, Office of Institutional Advancement, Hartnell College.

The Economic Overview (2022) was useful in gaining points of comparison between Monterey County, the state, and the nation.  Here are some highlights from that report.  As compared to California and the USA, Monterey County …

·      Is more Hispanic (58.7%)

·      Has a lower labor force participation rate (60.5%)

·      Has more people without a HSD (29.9%)

·      Has fewer people with bachelor’s degrees (14.3%)

·      Has more foreign-born people (29.8%)

·      Has more people who speak English less than very well (27.3%)

·      Has a higher unemployment rate (7.2%)

·      Had a lower increase in average annual wages (7%)

In terms of industry, the top employers were the following:

·      Agriculture, Forestry, Fishing and Hunting 28.4%

·      Health Care and Social Assistance 11.4%

·      Retail Trade 8.6%

·      Accommodation and Food Services 8.6%

While the information in the Economic Overview is useful, if we drill down and investigate the communities of the Salinas Valley, we find a much different picture, as the following chart illustrates. 

Data Categories

Monterey County

King City

Greenfield

Soledad

Gonzales

Salinas

Salinas Valley

Population

439,035

13,322

18,937

24,925

8,647

163,542

229,373

Identify as Latino (%)

59.4

87.5

91.1

72.5

90.3

79.3

84.14

Immigrant (%)

29.8

49.2

40.7

29.9

32.5

37.3

37.92

BA or higher (%)

29.7

4.1

5.2

6.8

9.5

13.3

7.78

HS diploma (%)

71.5

41.9

45.2

59.9

53.7

59.2

51.98

under 18 (%)

26

33.6

35.4

22.6

32.2

31

30.96

65 and over (%)

14

6.4

6.4

6

7.4

8.9

7.02

Language other than 

English spoken at home (%)

55.2

82.5

82.8

61.4

75.7

72.2

74.92

Computer at home (%)

90.5

81.4

78.7

90

85.5

89

84.92

Broadband at home (%)

84.2

73.7

70.5

80.7

76

82.8

76.74

Median Income (dollars)

71,015

49,375

59,595

64,472

65,527

61,527

60,099

Persons in Poverty (%)

11.6

18.6

13.2

13.5

10.1

16.8

14.44

Per census data from the American Community Survey, April 2020

Compiled by Rosie Armstrong, Hartnell College

In general, if we compare the Salinas Valley to Monterey, the Salinas Valley has … 

·      A greater proportion of Latinos (84.14%)

·      A greater proportion of immigrants (37.92%)

·      A much lower proportion of people with a BA or higher (7.78%)

·      A much lower proportion of people with a HSD (51.98%)

·      A greater proportion of people under 18 (30.96%)

·      A smaller proportion of people 65 and over (7.02%)

·      A much greater proportion of people who speak something other than English at home (74.92%)

·      A smaller proportion of people with computers at home (84.92%)

·      A smaller proportion of people with broadband at home (76.74%)

·      A smaller median income ($60,099.20)

·      A greater proportion of people in poverty (14.44%)

The above indicates a need for more ESL, ABE/ASE, outreach, and opportunities for immigrants.

The data for this section is derived from two principal sources.  The first report, Addressing the Needs of Employers and Workers in the Salinas Valley (June 2016), was sponsored by Jobs for the Future and The National Resource Network.  The second report is The Workforce Innovation and Opportunity Act (WIOA) Local Plan, Program Years 2017-2020.

The Addressing the Needs report begins by reviewing Labor Market Information (LMI).  Since much of this information was reviewed in the previous section of the three-year plan, we will forgo reviewing it.

In the next section of the report, Addressing the Needs performs an asset mapping of our region in the context of launching sector partnerships in key industries (agriculture and health care).  A lack of space does not permit an extensive discussion of the analysis, but here is a list of the assets and liabilities that the report identifies:

  • Strong employer engagement
  • Resources for funding workforce development, education, and training
  • Strength of postsecondary programs
  • Need for skilled workers in agriculture and healthcare
  • Need for enhanced ABE/English language skills and lack of providers
  • Benefits of work-based learning models
  • Building capacity of ROP programs
  • Lack of access to education, training, and workforce services in the southern Salinas Valley.Finally, the Addressing the Needs report offers the following recommendations:
  • Develop sector partnerships in two key industries, agriculture and health care.
  • Select industry champions within each of these industries.
  • Identify an intermediary organization that can serve as a neutral broker with each key industry.
  • Identify financial resources for the intermediary organization.
  • Set a leadership structure for the intermediary organization.

