Produced: Jun 18, 2025, 12:02 AM UTC - By Jennifer Hayden
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Reportable Individuals (200AE) | 13,546 | 15,678 | 15,678 | 15,800 | 15,900 | |
Student Barriers | English Language Learner (149AE) | 4,669 | 5,608 | 5,608 | 5,620 | 5,640 | |
Student Barriers | Low Literacy (155AE) | 7,653 | 9,510 | 9,510 | 9,600 | 9,700 | |
Student Barriers | Low Income (154AE) | 8,592 | 10,133 | 10,150 | 10,250 | 10,350 | |
Student Barriers | Long Term Unemployed (153AE) | 669 | 1,018 | 900 | 1,000 | 1,010 | |
Student Barriers | Reported Cultural Barriers (147AE) | 1,535 | 1,585 | 1,585 | 1,590 | 1,595 | |
Student Barriers | Displaced Homemaker (148AE) | 196 | 156 | 156 | 160 | 164 | |
Student Barriers | Ex-Offender (150AE) | 662 | 1,141 | 1,141 | 1,145 | 1,150 | |
Student Barriers | Foster Youth (151AE) | 150 | 182 | 182 | 190 | 200 | |
Student Barriers | Homeless (152AE) | 182 | 286 | 286 | 296 | 306 | |
Student Barriers | Migrant Farmworker (156AE) | 559 | 551 | 551 | 555 | 560 | |
Student Barriers | Single Parent (159AE) | 1,369 | 1,577 | 1,577 | 1,700 | 1,850 |
Member Level Metric Targets
In this section, Member Level Actuals data from DataVista for the previous three years, including areas to input data for member level Targets for the upcoming three years are shown below.
The first row shows the required metric of Adults Served Who Became Participants. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Member Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Delano Joint Union High (Reported by Delano Joint Union High School District (DJUHSD))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 562 | 499 | 785 | 792 | 800 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 55 | 20 | 22 | 25 | ||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 180 | 209 | 210 | 215 | 220 | |
Progress | Immigration Integration Milestone (411AE) | 84 | 93 | 0 | 0 | 0 | |
Success | Diploma, GED or High School Equivalency (633AE) | 50 | 47 | 50 | 55 | 60 | |
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to ASE (500AE) | 98 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 12 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 29 | 0 | 0 | 0 | ||
Students and Programs | Adult Secondary Education (1000) | 248 | 300 | 95 | 100 | 105 | |
Students and Programs | Adult Basic Education (1001) | 96 | 137 | 45 | 47 | 50 | |
Students and Programs | English as a Secondary Language (1002) | 274 | 289 | 220 | 230 | 240 | |
Students and Programs | Career Technical Education (1003) | 126 | 27 | 125 | 130 | 140 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Inyo Co. Office of Education (Reported by Inyo County Office of Education)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 144 | 151 | 186 | 189 | 192 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 56 | 72 | 65 | 66 | 67 | |
Progress | Immigration Integration Milestone (411AE) | 1 | 3 | 5 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 11 | 7 | 10 | 13 | ||
Success | Postsecondary Credential (624AE) | 15 | 1 | 2 | 3 | ||
Transition | Transitioned to ASE (500AE) | 20 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 15 | 0 | 0 | 0 | ||
Students and Programs | Adult Secondary Education (1000) | 54 | 64 | 55 | 60 | 65 | |
Students and Programs | Adult Basic Education (1001) | 41 | 58 | 48 | 51 | 54 | |
Students and Programs | English as a Secondary Language (1002) | 82 | 82 | 110 | 113 | 116 | |
Students and Programs | Career Technical Education (1003) | 23 | 11 | 14 | 17 | 20 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 15 | 20 | 25 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Kern CCD (Reported by Kern)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 5,607 | 6,227 | 6,227 | 6,350 | 7,000 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 1,251 | 500 | 600 | 900 | ||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 107 | 212 | 200 | 210 | 220 | |
Progress | Immigration Integration Milestone (411AE) | 32 | 33 | 32 | 35 | 37 | |
Success | Diploma, GED or High School Equivalency (633AE) | 125 | 109 | 100 | 105 | 110 | |
Success | Postsecondary Credential (624AE) | 892 | 412 | 412 | 424 | 436 | |
Transition | Transitioned to ASE (500AE) | 20 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 101 | 50 | 75 | 100 | ||
Transition | Transitioned to CTE (636AE) | 147 | 150 | 175 | 200 | ||
Students and Programs | Adult Secondary Education (1000) | 208 | 132 | 110 | 120 | 130 | |
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 417 | 615 | 500 | 550 | 600 | |
Students and Programs | Career Technical Education (1003) | 5,137 | 5,549 | 5,500 | 5,600 | 5,700 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 215 | 306 | 300 | 400 | 450 | |
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | 0 | ||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Kern Co. Office of Education (Reported by Kern County Superintendent of Schools)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 0 | 0 | 0 | |||
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
Progress | Immigration Integration Milestone (411AE) | 0 | 0 | 0 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | |||
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | |||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Kern High (Reported by Kern High School District (KHSD))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 3,990 | 4,901 | 2,807 | 2,835 | 2,863 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 343 | 2,920 | 2,949 | 2,978 | ||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 1,626 | 2,050 | 1,221 | 1,233 | 1,245 | |
Progress | Immigration Integration Milestone (411AE) | 1,487 | 1,718 | 0 | 0 | 0 | |
Success | Diploma, GED or High School Equivalency (633AE) | 312 | 426 | 294 | 297 | 300 | |
Success | Postsecondary Credential (624AE) | 1,400 | 1,494 | 405 | 420 | 450 | |
Transition | Transitioned to ASE (500AE) | 258 | 150 | 150 | 150 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 152 | 215 | 218 | 220 | ||
Transition | Transitioned to CTE (636AE) | 365 | 90 | 95 | 98 | ||
Students and Programs | Adult Secondary Education (1000) | 1,093 | 1,308 | 990 | 995 | 999 | |
Students and Programs | Adult Basic Education (1001) | 284 | 370 | 275 | 265 | 254 | |
Students and Programs | English as a Secondary Language (1002) | 2,071 | 2,640 | 2,250 | 2,200 | 2,150 | |
Students and Programs | Career Technical Education (1003) | 1,036 | 1,282 | 1,050 | 1,100 | 1,150 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 171 | 225 | 245 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 35 | 35 | 35 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 75 | 85 | 95 |
* Mandatory for all members
McFarland Unified (Reported by McFarland USD - Kern AEBG Consortium)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 176 | 108 | 250 | 275 | 300 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 11 | 200 | 215 | 230 | ||
Employment & Earnings | Median Change in Earnings (801AE) | 10.0% | 15.0% | 20.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 34 | 19 | 70 | 75 | 80 | |
Progress | Immigration Integration Milestone (411AE) | 49 | 40 | 15 | 18 | 22 | |
Success | Diploma, GED or High School Equivalency (633AE) | 13 | 16 | 25 | 30 | 35 | |
Success | Postsecondary Credential (624AE) | 0 | 3 | 6 | 9 | ||
Transition | Transitioned to ASE (500AE) | 13 | 5 | 7 | 9 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 53 | 40 | 70 | 75 | 80 | |
Students and Programs | Adult Basic Education (1001) | 30 | 35 | 40 | |||
Students and Programs | English as a Secondary Language (1002) | 134 | 50 | 70 | 80 | 90 | |
Students and Programs | Career Technical Education (1003) | 15 | 28 | 0 | 0 | 0 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 32 | 32 | 32 |
* Mandatory for all members
Mojave Unified (Reported by Mojave Unified School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 81 | 130 | 400 | 450 | 500 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 12 | 5 | 10 | 20 | ||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 49 | 85 | 100 | 115 | ||
Progress | Immigration Integration Milestone (411AE) | 0 | 0 | 0 | 5 | 10 | |
Success | Diploma, GED or High School Equivalency (633AE) | 35 | 70 | 80 | 90 | ||
Success | Postsecondary Credential (624AE) | 0 | 5 | 10 | |||
