CAEP Three-Year Plan: 2022-23 23 Kern Adult Education Consortium
Status: Certified
California Adult Education Program
23 Kern 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) | 10,292 | 8,185 | 8,349 | 8,516 | 8,686 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 3,961 | 2,461 | 2,510 | 2,560 | 2,611 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 8,396 | 5,966 | 6,085 | 6,207 | 6,331 | |
Student Barriers | Low Income (AE 310 - Overall) | 4,863 | 3,845 | 3,922 | 4,000 | 4,080 |
Member Level Metric Targets
* Mandatory for all members
Delano Joint Union High (Reported by Delano Joint Union High School District (DJUHSD))
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) | 475 | 423 | 431 | 440 | 449 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 85 | 74 | 75 | 77 | 79 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 100 | 34 | 35 | 35 | 36 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 49 | 57 | 58 | 59 | 60 |
Inyo Co. Office of Education (Reported by Inyo 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) | 20 | 72 | 73 | 75 | 76 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 15 | 15 | 16 | 16 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 11 | 11 | 11 | 12 | ||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 2 | 3 | 4 |
Kern CCD (Reported by Kern 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) | 542 | 1,257 | 1,282 | 1,307 | 1,333 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 192 | 109 | 111 | 113 | 116 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 |
Kern Co. Office of Education (No reporting institution)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 |
Kern High (Reported by Kern High School District (KHSD))
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 4,192 | 2,371 | 2,418 | 2,466 | 2,516 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 325 | 194 | 198 | 202 | 206 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 800 | 50 | 51 | 52 | 53 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 260 | 172 | 175 | 179 | 183 |
McFarland Unified (Reported by McFarland USD - Kern AEBG Consortium)
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) | 113 | 108 | 110 | 112 | 115 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 16 | 16 | 17 | 17 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 16 | 16 | 17 | 17 | ||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 13 | 13 | 14 | 14 |
Mojave Unified (Reported by Mojave Unified School District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 119 | 76 | 78 | 79 | 81 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 16 | 17 | 17 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 15 | 16 | 16 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 10 | 5 | 6 | 7 |
Mono Co. Office of Education (Reported by Mono 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) | 65 | 20 | 20 | 21 | 21 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 5 | 6 | 7 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 5 | 6 | 7 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 1 | 2 | 3 |
Muroc Joint Unified (Reported by Muroc Joint Unified School District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 10 | 11 | 12 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 3 | 3 | 4 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 1 | 1 | 2 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 1 | 2 | 3 |
Porterville Unified (Reported by Porterville Unified School District (PUSD))
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) | 954 | 468 | 477 | 487 | 497 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 206 | 157 | 160 | 163 | 167 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 82 | 24 | 24 | 25 | 25 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 144 | 104 | 106 | 108 | 110 |
Sierra Sands Unified (Reported by Sierra Sands Unified School District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 92 | 135 | 138 | 140 | 143 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 15 | 15 | 16 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 15 | 5 | 5 | 6 | ||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 2 | 3 | 4 |
Tehachapi Unified (Reported by Tehachapi Unified School District (TUSD))
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) | 78 | 39 | 40 | 41 | 41 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 23 | 13 | 13 | 14 | 14 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 1 | 2 | 3 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 14 | 15 | 15 | 16 |
Wasco Union High (Reported by Wasco Union High School District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 221 | 239 | 244 | 249 | 254 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 59 | 56 | 57 | 58 | 59 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 11 | 11 | 12 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 36 | 43 | 44 | 45 | 46 |
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 |
---|---|---|---|---|---|---|
Delano Joint Union High | 100% | 100% | 22% | 15% | 15% | 15% |
Inyo Co. Office of Education | 100% | 100% | 11% | 15% | 15% | 15% |
Kern CCD | 100% | 100% | 1% | 15% | 15% | 15% |
Kern High | 100% | 100% | 12% | 15% | 15% | 15% |
McFarland Unified | 100% | 100% | 43% | 15% | 15% | 15% |
Mojave Unified | 100% | 35% | 0% | 15% | 15% | 15% |
Mono Co. Office of Education | 100% | 100% | 10% | 15% | 15% | 15% |
Muroc Joint Unified | 100% | 100% | 36% | 15% | 15% | 15% |
Porterville Unified | 100% | 100% | 78% | 15% | 15% | 15% |
Sierra Sands Unified | 100% | 100% | 41% | 15% | 15% | 15% |
Tehachapi Unified | 100% | 79% | 0% | 15% | 15% | 15% |
Wasco Union High | 100% | 100% | 59% | 15% | 15% | 15% |
Objectives
Address Educational Needs
Based on the surveys that we conducted, we found that our students need support services in multiple areas to succeed in their career and education pathways. These barriers include the following: child care, transportation, class schedules, online courses, remote locations, academic counseling, information about jobs and job training, and pathway mapping. The consortium will develop and maintain necessary support services to help our adult education population have the resources to attend our schools.