This report’s recommendations focus on the development of an intermediary.  The report recommended either Hartnell College or the MBEP for this intermediary role, but one might argue that the MCWDB is centrally poised for this role, so its Local Plan will be explored next.

The Local Plan begins by reviewing data on the region.  Since this was covered in depth in the previous section of the three-year plan, we shall forgo a discussion of this data.  Instead, we shall start with the goals established in the Local Plan:

  • Employer engagement.
  • Aligning career pathways and sector strategies.
  • System alignment and accountability.

To accomplish these goals, the report identifies seven strategies:

  1. Sector strategies: These strategies help to align workforce and education programs with the needs of industry sectors.
  2. Career pathways: These pathways should be characterized by progressive skills development, multiple entry and exit points, and include remedial programs.
  3. Regional partnerships: Build partnerships with industry leaders, workforce professionals, and education and training providers.
  4. Earn and learn: Employ practices that combine applied learning opportunities with compensation.
  5. Supportive services: Provide wraparound services like childcare, transportation, and counseling.
  6. Integrated service delivery: Use braided resources to meet clients’ needs.
  7. Cross-system data capacity: Employ both diagnostic and performance data.

In the remaining space, we’d like to discuss the implications and intersections of these two reports with adult education:  

  • Collaborate more with workforce professionals.  Align our work and avoid tapping into the same workforce professionals for overlapping reasons.
  • In addition to apprenticeships, provide job shadowing and career exploration activities for adults.  They may not necessarily know what they want to do, and we could help them to engage in exploratory activities in a safe environment.
  • Language is a barrier to entry to higher-level healthcare and ag jobs. Adult schools can help in two ways.  First, we can help students improve their English and attain their first entry-level job.  Second, we can educate students on the career paths in ag and healthcare that lead to higher paying jobs.
  • Improve outreach.  Many adults in the community are not aware of our services and are not aware that our services are free of charge.
  • Expand apprenticeship opportunities beyond ECE.  Perhaps opportunities in ag and healthcare could be considered.
  • Expand services in South County, for it continues to be underserved.  For example, Soledad lacks an American Job Center/One-stop Career Center, and King City residents cannot access CET’s services because of the distance to the nearest CET center and because of a lack of transportation.

Below is a chart summarizing the current levels and types of education and workforce services in the region.

KEY

ABE        Adult Basic Education

ASE        Adult Secondary Education

ESL        English as a Second Language

EL Civics    English Language Civics

AWD        Adult Workforce Development

K12 Success    K-12 Success Classes for Parents

CTE (ST)    Short-term Career Technical Education

WR        Workforce Readiness

PA        Pre-apprenticeship

Following is a summary of the analysis.

TYPE OF SERVICE

PERCENT

PA

0.16%

EL Civics

18.42%

ASE

36.84%

ABE

42.11%

ESL

42.11%

K12 Success

42.11%

CTE (ST)

50.00%

WR

57.89%

AWD

63.16%

Here is a list of the service providers that we surveyed:

  • Agriculture Land-based Training Association (ALBA)

  • Alisal Family Resource Center

  • Alliance Career Training Solutions

  • California Department of Migrant Education

  • California Rural Legal Assistance

  • Castro Plaza Child & Family Resource Center

  • Catholic Charities

  • Center for Employment and Training (CET)

  • Central Coast College

  • Door to Hope

  • America’s Job Centers of California

  • Farmworker Institute for Education and Leadership Development (FIELD)

  • Gonzales Adult School (GUSD)

  • Goodwill Central Coast

  • Hartnell College

  • Loaves, Fishes and Computers

  • Mexican American Opportunity Fund

  • Monterey Bay Economic Partnership

  • Monterey County Free Libraries

  • Monterey County Jail

  • Monterey County Office of Education

  • Monterey County Workforce Development Board

  • North Monterey County Adult School (NMCUSD)

  • Papas

  • Partners for Peace

  • Salinas Valley Memorial Healthcare System

  • Rancho Cielo

  • Salinas Adult School (SUHSD)

  • Salinas City Elementary School District

  • Salinas Public Libraries

  • Salinas Valley Community Church

  • Salvation Army

  • Soledad Adult School (SUSD)

  • South Monterey County Adult School (SMCJUHSD)