Transition | Transitioned to ASE (500AE) | 0 | 5 | 10 | 20 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 5 | 10 | 20 | |||
Transition | Transitioned to CTE (636AE) | 5 | 10 | 20 | |||
Students and Programs | Adult Secondary Education (1000) | 31 | 67 | 140 | 160 | 180 | |
Students and Programs | Adult Basic Education (1001) | 0 | 63 | 140 | 160 | 180 | |
Students and Programs | English as a Secondary Language (1002) | 11 | 14 | 120 | 140 | 160 | |
Students and Programs | Career Technical Education (1003) | 39 | 61 | 50 | 60 | 80 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | ||
Students and Programs | Child School Success (1005) | 31 | 0 | 20 | 40 | ||
Students and Programs | Workforce Preparation (124AE) | 0 | 20 | 40 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 20 | 40 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 20 | 40 |
* Mandatory for all members
Mono Co. Office of Education (Reported by Mono County Office of Education)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 47 | 42 | 113 | 115 | 118 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | 0 | ||
Progress | Immigration Integration Milestone (411AE) | 0 | 0 | 0 | 0 | ||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 9 | 9 | 9 | |
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | 0 | ||
Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 10 | 0 | 0 | 0 | ||
Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
Students and Programs | Adult Basic Education (1001) | 10 | 0 | 0 | 0 | ||
Students and Programs | English as a Secondary Language (1002) | 18 | 20 | 33 | 33 | 33 | |
Students and Programs | Career Technical Education (1003) | 31 | 40 | 79 | 79 | 79 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Muroc Joint Unified (Reported by Muroc Joint Unified School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 20 | 20 | 20 | |||
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
Progress | Immigration Integration Milestone (411AE) | 0 | 0 | 0 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 5 | 5 | 5 | |||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
Students and Programs | Career Technical Education (1003) | 15 | 15 | 15 | |||
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | |||
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | |||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Porterville Unified (Reported by Porterville Unified School District (PUSD))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 718 | 768 | 1,120 | 1,131 | 1,142 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 113 | 491 | 496 | 501 | ||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 272 | 394 | 362 | 366 | 370 | |
Progress | Immigration Integration Milestone (411AE) | 161 | 143 | 285 | 288 | 291 | |
Success | Diploma, GED or High School Equivalency (633AE) | 152 | 140 | 190 | 200 | 210 | |
Success | Postsecondary Credential (624AE) | 172 | 226 | 200 | 205 | 210 | |
Transition | Transitioned to ASE (500AE) | 105 | 200 | 205 | 210 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 35 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 73 | 0 | 0 | 0 | ||
Students and Programs | Adult Secondary Education (1000) | 432 | 409 | 472 | 477 | 482 | |
Students and Programs | Adult Basic Education (1001) | 183 | 232 | 0 | 0 | 0 | |
Students and Programs | English as a Secondary Language (1002) | 213 | 217 | 221 | 223 | 225 | |
Students and Programs | Career Technical Education (1003) | 141 | 207 | 0 | 0 | 0 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 5 | 6 | 7 | |||
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 170 | 172 | 174 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 5 | 10 | 15 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 230 | 232 | 234 |
* Mandatory for all members
Sierra Sands Unified (Reported by Sierra Sands Unified School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 105 | 97 | 190 | 195 | 200 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 20 | 27 | 26 | 28 | 30 | |
Progress | Immigration Integration Milestone (411AE) | 0 | 0 | 0 | 0 | 0 | |
Success | Diploma, GED or High School Equivalency (633AE) | 26 | 26 | 28 | 30 | 32 | |
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | 0 | ||
Transition | Transitioned to ASE (500AE) | 43 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 79 | 97 | 155 | 160 | 165 | |
Students and Programs | Adult Basic Education (1001) | 68 | 66 | 0 | 0 | 0 | |
Students and Programs | English as a Secondary Language (1002) | 29 | 32 | 36 | 40 | 42 | |
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Tehachapi Unified (Reported by Tehachapi Unified School District (TUSD))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 73 | 74 | 70 | 70 | 70 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 18 | 14 | 15 | 15 | 15 | |
Progress | Immigration Integration Milestone (411AE) | 0 | 0 | 0 | 0 | 0 | |
Success | Diploma, GED or High School Equivalency (633AE) | 14 | 10 | 10 | 10 | ||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | 0 | ||
Transition | Transitioned to ASE (500AE) | 13 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 46 | 52 | 60 | 60 | 60 | |
Students and Programs | Adult Basic Education (1001) | 44 | 52 | 0 | 0 | 0 | |
Students and Programs | English as a Secondary Language (1002) | 12 | 30 | 30 | 30 | ||
Students and Programs | Career Technical Education (1003) | 16 | 15 | 0 | 0 | 0 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 15 | 15 | 15 |
* Mandatory for all members
Wasco Union High (Reported by Wasco Union High School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 273 | 298 | 240 | 245 | 250 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 21 | 0 | 0 | 0 | ||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 98 | 118 | 90 | 93 | 96 | |
Progress | Immigration Integration Milestone (411AE) | 36 | 37 | 35 | 38 | 41 | |
Success | Diploma, GED or High School Equivalency (633AE) | 42 | 45 | 35 | 40 | 45 | |
Success | Postsecondary Credential (624AE) | 15 | 20 | 2 | 4 | 6 | |
Transition | Transitioned to ASE (500AE) | 16 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 17 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 28 | 0 | 0 | 0 | ||
Students and Programs | Adult Secondary Education (1000) | 183 | 187 | 165 | 170 | 175 | |
Students and Programs | Adult Basic Education (1001) | 19 | 0 | 0 | 0 | ||
Students and Programs | English as a Secondary Language (1002) | 98 | 117 | 115 | 118 | 121 | |
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | ||
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
Delano Joint Union High | 100% | 100% | 63% | 90% | 90% | 90% |
Inyo Co. Office of Education | 100% | 100% | 58% | 90% | 90% | 90% |
Kern CCD | 100% | 100% | 36% | 90% | 90% | 90% |
Kern High | 100% | 100% | 46% | 90% | 90% | 90% |
McFarland Unified | 100% | 100% | 51% | 90% | 90% | 90% |
Mojave Unified | 100% | 100% | 100% | 90% | 90% | 90% |
Mono Co. Office of Education | 100% | 100% | 44% | 90% | 90% | 90% |
Muroc Joint Unified | 100% | 33% | 0% | 90% | 90% | 90% |
Porterville Unified | 100% | 100% | 84% | 90% | 90% | 90% |
Sierra Sands Unified | 100% | 100% | 53% | 90% | 90% | 90% |
Tehachapi Unified | 100% | 100% | 57% | 90% | 90% | 90% |
Wasco Union High | 100% | 100% | 81% | 90% | 90% | 90% |
Objectives
Objective #1: Address Educational Needs
The Kern Adult Education Consortium (KAEC) has developed a coordinated set of strategies to directly address the educational needs identified in its 2025–2028 planning process. These strategies are designed to increase access, support student success, and ensure programs align with the region's workforce and academic demands.
First, the consortium will expand access to industry-recognized certifications across high-demand sectors such as healthcare, business, logistics, construction, ICT, and advanced manufacturing. By increasing credentialing opportunities in short-term programs, KAEC aims to accelerate the timeline from education to employment for adult learners, many of whom seek immediate workforce entry or career advancement.
To support this expansion, KAEC members will research best practices in program design, instructional delivery, and funding acquisition. Identifying innovative models and securing new resources will allow members to build capacity, introduce new programs, and adapt services to better meet community and labor market needs.