We found that for all of our students, child-care was the #1 barrier to completion of coursework and goals with the #2 barrier being distance to programs and transportation. We will be looking at partnering with service providers for child-care at our sites in order to limit this barrier for our students, and we have already began addressing the distance barrier by providing more distance learning opportunities for our students. In addition, Inyo County Office of Education has started a co-location with Cerro Coso Community College, and they are looking at remote classrooms with video technology to interact with a live teacher and classroom at another location hundreds of miles away. KCCD is also planning on developing distance learning opportunities for "Get Focused, Stay Focused" curriculum that will be available with distance learning opportunities through funding from the upcoming Perkins Reserve Grant. This will help bridge many of the gaps that our rural students face in access to not only classes, but also to support services in career counseling. KCCD and its colleges are also bolstering their non-credit offerings and have begun offering some of these courses on-site at our K-12 and COE adult education partners throughout the consortium. This will help bring more career pathways opportunities to our adult education students throughout the consortium.
Another barrier that effects all students in our programs is the cost of courses and materials. We will continue to look at opportunities to acquire funding sources to help with these barriers, like the Title V Health Sciences Grant.
Many students were not aware of counseling support, so that is a key area that we are focused on in the following years. We will bolster access to college counselors both virtually and in-person at all of our K-12 and COE partner sites throughout the consortium. Focusing more on distance offerings of both courses and support services will be a very effective strategy due to the overall geographic size of our consortium and the fact that many of our sites serve some of the most rural parts of California.
Improve Integration of Services & Transitions
Many of our K-12 and county office of education adult education providers have established co-locations with their community college partners. We will look to continue these collaborations as well as to offer more non-credit college courses and career pathways courses on-site at our adult school partner sites. We will develop dual enrollment opportunities with our K-12 and COE partners and will incentivize these courses with additional hours/credits toward completion. We also will provide more wrap around services at our locations to meet the needs of our adult education students.
KCCD and its colleges (Bakersfield College, Cerro Coso Community College, and Porterville College) have started offering non-credit courses on-site at McFarland Adult School. In addition, Bakersfield College and Cerro Coso Community College have developed co-locations with Bakersfield Adult School, Wasco Adult School, and Inyo County Office of Education. Cerro Coso Community College also has satellite locations within walking distance of Tehachapi Adult School and Mono County Office of Education. Bakersfield College has strengthened its rural offerings and locations in the communities that they serve, and with more non-credit offerings being added, this will be a great opportunity to develop adult education pathways to careers. Porterville College has finished the alignment of its ESL curriculum with Porterville Adult School. This process has helped strengthen the partnership in that region. Porterville College and Porterville Adult School also worked together to provide a job fair, which was partnered with the workforce development board, for all the students in their region at the Porterville College Campus. In addition, having college counselors on-site at the Adult School campus has been instrumental in developing students' awareness of career and educational pathways at the college when they have finished their adult school coursework and are ready. The consortium is looking at the ESL alignment of Porterville College and Porterville Adult School as a model to serve for a consortium-wide alignment of curriculum and pathways mapping.
The AJCC and Workforce Development Board are strong partners in our consortium, and we will continue to develop these relationships to work on referral efficiency with partners and within our consortium.
Improve Effectiveness of Services
The Kern AEC will establish a consortium Chair that can manage the fiscal side of the consortium and facilitate the process. KCCD has recently developed a Program Director of Strong Workforce Programs who will divide her time among various grants and programs to provide support with the fiscal management process for the Adult Education Consortium. KCCD has also recently hired a department assistant position that is dedicated to adult education and provides support to the Executive Director of the Kern AEC in the day-to-day management.
As a consortium, we will consolidate tech tools so that we have economies of scale. We will then explore having "consortium funds" support those needs vs. individual adult schools based off the needs in our multiple regions and sites. KCCD has been a great lead in assuring that all members had access to education hardware and distance learning software so that our programs were still available to students during the COVID-19 pandemic. In the future, the consortium will look at the member allocations that do not meet the 15% carry-over requirement in order to establish funding for needs throughout the consortium. We will develop a strategy to assess the needs of members brought to the board to fund projects for adult education students.