  • Tri-county Electrical Joint Apprenticeship and Training Committee (JATC)

  • Turning Point

  • UFW Foundation

  • Veterans Transition Center of Monterey County

Beyond what the data evidently indicate, in conjunction with the reports examined in the previous sections, we may conclude the following:

  • The SVAEC needs to promote its services more.  This isn’t directly evident from the data, but reports in previous sections as well as our needs assessment indicate that many adults still do not know about our services.
  • The SVAEC doesn’t provide extensive workforce services, but plenty of providers do.  Thus, the SVAEC could collaborate more with our workforce partners to provide adults with tighter integration of education and workforce services.
  • Apprenticeships are an untapped area.

Here is a more in-depth analysis of the services provided by the SVAEC.

Member

SupportServices

Gonzales

       x   Post-secondary transition advising and support

       x   Citizenship events, immigration/legal support through partners

       x   Family Digital Literacy Workshops (Chromebooks through Loaves, Fishes, and Computers)

       x   Training services: Clerical Typing Testing; Paraprofessional Testing; ServSafe Food Handling and 

             Food Managers training and certification; Microsoft Office Suite training and certification

       x   Driver’s training (behind the wheel and DMV test prep)

       x   Family Math Academy

       x   Childcare

       x   Food bank deliveries

       x   Transportation assistance








Hartnell

       x   Application, placement and registration

       x   High School Equivalency Program for farmworkers (HEP)

       x   MiCASA services for Dreamers, including student advising and legal/immigration support

       x   Academic Counseling Services - education plans

       x   Parent Support Workshops in Collaboration with Hartnell Foundation

       x   Digital Literacy Program

       x   Technology Support -- Chromebooks, Hotspots, Tech support

       x   Food bank and food vouchers

       x   Emergency Scholarships

       x   Housing/Rent Assistance

       x   Crisis Counseling Services

       x   Transition Support

       x   Onboarding Services

       x   Transportation Services

       x   Parent Outreach

       x   ACE and services for formerly incarcerated, homeless, and foster youth

       x   College Pathways and Counseling services

       x   Disabled Students Programs & Services (DSP&S)

       x   Tutoring

       x   Food bank deliveries

       x   Student Parent Club

MCOE

       x   College and Career Advising/Planning/Transition Support

       x   Wrap-around services provided by other partners in the county jail and post-release


NMC

       x   Parent Outreach

       x   HS Diploma Students have access to Mental Health Counselor

       x   Immigration Support and events

       x   Childcare

       x   Positive Parenting Classes



Salinas

       x   Welcome Center

       x   New student orientations

       x   College & Career Advising

       x   Field trips and college tours

       x   Job Fairs

       x   Student Council

       x   Student Newsletter

       x   Tutoring

       x   Paraeducator Assessment









Soledad

       x   Post-secondary transition, advising and support

       x   Early learning support for parents




The Salinas Valley Adult Education Consortium consists of the following members:

Agency/District Short Name

Full Name

North Monterey County

North Monterey County Unified School District (NMCUSD)

Hartnell

Hartnell College

Salinas

Salinas Union High School District (SUHSD)

MCOE

Monterey County Office of Education (MCOE)

Gonzales

Gonzales Unified School District (GUSD)

Soledad

Soledad Unified School District (SUSD)

South Monterey County

South Monterey County Joint Union High School District (SMCJUHSD)

Here are the principal individuals within each of these organizations that contributed to the development of the three-year plan:

Member Designees

District/School

Candice Camacho 

Director, College & Career Readiness

Gonzales Unified School District (GUSD)

Ana Gonzales

Director, Academic Affairs 

Hartnell College

Emily Tsai Brownfield

Director, Learning & Student Readiness

North Monterey County Unified School District (NMCUSD)

Tatiana Roganova

Director, Salinas Adult School

Salinas Union High School District (SUHSD)

Francisco Pinedo

Lead Teacher, Adult Education

Soledad Unified School District (SUSD)

Paige Leebrick

Coordinator, Alternative Education

South Monterey County Joint Union High School District (SMCJUHSD)

Greg Ludwa

Curriculum & Math Senior Teacher

Monterey County Office of Education (MCOE)

In addition, Ivan Pagan, the Director of the SVAEC, organized the development of the three-year plan.