Recognizing the need for regional coordination, the consortium will develop and maintain an inventory of short-term CTE certificates available across member agencies. This inventory will help identify service gaps, reduce duplication of effort, and ensure students have a broad range of credentialing options throughout Kern, Inyo, and Mono counties.
To streamline growth and prevent program competition, KAEC will establish a formal review and approval process for new noncredit CTE courses and programs. This process will ensure new offerings align with regional workforce priorities, meet student needs, and complement rather than compete with existing programs.
The consortium will also strengthen educational pathways, ensuring adult school programs offer clear transitions to college or employment. Members will work collaboratively to map programs, embed career readiness milestones, and develop structured on-ramps to postsecondary institutions and workforce placements. Stronger pathways will improve student persistence, completion rates, and employment outcomes.
Additionally, KAEC will expand dual enrollment and dual credit opportunities, with a focus on short-term, workforce-aligned courses such as Safety Training for Skilled Services (STSS) programs. Dual enrollment partnerships between adult schools and colleges will create accelerated pathways to both academic and career success.
To enhance career readiness skills among adult learners, KAEC will strengthen community partnerships. By collaborating with employers, workforce boards, and community-based organizations, the consortium will embed essential job search, financial literacy, resume writing, and interview preparation services within educational programming.
Access to flexible scheduling remains a critical barrier to persistence. In response, members will expand evening, weekend, hybrid, and online offerings to better accommodate working adults, parents, and residents of rural areas. Flexible course delivery models will increase enrollment opportunities and support student persistence.
Finally, to meet the needs of Kern, Inyo, and Mono's large English language learner populations, KAEC will expand and enhance ESL programs. Members will develop new ESL course levels, create integrated support classes tied to diploma and certificate pathways, and increase bilingual support. These efforts will help English learners transition more successfully to college, careers, and community participation.
Together, these strategies form a coordinated, student-centered response to the educational needs identified in the consortium’s comprehensive needs assessment. Through expanded programs, increased flexibility, stronger transitions, and deeper partnerships, KAEC will ensure adult learners have access to the skills, knowledge, and support they need to achieve their educational and career goals.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Strengthen pathways, partnerships, and student support through coordination and community engagement
To support smooth transitions from adult education to college and careers, KAEC is improving data systems, staff development, service alignment, flexible delivery, and employer partnerships.
1. Utilizing Data for Informed Decision-Making
KAEC is committed to leveraging data to inform program development and student support:
- Quarterly Reviews: Regular analysis of student data to monitor progress and identify areas for improvement.
- Data Visualization Tools: Implementation of dashboards to provide real-time insights into student outcomes and program effectiveness.
- Centralized Reporting Services: Expanding access to real-time data across member agencies to support timely, informed decision-making and strengthen education-to-employment pathways.
- Improved Data Sharing: Strengthening cross-agency systems to track student transitions and outcomes, enabling better coordination and support across programs.
2. Providing Professional Development
To ensure staff are equipped to support integrated services and transitions:
- Workshops and Conferences: Encouraging attendance at events focused on technology integration and student tracking.
- Training in Technology: Offering sessions on the use of digital tools for education and data management.
- Visibility of Opportunities: Expanding awareness and access to professional development opportunities across consortium member agencies.
- Collaborations with State Services: Partnering with OTAN, CALPRO, and other state-supported providers to deliver targeted, high-quality training.
3. Identifying and Aligning Best Practices
To improve integration and ensure seamless transitions across the region, the consortium is aligning internal systems and adopting proven practices:
- Alignment of Practices: Standardizing intake, assessment, orientation, and referral processes across member agencies to ensure students experience a consistent and coordinated journey, regardless of where they enter the system.
4. Offering Flexible Courses and Services
Recognizing the diverse needs of adult learners:
- Hybrid and Hyflex Delivery: Implementing flexible course formats to accommodate varying schedules.
- Tutoring and Support Centers: Providing both virtual and in-person assistance to support student success.
5. Strengthening Employer Partnerships and Work-Based Learning
To ensure adult education programs are directly connected to regional employment pipelines, KAEC is expanding its collaboration with industry partners and aligning educational services with real workforce needs:
- Collaborations with Employers: The consortium will engage regional employers to co-design and expand work-based learning opportunities, including internships, externships, clinical placements, and job shadowing. These experiences will help learners transition more smoothly from the classroom to the workplace by building hands-on skills and industry familiarity.
- Regional Employer Meetings: Hosting roundtables where employers can share input on labor needs, skill gaps, and credential alignment.
- Apprenticeship and Pre-Apprenticeship Development: Exploring new pathways in sectors like healthcare, construction, and ICT that start in adult education and connect to college-level apprenticeship programs. Professional development will also support staff in understanding state and regional models.
6. Enhancing Transition Support
To reduce drop-off and confusion as learners move between systems, KAEC is formalizing support:
- Program Inventory: A living inventory of available programs will help members identify overlap, gaps, and better align offerings.
- 'Warm-Handoff' Systems: Structured protocols will be developed to ensure smooth student transitions, such as shared counseling, aligned referrals, and integrated enrollment between adult education and postsecondary programs. These systems will also support dual enrollment opportunities that minimize risk and accelerate student progress.
KAEC is improving integration and transitions by aligning services, enhancing data and professional development, and partnering with employers to create seamless pathways from education to college or careers.
Objective #3: Improve Effectiveness of Services
Expand IET/ESL job training & promote device/hotspot access to support career pathways
Boost program visibility with shared marketing and local outreach through events and community partn
To ensure that adult education programs across Kern, Inyo, and Mono counties deliver high-quality, equitable outcomes, the Kern Adult Education Consortium (KAEC) is implementing targeted programmatic and operational strategies to improve instruction, support services, and internal systems.
Programmatic Strategies
- Professional Development: Provide ongoing, targeted training in technology integration, instructional design, culturally responsive teaching, and student engagement in collaboration with OTAN and CALPRO.
- Student Pathways/Maps: Develop clear visual roadmaps for students to understand their progress from basic skills to college or career, including stackable credentials and integrated ESL-CTE pathways.
- Community Partnerships: Strengthen relationships with nonprofits, libraries, workforce boards, and community-based organizations to expand outreach, referrals, and support services.
- Transition and Counseling Services: Embed dedicated counselors or transition specialists who guide students through education and employment pathways, financial aid, and enrollment.
- Distance Learning Capabilities: Expand hybrid, online, and flexible course options supported by professional development and digital learning infrastructure.
- ESL Instruction: Expand access to ESL with contextualized and workforce-focused instruction, bilingual support, and digital literacy integration.
- Close Gaps in Services: Use student data to identify and fill service gaps for underserved populations through mobile units, satellite sites, and targeted expansion.
- Pre-Apprenticeship, Apprenticeship, and Work Experience: Partner with industry and workforce agencies to develop sector-specific apprenticeship pathways and expand internships and work-based learning.
- Wraparound Services: Offer or connect students with childcare, transportation, food security, and mental health services to reduce barriers and increase program completion.
- Dual Enrollment/Onramps: Strengthen co-enrollment and bridge course models between adult schools and colleges to accelerate transitions and reduce redundancy.
- Guest Speakers: Bring in professionals, alumni, and employers to offer real-world context, networking opportunities, and career insight.
- GED and Basic Skills Programs: Modernize ABE/ASE instruction with diagnostics, technology tools, and career-aligned curriculum to support GED attainment and college readiness.
- Justice-Involved Students: Expand reentry and education services for incarcerated or formerly incarcerated students, including transitions into college or training.
- Improve Digital Access Visibility: Increase outreach and communication around availability of devices, hotspots, and tech support to ensure students know what’s accessible to them.