In addition, KCCD has began focusing on ensuring that they are meeting the needs of adult education students in the region, and with their new Chancellor, they have brought a focus on team-work and working together as one entity (not three community colleges) to develop plans and strategies to address needs in regions where one college may not have certain programs yet another college does. With the development of distance learning that we all experienced during the pandemic, this will be a great opportunity to provide career and educational pathways that were not thought of or developed in the past because of the community college service areas. We also have seen much success in developing virtual counseling services for our rural students and for students who are more comfortable in a virtual learning environment.
Some K-12 and COE adult education providers also saw students succeed during the pandemic who were not able to attend traditional in-person day or night classes. We found some students would work two jobs during the day and evening, but they would get home and work through the night and early morning on their coursework to develop their skills. Continuing to provide these self-paced distance learning opportunities will bolster our students served as well as student attendees and outcomes in the future while more and more of our traditional students return to in-person learning.
Activities & Outcomes
Consortium-Wide Survey Development
Objective that Applies to this Activity
Address Educational Needs
Deeper annual survey to gain feedback from students to address the barriers and needs in our regions. This will help boost persistence rates as well as student outcomes and success.
Developed consortium surveys for all sites to use for annual evaluations.
Higher enrollments and students served than the previous year starting with 2019-2020 data for the upcoming year. We will focus on improvement each academic year.
Higher levels of completion and transfer to the workforce and/or postsecondary education each year starting with the baseline 2019-2020 student data and building on our success each year.
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)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
Responsible person(s)
Name |
---|
Graduation Rate Increase
Objective that Applies to this Activity
Address Educational Needs
By the end of the 2024-2025 school year, Kern AEC will increase the number of graduates by 5%, compared to the 2019-2020 graduation rates.
Work to develop PLC groups amongst staff at our sites to analyze data and use of effective support and instructional strategies as identified by students in their exit surveys.
Kern AEC will work to retain students who drop out for the adult education system through a system of support and teacher relationships. We will focus on increasing our retention rates by 5% each year. This will be a focus at our monthly board meetings.
Kern AEC will see an increase of at least 5% of our graduates
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
Responsible person(s)
Name |
---|
Goal - Setting (ESL)
Objective that Applies to this Activity
Improve Effectiveness of Services
Kern AEC will focus on goal-setting with all ESL students who come through our programs. This will be done via faculty and/or counseling staff to ensure that each of our ESL students has a clear short-term and long-term goal in mind while attending our schools. With goal-setting, it is believed that our persistence rates will increase.
All ESL students will have clear goals established upon entering our programs. This should include updates on their goals at the end of each academic year.
Persistence rates will increase by at least 2% each year in our ESL programs.
Persistence rates will increase by at least 6% for ESL students from the 2019-2020 data at the end of the 2025 academic year.
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)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Goal - Setting (High School Diploma)
Objective that Applies to this Activity
Improve Effectiveness of Services
Kern AEC will focus on goal-setting with all HSD students who come through our programs. This will be done via faculty and/or counseling staff to ensure that each of our HSD students has a clear short-term and long-term goal in mind while attending our schools. With goal-setting, it is believed that our persistence rates will increase.
All students will have clear goals established upon entering our programs. This should include updates on their goals at the end of each academic year.
Persistence rates will increase by at least 2% each year in our HSD programs.
Persistence rates will increase by at least 6% for HSD students from the 2019-2020 data at the end of the 2025 academic year.
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)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
Responsible person(s)
Name |
---|
Online Instruction Effectiveness
Objective that Applies to this Activity
Improve Effectiveness of Services
Kern AEC will implement research-based instructional strategies for online teaching and learning such as SAMR Model of Technology Integration and the ISTE Standards. Many ABE, ASE, and ESL students will be enrolled in a digital learning platform such as Aztec, Edgenuity, Burlington English or Google Classroom. Technology will be used to formatively assess, provide feedback, and provide data informed instruction with a goal of increasing student learning outcomes.
Increased access to distance learning software for all members in the consortium. We will focus on providing access to online learning software at all of our sites for ABE, ASE, and ESL.
Investigate research- based instructional strategies for online learning possibilities including SAMR Model of Technology Intergration. Provide a consortium-wide training to ABE/ASE/ESL teachers using the SAMR Model of technology integration as well as Burlington English, Aztec, Edgenuity, and Google training for ABE/ASE/ESL teachers.
Use PLCs to complete data review of implementation and student achievement. Share research-based best practices and instructional strategies with colleagues.
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)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
Responsible person(s)
Name |
---|
Data Sub-Committee
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Kern AEC will collaborate to develop a comprehensive assessment process to collect data from multiple sources including CASAS and MIS data, analyze the data, and utilize the information to effectively evaluate programs and refine instruction and services. Kern AEC will target agency performance at or below the identified WIOA II statewide quarter as well as CAEP averages.