Here are the ways in which the members contributed to the three-year plan:

  • Participated in an administrators’ retreat in which we analyzed the last three-year plan in preparation for this one

    • Inventory of current SVAEC member instructional services

    • Inventory of current member student support services

    • Review of goals and metrics

    • SWOT (strengths, weaknesses, opportunities, and threats) analysis

  • Participated in the approval of the needs assessment conducted by Pedroso Consulting

  • Assisted in the completion of the surveys for the needs assessment

  • Attended weekly working/discussion sessions between March and June to work on the three-year plan.  Our schedule is below.

Schedule of Meetings/Tasks

3/30 Assessment

4/8 Metrics

4/15 Goals and objectives

4/22 Needs assessment report

4/29 Revise and finalize metrics

5/6 Revise and finalize objectives

5/13 Review activities and outcomes

5/20 Review funds evaluation

5/27 Seek feedback from community partners

6/3 Incorporate feedback from community partners

6/10 Finalize draft; write executive summary

6/17 Certification of Plan

6/20 Final draft is due in NOVA


Regional Service Providers

For each Member Agency service provider, enter the number of Participants in each program area.

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEESLEl CivicsAWDK12 SuccessShort Term CTEWorkforce ReentryPre-Apprenticeship
*Gonzales UnifiedMember Representative

14

111

136

136

0

74

0

66

0

*Hartnell CCDMember Representative

30

104

408

0

0

0

0

0

0

*Monterey Co. Office of EducationMember Representative

0

57

0

0

0

0

0

59

0

*North Monterey County UnifiedMember Representative

0

100

91

50

0

0

11

0

0

*Salinas Union HighMember Representative

207

768

793

598

0

0

75

0

0

*Soledad UnifiedMember Representative

50

133

79

0

0

21

18

0

0

*South Monterey County Joint Union HighMember Representative

22

117

79

8

0

0

0

0

0

Total Participants 323 1390 1586 792 0 95 104 125 0 4415
* Member Agency required to input number of Participants

For each service provider added, check the box in the program areas where services are provided.

Provider NameProvider TypeProgram Area Where Services Are Provided
ABEASEESLEl CivicsAWDK12 SuccessShort Term CTEWorkforce ReentryPre-Apprenticeship
Agriculture Land-based Training Association (ALBA) Industry

Alliance Career Training Solutions Other

California Department of Migrant Education Other

California Rural Legal Assistance Other

Castro Plaza Child & Family Resource Center Other

Center for Employment Training (CET) Other

Central Coast College Other

Door to Hope Other

Farmworker Institute for Education and Leadership Development (FIELD) Other

Gonzales Adult School (GUSD) Other

Goodwill Central Coast Other

Hartnell College Other

Loaves, Fishes and Computers Other

Monterey Bay Economic Partnerships Other

Monterey County Free Libraries Other

Monterey County Jail Other

Monterey County Workforce Development Board Other

North Monterey County Adult School (NMCUSD) Other

Partners for Peace Other

Salinas Valley Memorial Healthcare System Other

Rancho Cielo Other

Salinas Adult School (SUHSD) Other

Salinas City Elementary School District Other

Salinas Public Libraries Other

Soledad Adult School (SUSD) Other

South Monterey County Adult School (SMCJUHSD) Other

Tri-county Electrical Joint Apprenticeship and Training Committee (JATC) Other

Turning Point Other

Alisal Family Resource Center Other

America's Job Centers of California Other

Monterey County Office of Education Other

UFW Foundation Other

Following is a brief description of the current levels and types of services offered by the Salinas Valley Adult Education Consortium (SVAEC).  In what follows, these abbreviations are used:

Gonzales (Gonzales Adult School of Gonzales Unified School District)

Hartnell (Hartnell Community College District)

MCOE (Monterey County Office of Education Adult Education)

NMC (North Monterey County Adult Education Services of North Monterey County Unified School District)

Salinas (Salinas Adult School of Salinas Union High School District)

Soledad (Soledad Adult School of Soledad Unified School District)

SMC (South Monterey County Adult School of South Monterey County Joint Union High School District)

20-21 = Students served in FY 20-21

21-22 = Students served in Q1-Q3 of FY 21-22

Language Development: ESL, Basic English Literacy, Basic Spanish Literacy

Member

20-21

21-22

Gonzales

136

196

Hartnell

390

410

NMC

141

169

Salinas

793

1375

Soledad

147

83

SMC

79

122

ABE/ASE: Adult Basic Education and Adult Secondary Education, including HSD and HSE

Member

20-21

21-22

Gonzales

125

174

Hartnell

109

90

MCOE

57

32

NMC

100

89

Salinas

975

1275

Soledad

85

151

SMC

117

115

EL Civics

Member

20-21

21-22

Gonzales

Numbers included with ESL.