- Expand IET and Align ESL with Job Training: Strengthen Integrated Education and Training (IET) models by aligning ESL instruction with job training programs. This approach helps accelerate language acquisition while building industry-specific skills, ultimately improving career pathways for adult learners.
Operational Strategies
- Industry-Driven Course Development: Use labor market analysis and employer input to shape training in high-demand fields such as healthcare, logistics, and construction.
- Data and Analytics for Evaluation: Expand the use of tools like TOPSpro, MIS, and dashboards to assess program effectiveness and guide service improvements.
- Staff Training and Development: Continue to invest in training for educators and support staff on instructional methods, compliance, technology, and learner engagement.
- Marketing and Messaging: Launch region-wide campaigns and site-level outreach with multilingual, culturally relevant messaging to raise program awareness.
- Student Completion, Recruiting, and Retention: Improve recruitment through community events, enhance persistence with support services, and track milestones to boost completion.
- Rebuild Staff and Programs Post-Pandemic: Restore staffing levels and program capacity affected by the pandemic, prioritizing essential programs and learner supports.
- Data to Prioritize Services: Use disaggregated student data to inform service priorities, address equity gaps, and allocate resources more effectively.
- Exit Surveys: Implement exit surveys to gather feedback from learners and use the data to improve program design, retention, and re-engagement strategies.
- Community Outreach Visibility: Deepen local engagement and ensure programs are visible through partnerships, local events, and place-based outreach.
- Shared Marketing Materials: Develop unified marketing materials consortium-wide to communicate available services, success stories, and adult education benefits consistently across the region.
Activities & Outcomes
Objective #1: Address Educational Needs
#1 Expand Core & Develop New CTE Programs
This activity focuses on strengthening and diversifying the consortium’s core educational programs and Career and Technical Education (CTE) offerings to better meet the academic, workforce, and credentialing needs of adult learners. Expansion efforts include:
- Remodeling and growing capacity in the existing Business Lab
- Launching short-term, industry-aligned courses such as the In-Home Support Services (IHSS) provider training
- Implementing new contextualized English for the Workplace courses
- Reintroducing GED preparation pathways
- Launching a Culinary Arts training program
- Offering an Integrated Education and Training (IET) course for Pharmacy Clerk roles
- Developing stackable micro-credentials co-designed with local employers in high-demand sectors
- Embedding Subject Matter Experts (SMEs) into instructional models to improve content quality and support pathway development
These efforts aim to rebuild and expand adult education programming post-pandemic, align with regional workforce needs, and create accessible, short-term options for learners to upskill and transition into employment or further training.
Agencies Involved:
- Bakersfield Adult School
- Cerro Coso College
- Delano Adult School
- Muroc Adult School
- Porterville Adult School
- Porterville College
- Sierra Sands Adult School
Key Deliverables:
- Renovation and re-equipment of the Business Lab
- Launch of new IHSS, GED, Culinary Arts, and Pharmacy Clerk programs
- English for the Workplace curriculum integrated with local job sectors
- Stackable credential pathways with employer validation
- Subject Matter Expert collaboration models and teaching support systems
- Updated graduation and credential attainment tracking
- Increased HSD, HSE, and CTE program completions
- Course materials, instructional plans, and assessment tools
- WASC accreditation support for new program additions
CAEP Objective Contribution:This activity directly contributes to CAEP Objective 1: Address Educational Needs by creating new, relevant learning opportunities and improving the quality and availability of foundational and career-oriented instruction. Expanding both ESL and short-term CTE programs directly addresses workforce gaps, supports students with limited time or flexibility, and meets the pressing need for adult learners to earn credentials that lead to living-wage employment.
The integration of SMEs and employer partnerships ensures educational content remains current and responsive to labor market shifts. These expansions also address learners who are returning post-pandemic or newly entering the system due to economic hardship.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- New courses launched across IHSS, ESL for the workplace, GED, and CTE
- Expanded capacity in existing programs such as the Business Lab
- Subject Matter Experts embedded in instruction models
- Curriculum aligned with employer needs and occupational standards
- Early increases in program enrollment and re-engagement of lapsed students
- Increased HSD, HSE, and CTE completion rates
- Credentialing in Pharmacy Clerk and other IET/CTE pathways
- Enhanced articulation agreements with community colleges
- Teachers trained in language development, contextualized instruction, and employer engagement
- Positive course persistence and completion rates
- Higher postsecondary and workforce transition rates
- Increased job placement for program completers
- Improved wages and stability for graduates
- Development of sustained partnerships with employers and colleges
- Replication of successful models across the region
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Progress: Immigration Integration Milestone (411AE)
- Student Barriers: Displaced Homemaker (148AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Reported Cultural Barriers (147AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Students and Programs: Workforce Preparation (124AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to ASE (500AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Kern High | 06/30/2028 |
Dean | Kern CCD | 06/30/2028 |
Director | Delano Joint Union High | 06/30/2028 |
Director | Muroc Joint Unified | 06/30/2028 |
Director | Porterville Unified | 06/30/2028 |
Principal | Sierra Sands Unified | 06/30/2028 |
#2 Expand Access: Flexible & Centralized Delivery
This activity focuses on increasing educational access for adult learners by expanding flexible course delivery models and consolidating support resources into a centralized platform. Participating agencies are implementing strategies to reach more learners by offering hybrid, in-person, and Zoom-based class formats tailored to the needs of working adults and rural communities. In addition, a centralized Adult and Re-Entry Learner Hub is being planned for the college website and campus to streamline student onboarding, services, contacts, and workshop access.
Agencies Involved:
- Mono Adult School
- Porterville College
Key Deliverables:
- Expanded hybrid, evening, and online instructional formats
- Planning and design of a centralized Adult and Re-Entry Learner Hub
- Implementation of flexible class attendance options at rural sites (e.g., libraries)
- Increased visibility of support services and staff through the hub
- Tracking of individualized student goals and completion metrics
CAEP Objective Contribution: This activity directly supports Objective 1: Address Educational Needs by removing key access barriers through scheduling flexibility and centralized student support. It supports adult learners by expanding when, where, and how they can engage with programs. For rural learners and working adults, these flexible options help bridge transportation and availability gaps. The centralized hub will offer a one-stop resource for orientation, workshop schedules, key contact information, and transition services, especially helpful for older learners returning to education. These actions strengthen pathways into both postsecondary and workforce programs.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Finalize design and content of the Adult and Re-Entry Learner Hub
- Pilot hybrid and community-based flex-class models
- Increase in adult learner enrollment and participation
- Improved tracking and completion of individual student learning goals
- Expanded use of the centralized hub for accessing services, enrolling in classes, and engaging with staff
- Improved retention and persistence of rural and working adult learners
- Reduction in access-related barriers to completion and transition
- Stronger alignment of digital and in-person support systems
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Dean | Kern CCD | 06/30/2028 |
Coordinator | Mono Co. Office of Education | 06/30/2028 |
#3 Boost Digital Literacy & Technology Access
This activity focuses on strengthening digital literacy instruction and improving student access to technology across multiple sites. Consortium members will deliver digital skills workshops that teach foundational competencies such as internet navigation, email usage, basic computer operations, and online safety. In addition, Porterville Adult School will implement and integrate the Northstar Digital Literacy Assessment into its ABE, ESL, and CTE instructional programs. New computer equipment will be installed in high-need locations to expand digital access and support blended/hybrid learning environments.