Kern AEC will establish a Data Sub-Committee with a data manager representative from each sub-region (Porterville, Eastern Sierra, North Kern, Bakersfield) and with college and K-12/COE partners.
Kern AEC will establish annual goals and plans based on input from the data sub-committee's input and feedback. The data sub-committee will establish reports on student outcomes, student numbers, payment points for WIOA programs, and transitions to college and career at least twice per academic year.
Kern AEC will have clear and accurate data to show CAEP outcomes consortium wide, including transition to college and careers.
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)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
Responsible person(s)
Name |
---|
Pre/Post Testing
Objective that Applies to this Activity
Improve Effectiveness of Services
Kern AEC will increase the number of ABE/ASE and ESL students with a pre/post pair by 3% each year compared to the prior years CAEP Data Integrity Report. We will start with 2019-2020 baseline data for the 2022-2023 academic year.
The data sub-committee of Kern AEC will focus on our pre/post test data of ESL, ABE, and ASE students. Sites will be contacted to focus on this data if their percentages and numbers are falling behind.
We will see a 3% increase in pre/post testing each academic year.
We will have a 90% pre/post testing pair for our ESL, ABE, and ASE students by the end of 2027.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Delano Joint Union High | $1,514,686 | Certified |
Inyo Co. Office of Education | $121,652 | Certified |
Kern CCD | $2,153,788 | Certified |
Kern Co. Office of Education (Optional) | $0 | Draft |
Kern High | $12,250,687 | Certified |
McFarland Unified | $525,339 | Certified |
Mojave Unified | $266,067 | Certified |
Mono Co. Office of Education | $211,150 | Certified |
Muroc Joint Unified | $135,956 | Certified |
Porterville Unified | $2,272,625 | Certified |
Sierra Sands Unified | $230,000 | Certified |
Tehachapi Unified | $176,438 | Certified |
Trona Joint Unified | $0 | Certified |
Wasco Union High | $426,592 | Certified |
Totals | $20,284,980 | 13/14 Certified |
The following details funding allocation by each member and consortium wide efforts to address educational needs of adults in the region:
- K-12 and COE partners will use funding to staff and provide the appropriate technology and educational materials to students to be successful in various models of instruction, whether it be in-person or in a virtual classroom. They will use funds to align with and to support consortium objectives as well as to support student academic, transition and support service needs particular to our site. CAEP funding will be used to cover staff and programming in ESL, Citizenship, ABE and ASE. They will also use CAEP funding to provide staff and programming in K-12 Success and in AWD.
- BC, CCCC, and PC will continue to grow and develop their ESL programs and CTE pathways to help pipeline students into college level English courses or to obtain the skill level to join the job market. CAEP funds will be used to help strengthen pathways from our Adult School partners to degrees and certificates at the colleges. We will look to expand our current non-credit offerings to broaden our reach to meet our student needs. CAEP funds will also be used on a strategic marketing plan to help students return to the classroom.
- All members will continue to use multiple data sources to allocate resources including student learning data and community demographics. We will continue with programming and will amplify our work for our ESL, HSD/HSE, and CTE students. All members will use CAEP funds to add new, relevant CTE programming in Tech related courses and pathways.
Members will collaborate to develop outreach and marketing efforts to increase awareness of adult school offerings and resources across the consortium. When unused funds are available, members will pool them to meet strategic planning goals and objectives.
Many members also receive additional funding including WIOA and Perkins to provide classroom supplies and materials, curriculum support and professional development, and to purchase tech devices and educational software. Members will continue to leverage these funds to provide necessary educational and workforce training. In addition, members will examine ways to increase outside funding sources. KCCD is currently looking at receiving a Perkins Reserve Grant to braid with CAEP funding to provide “Get Focused, Stay Focused” curriculum to our adult education students throughout the consortium.