NMC

Salinas

Soledad

SMC

K-12 Success

Member

20-21

21-22

Gonzales

74

61

Hartnell

0

0

NMC

0

7

Soledad

50

31

Workforce Readiness, including Digital Literacy and CTE

Member

20-21

21-22

Gonzales

66

138

Hartnell

86

137

MCOE

59

56

NMC

11

125

Salinas

75

170

Soledad

15

8

SMC

57

19

Programming for Adults with Disabilities

Only Salinas offers services in this area.  Salinas served 0 students in 20-21 and 162 students in 21-22.  Hartnell also offers disability services to all students, but we cannot get a count of how many of those are exclusively adult students.

Pre-apprenticeship

Only Soledad offers services in this area.  Soledad served 0 students in 20-21 and 15 students in 21-22.

Conclusions

The SVAEC has strengths in Language Development (ESL, Basic English Literacy, Basic Spanish Literacy), ABE/ASE (Adult Basic Education and Adult Secondary Education, including HSD and HSE), and EL Civics.  K-12 Success, Workforce Readiness (including Digital Literacy and CTE), Programming for Adults with Disabilities, and Pre-apprenticeship could be strengthened.  Because many adults in the community require language development, we intend to continue to focus on this area; however, we also intend to develop stronger relationships with our partners in workforce development.

Metrics: CAEP Barriers & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (AE 305 - Overall)
  • Low Literacy (AE 311 - Overall)

Metrics

Adult Ed Metrics

  • Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)

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 BarriersEnglish Language Learner (AE 305 - Overall) 2,212 1,572

1,500

1,800

2,200

Student BarriersLow 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

SuccessParticipants 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

SuccessParticipants 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

SuccessParticipants 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

SuccessParticipants 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

SuccessParticipants 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

SuccessParticipants 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

SuccessParticipants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)

7

9

11

Member Spending Targets

MemberPercent of 2019-20 Available Funds SpentPercent of 2020-21 Available Funds SpentPercent of 2021-22 Available Funds Spent2022-23 Target2023-24 Target2024-25 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

06/30/2025

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

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

06/30/2025

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

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

06/30/2025

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

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

06/30/2025

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

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

06/30/2025

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

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Gonzales Unified $444,053Certified
Hartnell CCD $401,613Certified
Monterey Co. Office of Education $1,325,768Certified
North Monterey County Unified $869,220Certified
Salinas Union High $2,879,871Certified
Soledad Unified $433,922Certified
South Monterey County Joint Union High $186,316Certified
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)

Source of Funding

Total

CAEP

$11,536,127

CalWORKs

$111,255

Non-credit

$147,360

Perkins

$0

LCFF

$4,502,832

Fees

$40,000

Jail Funds

$0

WIOA II 

$1,836,625

Contracted Services

$40,020

Donations

$0

Private Grants

$0

In-kind

$466,500

Total

$18,680,719

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)

Program Area

Total

ABE/ASE

$8,197,175

ESL/EL Civics

$5,033,156

Workforce Reentry

$3,719,058

Short-term CTE

$278,338

K12 Success

$927,995

AWD

$0

Pre-apprenticeship

$0

Indirect

$524,997

Total

$18,680,719

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

Approved by Candice Camacho

06/17/2022 11:15 AM PDT

Hartnell CCD - Member Representative

Approved by Ana Gonzalez

06/17/2022 10:57 AM PDT

Monterey Co. Office of Education - Member Representative

Approved by Dr. Ernesto Vela

06/17/2022 10:58 AM PDT

North Monterey County Unified - Member Representative

Approved by Margarita Palacios

06/17/2022 12:07 PM PDT

Salinas Union High - Member Representative

Approved by Tatiana Roganova

06/17/2022 11:27 AM PDT

Soledad Unified - Member Representative

Approved by Jeff Lopez

06/17/2022 11:41 AM PDT

South Monterey County Joint Union High - Member Representative

  • Alternative Education Coordinator
  • pleebrick@smcjuhsd.org
  • (831) 385-4661
Approved by Paige Leebrick South Monterey County Joint Union High School District

06/17/2022 01:51 PM PDT