Agencies Involved:
- Mojave Adult School
- Porterville Adult School
- Bakersfield Adult School
Key Deliverables:
- Development and scheduling of digital literacy workshops
- Integration of Northstar modules into ESL, ABE, and CTE course syllabi
- Staff training on the instructional use of Northstar and digital platforms
- Administration of Northstar assessments at least once per term
- Distribution of Northstar certificates for students who meet proficiency benchmarks
- Purchase and installation of new computers in instructional labs or student learning centers
CAEP Objective Contribution:
This activity directly supports CAEP Objective 1: Address Educational Needs. Digital literacy is essential for student success in academic programs, workforce training, and everyday life. By expanding digital literacy instruction and increasing access to devices, the consortium addresses foundational learning gaps that prevent students from progressing. This activity helps students meet the demands of modern education and the digital workforce while also enhancing their ability to complete transitions into postsecondary and career pathways.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Students participate in digital literacy workshops and Northstar instruction
- Staff trained in using Northstar and digital instructional tools
- New computers installed in high-priority learning environments
- Students demonstrate measurable gains on digital assessments
- Northstar certificates awarded to students meeting proficiency thresholds
- Increased use of digital platforms and improved learner persistence
- Greater student success in digital and hybrid courses
- Improved transition rates into postsecondary education and employment
- Sustained digital literacy supports lifelong learning and workplace readiness
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Workforce Preparation (124AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Mojave Unified | 06/30/2028 |
Director | Porterville Unified | 06/30/2028 |
#4 Expand Student Support & Resource Access
This activity focuses on expanding student access to comprehensive support services and community resources to remove non-academic barriers that frequently hinder the progress of adult learners. This includes organizing Community Resource Pop-Up events that connect students to local employment, housing, healthcare, and social service providers. It also includes improving digital access to information through centralized support hubs and increasing the availability of academic and personal support materials like tech guides, study skills resources, and onboarding support. To enhance the depth and consistency of support, the consortium will also strengthen collaboration among Employment Connection partners and other external organizations, ensuring adult learners benefit from a more coordinated network of referrals, services, and transitional support. Together, these efforts aim to increase persistence, completion, and successful transitions.
Agencies Involved:
- Mojave Adult School
- Tehachapi Adult School
- Porterville College
Key Deliverables:
- Schedule and host recurring Community Resource Pop-Up events
- Build and maintain partnerships with local community service organizations
- Provide physical space and coordination support for resource providers
- Develop and launch an online student support hub with FAQs, tech guides, and academic resources
- Promote consistent use of onboarding and orientation materials across programs
- Design and implement a centralized services hub tailored to adult learners on the Porterville College campus and website
CAEP Objective Contribution:
This activity supports CAEP Objective 1: Address Educational Needs by addressing a range of personal, technological, and informational barriers that impact students’ ability to begin, persist, and complete adult education programs. Community connections and digital hubs reduce friction in accessing essential services and increase awareness of academic supports. These initiatives foster greater student belonging, academic success, and transition readiness by reducing external stressors and enhancing access to support when needed.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Online support hub launched and promoted consortium-wide
- Community Resource Pop-Up events scheduled and hosted
- All instructors publish consistent office hour schedules and track student feedback
- Design work for centralized in-person support hub at college campus completed
- Orientation module delivered to new students introducing support services and collecting data
- Increased use of community and academic support services by students
- Improved visibility and access to student services across the region
- Higher engagement with workshops, counseling services, and resource materials
- Improved student retention and persistence as a result of targeted supports
- Improved cross-agency service navigation through partner referrals and Employment Connection collaboration.
- Stabilized retention rates
- Higher rates of course and program completion due to consistent, accessible support systems
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: Homeless (152AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Reported Cultural Barriers (147AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Students and Programs: Workforce Preparation (124AE)
- Success: Diploma, GED or High School Equivalency (633AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Mojave Unified | 06/30/2028 |
Director | Tehachapi Unified | 06/30/2028 |
Dean | Kern CCD | 06/30/2028 |
#5 Strengthen College & Career Readiness
This activity focuses on improving student transitions to postsecondary education and employment by expanding workforce readiness training, career counseling, and targeted support services. Activities include the implementation of a Workforce Readiness Training Program (WRTP) covering essential skills such as job retention, communication, internships, and access to higher-wage positions. Members will also deliver regular workshops and courses on college application processes, financial aid, career exploration, resume building, and interview skills. Personalized counseling and job placement services will support students in achieving their career and education goals. A job board, employer outreach efforts, and student surveys will be used to tailor offerings and better align with regional workforce opportunities.
Agencies Involved:
- Inyo Adult School
- Mojave Adult School
- Porterville College
Key Deliverables:
- Developed WRTP curriculum and training modules
- Workshop series on college and career topics
- One-on-one advising sessions and structured college & career exploration course
- Career goal and barrier survey of adult learners
- Employer outreach for job placements and internship opportunities
- Job board or centralized listing of employment openings
CAEP Objective Contribution:
This activity contributes to CAEP Objective 1: Address Educational Needs by ensuring that adult learners gain the foundational career readiness and postsecondary navigation skills required to advance beyond adult education. Career advising, structured workforce training, and tailored workshops address academic, informational, and access-related needs that prevent students from achieving long-term success.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Launch College & Career Exploration course
- Conduct learner surveys to identify career goals and support needs
- Begin outreach to employers for job opportunities and guest speakers
- Increase in adult learners enrolling in postsecondary education
- More students obtaining employment in fields aligned with training
- Development of a digital and physical library of workshop resources
- Documented gains in job readiness and student confidence
- Higher postsecondary transition and job placement rates
- Established partnerships with employers offering regular pathways to jobs/internships
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Employment & Earnings: Median Change in Earnings (801AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Students and Programs: Workforce Preparation (124AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Assistant Superintendent | Inyo Co. Office of Education | 06/30/2028 |
Principal | Mojave Unified | 06/30/2028 |
Dean | Porterville Unified | 06/30/2028 |
#6 Opening of The Job Spot 2.0
This activity involves the launch of The Job Spot 2.0, an innovative partnership with the Housing Authority of Kern, strategically located on the first floor of a low-income housing development with more than 80 apartment units directly above. The site is designed to provide direct access to adult education services and community resources for residents and surrounding neighborhoods.
The Job Spot 2.0 will serve as a walk-in hub for adult learners to participate in academic classes (ABE/ASE), life skills development, resume writing, and other workforce preparation offerings. By placing this education and support center at the heart of an underserved community, the consortium removes transportation barriers, increases access to technology, and meets learners where they are.
Agencies Involved:
- Bakersfield Adult School
Key Deliverables:
- Hire instructional and support staff
- Develop and implement schedule of class offerings (ABE, ASE, life skills, workforce readiness)
- Install additional computers and digital access infrastructure
- Provide wraparound services to support learners in the housing complex and surrounding neighborhood
- Launch Job Spot 2.0 and begin service delivery
CAEP Objective Contribution: This activity supports CAEP Objective 1: Address Educational Needs by directly delivering adult education and workforce preparation services into an underserved residential area. It expands access to foundational and transitional educational services, increases digital inclusion, and removes key barriers like transportation and childcare. This approach also strengthens equity and community engagement by bringing education into the spaces where learners live.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Site fully staffed
- Class offerings developed and launched
- Community outreach initiated
- Computers and digital resources deployeda
- Residents and surrounding community members participate in ABE, ASE, and life skills classes
- Resume workshops and workforce readiness programs delivered
- Increased enrollment and participation among low-income adults
- Sustained increases in academic progress, educational attainment, and transition to employment or postsecondary training for local residents
- Deepened community partnerships and expansion of satellite models based on success of Job Spot 2.0
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Workforce Preparation (124AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Assistant Principal | Kern High | 06/30/2028 |
#7 Targeted Support for Literacy & Retention
This activity focuses on strengthening student success by addressing the distinct needs of specific populations and promoting persistence through tailored instructional and support strategies. Adult learners facing justice system involvement, low literacy, or geographic isolation will benefit from targeted interventions. These efforts include:
- Wraparound support and workforce readiness programming for justice-impacted learners
- Expanded academic and counseling support for concurrently enrolled adult learners in rural areas
- Literacy intervention for diploma-seeking students using CASAS diagnostic and instructional follow-up
- Conversation groups to support oral fluency for English language learners
- Retention-focused initiatives, including early alerts, flexible scheduling, and mid-course interventions
By customizing support to meet students where they are academically and personally, this activity addresses systemic barriers that often inhibit completion and long-term success.