Certification
Delano Joint Union High - Member Representative
Julio C. Segura - Director
- jsegura@djuhsd.org
- (661) 720-4170
Adrian Maduena - CBO/CFO
- amaduena@djuhsd.org
- (661) 720-4104
Jason Garcia - Associate Superintendent
- jgarcia@djuhsd.org
Inyo Co. Office of Education - Member Representative
Barry Simpson - Superintendent
- bsimpson@inyocoe.org
- (760) 873-3262 ext: 2101
Randy Cook - Associate Superintendent
- rcook@inyocoe.org
- (760) 873-3262 ext: 2103
Thatcher Weldon - CAEP Director
- thatcher.weldon@kccd.edu
- (661) 336-5039
Kern CCD - Member Representative
Cathi Jacob - Accounting Manager
- cjacob@kccd.edu
- (661) 336-5105
Thatcher Weldon - CAEP Director
- thatcher.weldon@kccd.edu
- (661) 336-5039
Dr. Trudy Gerald Ed.D. - Associate Vice Chancellor, Economic and Workforce Development
- trudy.gerald@kccd.edu
- (661) 336-5012
Carlene Feichter - Director, Accounting Services
- carlene.feichter@kccd.edu
- (661) 336-5035
Marisol Cuevas - Accounting Coordinator
- marisol.cuevas@kccd.edu
- (661) 336-5110
Mike Giacomini - Interim Chief Financial Officer
- mike.giacomini@bakersfieldcollege.edu
Kern Co. Office of Education - Member Representative
Dr. Chris Persons - Management Analyst
- chpersons@kern.org
- (661) 619-5942
Kern High - Member Representative
Mark Wyatt Mr - Principal/ Director Bakersfield Adult School & Regional Occupational Center
- mark_wyatt@kernhigh.org
- (661) 835-1855
Jodi Loeffler - Supervising Administrator Bakersfield Adult School
- Jodi_Loeffler@Kernhigh.org
- (661) 835-1855
Ana Lopez - Accountant
- ana_lopez@kernhigh.org
Dr. Michael Zulfa - Associate Superintendent Business
- mike_zulfa@kernhigh.org
- (661) 827-3127
McFarland Unified - Member Representative
Lori Schultz - Director of Alternative Options/Child Welfare and Attendance
- loschultz@mcfarland.k12.ca.us
- (661) 792-3178
Aaron Resendez - Superintendent
- saresendez@mcfarland.k12.ca.us
- (661) 792-3081
Mojave Unified - Member Representative
Susan Clipperton Mojave Unified School District - Mojave Adult School Principal
- susanclipperton@mojave.k12.ca.us
- (661) 824-4088 ext: 107
Mr. Keith Gainey - Assistant Superintendent, Business
- keithgainey@mojave.k12.ca.us
- (661) 824-4001
Nora Torres - noratorres@mojave.k12.ca.us
Katherine Aguirre - katherineaguirre@mojave.k12.ca.us
Dawn Garcia - Assistant to Adult Ed Principal
- dawngarcia@mojave.k12.ca.us
- (661) 824-4088 ext: 107
Mono Co. Office of Education - Member Representative
Stacey Adler - sadler@monocoe.org
- (760) 934-0031
Shana Stapp - Adult Education Coordinator
- sstapp@monocoe.org
- (760) 914-4131
Muroc Joint Unified - Member Representative
Kevin Cordes - Superintendent
- kcordes@muroc.k12.ca.us
- (760) 769-4821
Cynthia Bryan - District Special Projects Coordinator
- cbryan@muroc.k12.ca.us
- (760) 769-4821
Porterville Unified - Member Representative
Brad Rohrbach 7932458 - brohrbach@portervilleschools.org
- (559) 793-2458
Porterville Unified School District Regina Longoria - Director of Fiscal Services
- reginal@portervilleschools.org
- (559) 793-2458
Martha Stuemky - mstuemky@portervilleschools.org
Dr. Larriann Torrez Porterville Adult School - Director
- ltorrez5173@portervilleschools.org
- (559) 782-7030 ext: 1796
Glendi Osornio - Fiscal and Compliance Officer
- glendiosornio@portervilleschools.org
- (559) 793-2428 ext: 2428
Sierra Sands Unified - Member Representative
Jo Anne McClelland - Principal, Alternative Education
- jmcclelland@ssusd.org
- (760) 449-1810
Lori McGuire 4991611 - Director of Finance & Budget
- lmcguire@ssusd.org
- (760) 499-1611
Mandy Parks - Student Liaison
- mparks@ssusd.org
- (760) 499-1722
Tehachapi Unified - Member Representative
Hojat Entezari - hentezari@teh.k12.ca.us
Vanessa Romero - Fiscal Coordinator
- vromero@teh.k12.ca.us
- (661) 822-2126
Dr. Bonny Porter - Director of Student Services
- bporter@tehachapiusd.com
- (661) 822-2266 ext: 2712
Stephanie Teodosio - Program Manager Adult Education
- steodosio@tehachapiusd.com
- (661) 822-2266 ext: 02715
Wasco Union High - Member Representative
Marleni Maston - Adult Education Program Coordinator
- mamaston@wascohsd.org
- (661) 758-7414
Rusvel Prado - Principal
- ruprado@wascohsd.org
- (661) 758-7450
Thatcher Weldon - CAEP Director
- thatcher.weldon@kccd.edu
- (661) 336-5039