Agencies Involved:
- Bakersfield College
- McFarland Adult Education
- Mojave Adult School
- Tehachapi Adult School
Key Deliverables:
- Establish community partnerships for justice-impacted students
- Deliver noncredit college success and workforce readiness courses
- Facilitate employer engagement and mock interviews
- Provide peer mentoring and academic check-ins for concurrent rural learners
- Pre- and post-CASAS testing with enrollment into targeted ABE literacy courses
- Conduct quarterly progress monitoring of literacy intervention
- Launch and maintain ESL conversation groups with structured prompts
- Deploy early alert and intervention systems to boost retention
- Integrate feedback into curriculum revision cycles
CAEP Objective Contribution:
This activity supports CAEP Objective 1: Address Educational Needs by removing access and persistence barriers for some of the consortium’s most vulnerable adult learners. It enhances instruction, intervention, and support services aligned with student needs, particularly those related to basic skills, literacy, and college and career transitions. These approaches help learners remain enrolled, build skills, and complete programs. The use of targeted literacy interventions and justice-involved reentry pathways also supports transitions and post-program success, contributing to broader CAEP goals.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Literacy gains among diploma-seeking students through CASAS tracking
- Increased engagement in ESL conversation groups
- Launch of early alert and retention initiatives
- Delivery of support services to justice-impacted learners
- Improved retention and course completion rates for at-risk learners
- Increased program persistence among rural and concurrently enrolled learners
- Ongoing refinement of curriculum and support models using learner feedback and outcome data
- Growth in high school diploma and transition rates for targeted learners
- Strengthened enrollment pipelines through positive student outcomes and word-of-mouth
- Stronger relationships with reentry partners and employers
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: Displaced Homemaker (148AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Ex-Offender (150AE)
- Student Barriers: Homeless (152AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Reported Cultural Barriers (147AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Students and Programs: Workforce Preparation (124AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director | Kern CCD | 06/30/2028 |
Principal | McFarland Unified | 06/30/2028 |
Principal | Mojave Unified | 06/30/2028 |
Director | Tehachapi Unified | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
#1 Seamless Transition Systems Development
The Kern Adult Education Consortium is launching a coordinated, cross-agency initiative to develop and implement seamless transition systems that guide students from adult education into postsecondary education and workforce training. This activity addresses long-standing fragmentation across member institutions by creating standardized intake, referral, counseling, and advising systems. It includes structured “warm handoff” protocols, mapped career pathways, dual/concurrent enrollment bridges, and student-facing resources designed to reduce drop-off points and confusion.
In addition, the activity supports transition services tailored to rural students, English language learners, students nearing high school diploma completion, and justice-impacted populations. Collectively, these efforts will ensure that every adult learner in the region has access to clear, personalized pathways and guidance for reaching their college and career goals.
Agencies Involved:
- Bakersfield Adult School
- Bakersfield College
- Cerro Coso College
- Delano Adult School
- Inyo Adult School
- Porterville Adult School
- Porterville College
- Sierra Sands Adult School
- Tehachapi Adult School
- Wasco Adult School
- Mojave Adult School
- Muroc Adult School
- Mono Adult School
Key Deliverables:
- Shared intake forms and referral protocols
- Consortium-wide transition advising framework and roadmap
- List of approved dual/concurrent enrollment courses
- Transition workshop calendar and attendance logs
- Onboarding-to-enrollment success rate tracking
- Personalized student transition plans
- MOUs with community colleges for dual/concurrent enrollment
- Consortium-wide staff training materials
- Student-facing resources (orientation guides, application/FAFSA tools)
- Implementation of pilot transition framework at 1–2 sites
- Monthly transition workshops across sites
- Annual transition data reports
CAEP Objective Contribution:
This activity is directly aligned with Objective 2: Improve Integration of Services and Transitions. It strengthens institutional coordination, ensures a consistent experience for learners across programs, and provides the necessary structure and support for successful transitions into college and the workforce. It reduces redundancy and closes access gaps, especially for underserved and rural learners.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Improved coordination between adult schools and colleges
- First pilot of concurrent enrollment with 15 students
- MOUs signed with college partners
- Transition workshops launched and tracked
- Framework piloted at select sites
- Transition advising begins at key campuses
- Student-facing roadmap distributed across consortium
- Increase in successful transitions to college and workforce programs
- 70% pass rate for adult students enrolled in community college courses
- 50% increase in Wasco Adult School’s college participation
- Adoption of the transition framework consortium-wide
- 75% of adult learners nearing program completion receive transition advising
- Expanded cohort-based concurrent enrollment
- Coordinated progress tracking and mid-course interventions
- Measurable increases in college enrollment, credential attainment, and job placements
- Institutionalization of the case management and advising model
- Integration of noncredit-to-credit and ESL-to-CTE bridges across consortium
- Formalization of dual/concurrent enrollment pipelines with Bakersfield College and Cerro Coso
- Increased articulation agreements and pathway clarity
- Ongoing refinement of transition strategies based on longitudinal data
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: Displaced Homemaker (148AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Reported Cultural Barriers (147AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Students and Programs: Workforce Preparation (124AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to ASE (500AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Kern High | 06/30/2028 |
Dean | Kern CCD | 06/30/2028 |
Director | Delano Joint Union High | 06/30/2028 |
Assistant Superintendent | Inyo Co. Office of Education | 06/30/2028 |
Director | Porterville Unified | 06/30/2028 |
Principal | Sierra Sands Unified | 06/30/2028 |
Director | Tehachapi Unified | 06/30/2028 |
Director | Wasco Union High | 06/30/2028 |
Principal | Mojave Unified | 06/30/2028 |
Director | Muroc Joint Unified | 06/30/2028 |
Coordinator | Mono Co. Office of Education | 06/30/2028 |
#2 Expanding Employer Partnerships & Pathways
This consortium-wide activity strengthens the alignment between adult education and workforce needs by deepening employer partnerships and embedding work-based learning across programs. It focuses on developing industry-informed educational offerings, expanding internships and apprenticeships, and launching microcredential pathways tailored to high-demand local sectors such as healthcare, ICT, and logistics.
In addition to engaging local employers and workforce boards, the consortium will strengthen collaboration among Employment Connection partners and other external organizations to ensure that adult learners benefit from a coordinated ecosystem of career services, job placement resources, and sector-informed training opportunities. These efforts are designed to provide students with relevant, real-world experiences and direct access to employment pipelines, leading to higher job placement rates, wage gains, and long-term economic mobility for adult learners.
Agencies Involved:
- Bakersfield Adult School
- Bakersfield College
- Cerro Coso College
- Delano Adult School
- Porterville Adult School
- Porterville College
- Wasco Adult School
- McFarland Adult School
- Muroc Adult School
- Inyo Adult School
- Mojave Adult School
- Sierra Sands Adult School
Key Deliverables:
- Formalized employer partnerships and MOUs
- Launched micro-credential programs in high-demand sectors
- Creation and delivery of the Workforce Readiness Training Program (WRTP)
- College & Career Exploration course implemented
- Job shadowing, internship, and apprenticeship placements facilitated
- Launch of adult-focused job and internship fairs
- Expanded Transfer and Career Resource Center services
- Career workshop series tailored to adult learners (age 25+)
- Development of an adult learner section on career center websites
- Workshop materials, job boards, and alumni engagement tools
- Microcredential tracking and employer satisfaction reports
- Quarterly coordination meetings with Employment Connection partners to align job placement and training services.
CAEP Objective Contribution:
This activity contributes primarily to Objective 2: Improve Integration of Services and Transitions, by linking education to employment through employer-informed programming, co-designed career training, and integrated support services.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Launch new internship and apprenticeship pilots
- Establish industry-driven career exploration workshops and advising
- Create employer advisory groups
- Develop job board and adult-focused outreach
- Deliver WRTP and collect learner career goal data
- Expand microcredential offerings
- Increase student enrollment in CTE and WRTP pathways
- Track student job placement and persistence
- Strengthen employer feedback loops
- Boost usage of transfer/career services by adult learners
- Improve curriculum alignment through employer input
- Increased student referrals and engagement with Employment Connection services across the region
- Improve wage outcomes and employment stability for program completers
- Establish adult education as a reliable talent pipeline for employers
- Sustain industry partnerships and employer advisory councils
- Institutionalize career services and adult learner supports
- Scale successful models and embed them consortium-wide
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Student Barriers: Displaced Homemaker (148AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Students and Programs: Workforce Preparation (124AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Kern High | 06/30/2028 |
Dean | Kern CCD | 06/30/2028 |
Director | Delano Joint Union High | 06/30/2028 |
Assistant Superintendent | Inyo Co. Office of Education | 06/30/2028 |
Principal | Mojave Unified | 06/30/2028 |
Principal | McFarland Unified | 06/30/2028 |
Director | Wasco Union High | 06/30/2028 |
Principal | Sierra Sands Unified | 06/30/2028 |
Director | Muroc Joint Unified | 06/30/2028 |
#3 Integrating Student Support Services & Practice
This activity focuses on improving the integration and alignment of student support services across member agencies, aiming to provide a more consistent, efficient, and student-centered experience regardless of where learners enter the system. By streamlining intake, orientation, referral, and support procedures, this initiative helps reduce student confusion, prevent drop-offs, and ensure timely access to academic and non-academic supports. This is significant for adult learners navigating complex life demands, limited resources, and multiple systems. A coordinated and equitable support system across the region will help increase student persistence, credential attainment, and transitions to college or employment.
Consortium members will:
- Align intake, assessment, orientation, and referral processes across the region.
- Host semi-annual meetings between adult schools and Cerro Coso College’s student support staff to coordinate services.
- Deliver joint trainings on referral systems and student support eligibility.
- Develop a shared intake form or digital kiosk system.
- Plan for co-located services like drop-in counseling, financial aid support, and basic needs assistance at adult school sites.
- Identify key contacts at each agency to streamline cross-institutional communication.
- Include adult schools in scheduled community college events (e.g., college fairs, enrollment days, CC Rocks).
- Launch an online support hub for adult learners, including FAQs, orientation materials, study tools, and workshop calendars.
- Host Community Resource Pop-Ups that connect learners with employment, housing, and social services.
- Deliver College & Career workshops and one-on-one career counseling.
- Implement a College & Career Exploration course.
- Launch monthly tailored workshops and adult learner-facing career tools on campus websites.
- Provide personalized advising, resume/interview coaching, job search support, and internship referrals.
- Improve faculty-student engagement through consistent office hours and early alert systems.
Agencies Involved:
- Cerro Coso College
- Bakersfield College
- Porterville College
- Mojave Adult School
- Sierra Sands Adult School
- Tehachapi Adult School
- Wasco Adult School
Key Deliverables:
- Standardized intake and referral tools (form/kiosk)
- Joint training materials and meeting agendas
- Online support hub launched and maintained
- Orientation module for all new students
- Community Resource Pop-Up events and attendance logs
- College & Career Exploration curriculum implemented
- Monthly adult learner-specific workshops hosted
- Student tracking and early alert system implemented consortium-wide
- Career services materials and job board maintained
- Staff training module on engaging adult learners
CAEP Objective Contribution:This activity contributes primarily to Objective 2: Improve Integration of Services and Transitions by building bridges between systems and aligning student support processes across institutions.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Launch Adult & Reentry Learner webpage.
- Conduct staff trainings on adult learner needs and referral processes.
- Host first Community Resource Pop-Up events.
- Roll out Orientation Module and online support tools.
- Begin data collection on student usage of support services.
- Increased persistence, retention, and completion among adult learners.
- Improved coordination of services at local sites.
- Growth in community partnerships and referral network reach.
- Greater usage of support services and improved tracking of student outcomes.
- Widened participation in academic planning, career exploration, and job placement activities.
- Sustainable student support systems embedded into regional service models.
- Increased degree and credential completion.
- Reduced equity gaps in service access and persistence.
- Institutionalized partnerships and systems for continued collaboration.
- Enhanced alumni engagement and employer confidence in student preparedness.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Progress: Immigration Integration Milestone (411AE)
- Student Barriers: Displaced Homemaker (148AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Foster Youth (151AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Reported Cultural Barriers (147AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Students and Programs: Workforce Preparation (124AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to ASE (500AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Dean | Kern CCD | 06/30/2028 |
Principal | Mojave Unified | 06/30/2028 |
Director | Wasco Union High | 06/30/2028 |
Principal | Sierra Sands Unified | 06/30/2028 |
Director | Tehachapi Unified | 06/30/2028 |
#4 Data Sharing & Systems Integration
This activity focuses on building an integrated data system across all Kern AEC member agencies to track student progress, transitions, and outcomes. The significance of this initiative lies in its ability to support informed, data-driven decision-making and provide the infrastructure required to monitor the effectiveness of transition-related strategies. By improving how student data is collected, analyzed, and shared, the consortium will ensure that instructional and support services are continuously refined to improve outcomes.
The consortium will design and implement cross-agency data sharing systems, explore shared student identifiers, and create secure data exchange protocols. Member agencies will enter into formal data-sharing agreements. Staff will receive training on using dashboards and tools to analyze student progress and outcomes. Key efforts include transition tracking protocols, use of early alert and student tracking tools, and quarterly reviews of key metrics. Specific actions include establishing a Professional Learning Community (PLC) to guide data-driven instruction, analyzing withdrawal trends, and using assessment data to adjust instruction and identify transition bottlenecks.
Agencies Involved:
- McFarland Adult School
- Mono Adult School
- Tehachapi Adult School
- Wasco Adult School
- All Consortium Members
Key Deliverables:
- Cross-agency data sharing agreements and infrastructure
- Secure data exchange protocols and shared student identifiers
- Transition tracking reports and early alert systems
- PLC established and operational
- Quarterly program growth reports
- Pre/post CASAS score tracking and documentation of student outcomes
- Standardized data collection procedures
- Faculty training in data use and dashboard interpretation
- Integration of data analysis into consortium-wide PD
- Annual reviews of persistence, completion, and transition data
CAEP Objective Contribution:
This activity directly supports Objective 2: Improve Integration of Services and Transitions by providing the infrastructure necessary to monitor transitions and inform alignment between programs.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Full implementation of standardized data collection processes
- Launch of instructor PLC focused on data use
- CASAS testing data reviewed for all diploma-seeking students
- Enrollment and attendance data regularly reported
- Initial staff training on dashboards and tracking tools
- Begin implementation of transition tracking protocols
- Enhanced tracking of transitions and student progress across the region
- Increased use of data in referral and counseling systems
- Ongoing quarterly program growth reports and instructional adjustments
- Improved staff capacity to analyze and act on student data
- Student tracking embedded into program operations
- Transition workshop outcomes analyzed and used for improvement
- Fully institutionalized and sustainable data sharing and analysis system
- Continuous improvement model based on data refinement
- Increased accuracy in pathway tracking and metric reporting
- Program design and resource allocation increasingly guided by student outcomes
- Clear evidence of improved transitions and persistence across programs
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Reported Cultural Barriers (147AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to ASE (500AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | McFarland Unified | 06/30/2028 |
Coordinator | Mono Co. Office of Education | 06/30/2028 |
Director | Tehachapi Unified | 06/30/2028 |
Director | Wasco Union High | 06/30/2028 |
#5 Centralized Consortium Professional Development
This activity focuses on establishing a centralized professional development (PD) system to enhance educator effectiveness across the consortium. By equipping instructors, counselors, and support staff with high-impact strategies in areas such as digital instruction, trauma-informed teaching, career readiness, student tracking, and data use, the consortium ensures consistent, high-quality services. This is critical for achieving smoother transitions, improving student outcomes, and supporting integrated service delivery across agencies. It directly contributes to adult learners’ persistence, completion, and postsecondary success.
A PD committee will be formed to lead the development of a shared professional development strategy. Initial steps include conducting a consortium-wide needs assessment, organizing PD sessions, creating a shared calendar, and developing an evaluation/feedback system. Training will cover key areas such as digital and hybrid instruction, use of Northstar Digital Literacy modules, project-based learning, data collection/analysis, and supporting adult learner transitions. Instructors and staff will receive coaching and participate in PLCs. Specific PD will also focus on technology integration (e.g., Edgenuity, CASAS), adult learner engagement, and student support strategies.
Agencies Involved:
- Wasco Adult
- Bakersfield Adult School
- Bakersfield College
- Cerro Coso College
- Delano Adult School
- Porterville College
- McFarland Adult School
Key Deliverables:
- PD committee formation and completion of needs assessment
- At least two consortium-wide PD sessions held annually
- PD feedback system developed
- Shared consortium-wide PD calendar
- Staff trained on data dashboards, student tracking, and for Porterville Adult School only Northstar Digital Literacy
- Annual PD plan distributed across all member sites
- Training sessions aligned with digital equity, CTE, student support, and transitions
- Creation of a staff training module on adult learner needs
- Ongoing coaching, workshops, and PLC participation opportunities
CAEP Objective Contribution:
This activity contributes to Objective #2 by creating a centralized, cross-agency professional development system that strengthens instructional alignment and continuity across member programs. By training faculty and staff on key transition-related strategies, such as data-informed student tracking, digital instruction, career readiness, and wraparound supports, the consortium fosters more integrated and coordinated services. These shared PD efforts improve staff ability to guide adult learners through educational transitions, ensure consistent support across entry points, and promote smoother student movement into postsecondary, CTE, and employment pathways.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- PD committee formed and consortium-wide needs assessment completed
- Two or more cross-consortium PD sessions held
- Shared PD calendar published
- Feedback system established for ongoing PD improvement
- Initial training completed on data use and digital tools
- Staff trained on adult learner support and instructional adaptations
- Annual PD program fully implemented and refined based on staff feedback
- Increased staff participation and engagement in PD and PLCs
- Demonstrated improvements in instruction and student engagement
- Expanded use of Northstar Digital Literacy across programs
- Data usage becomes embedded in instructional decision-making
- Equity-focused and transition-aligned training integrated into staff onboarding
- Improved student completion, transition, and employment outcomes
- Institutionalization of professional development practices across the consortium
- Ongoing refinement of PD programming informed by student and staff outcomes
- Stronger regional alignment in adult education instructional standards and delivery
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Reported Cultural Barriers (147AE)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Students and Programs: Workforce Preparation (124AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to ASE (500AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director | Wasco Union High | 06/30/2028 |
Principal | Kern High | 06/30/2028 |
Dean | Kern CCD | 06/30/2028 |
Director | Delano Joint Union High | 06/30/2028 |
Principal | McFarland Unified | 06/30/2028 |
#6 Transition Curriculum & Program Development
This activity focuses on the development and expansion of educational programs and curriculum specifically designed to support seamless transitions into postsecondary education and employment. By creating clear, job-aligned pathways, such as Integrated Education and Training (IET), short-term Career and Technical Education (CTE), English for the Workplace, and stackable microcredentials, students receive the academic and technical training they need to enter high-demand industries. This approach ensures adult learners gain meaningful, marketable skills while also fostering persistence, completion, and upward mobility.
- Utilize needs assessment data to identify pathway gaps and curriculum development priorities.
- Develop and deliver a series of short-term, noncredit English for the Workplace courses for English Language Learners (ELLs), integrating job-specific vocabulary, soft skills, and contextualized instruction.
- Expand short-term, industry-recognized certificate programs in high-demand fields like healthcare, logistics, tech support, and customer service.
- Implement the In-Home Support (IHSS) program with ELL instructional support.
- Launch the Pharmacy Clerk IET class, combining classroom instruction and hands-on training.
- Develop and pilot stackable microcredential programs aligned with employer needs.
- Offer non-diploma track skill-building courses focused on academic, technical, and workplace readiness skills.
Agencies Involved:
- Cerro Coso College
- Bakersfield College
- Delano Adult School
- Porterville Adult School
- Porterville College
- Bakersfield Adult School
- Sierra Sands Adult School
Key Deliverables:
- Series of noncredit, short-term English for the Workplace courses developed and launched
- New or revised pathway programs implemented in priority sectors
- Expansion of industry-recognized certificate programs
- In-home support provider class established and delivered
- Pharmacy Clerk IET curriculum finalized and implemented
- Three new employer-aligned microcredential programs developed
- Skill-building offerings created for non-diploma adult learners
- Microcredential cohort tracking initiated
CAEP Objective Contribution:
This activity advances Objective #2 by creating structured, aligned transition pathways that connect adult education to postsecondary and employment opportunities. Programs such as Integrated Education and Training (IET), English for the Workplace, and industry-recognized microcredentials bridge adult learners into credit-bearing coursework and in-demand careers. Contextualized instruction and job-aligned curricula support smoother transitions, reduce service fragmentation, and help learners build the academic and technical skills needed to move effectively between education and the workforce. These efforts strengthen integration across providers and systems, making transitions more accessible and successful for diverse learners.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Curriculum for English for the Workplace courses drafted and piloted
- IHSS and Pharmacy Clerk IET programs implemented
- Microcredential curriculum and proposals developed
- Increased program availability and early enrollment in new offerings
- Greater student engagement through contextualized, career-focused content
- Launch and scale revised pathways in priority sectors
- Increased student access to aligned educational and training opportunities
- Improved program completion rates
- Higher employment rates among graduates
- Cohort data gathered for microcredential completers
- Integration of Northstar digital literacy in workforce courses at Porterville Adult
- Strong alignment between program offerings and regional workforce demand
- Sustained increase in program enrollment and credential completion
- Higher rates of transition into postsecondary education and employment
- Measurable increases in wages and employment stability
- Expansion and institutionalization of microcredentials and IET offerings
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Employment & Earnings: Median Change in Earnings (801AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Students and Programs: Workforce Preparation (124AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Sierra Sands Unified | 06/30/2028 |
Principal | Kern High | 06/30/2028 |
Dean | Kern CCD | 06/30/2028 |
Director | Delano Joint Union High | 06/30/2028 |
Director | Porterville Unified | 06/30/2028 |
#7 Flexible Learning for Access & Transitions
This activity expands flexible course scheduling and delivery models, including evening, weekend, hybrid, fully online, and community-based instruction, to increase access for adult learners facing barriers such as employment demands, caregiving responsibilities, transportation issues, and limited digital access. While this work aligns with Objective 1 (Address Educational Needs), Mono Adult School identifies it specifically as contributing to Objective 2 (Improve Integration of Services and Transitions) by facilitating persistence and increasing the likelihood of successful student transitions into postsecondary education and higher-wage employment. Expanding instructional access is critical to increasing equity, completion rates, and transition outcomes across the consortium.
The activity that will be carried out:
- Implement flexible course schedules, including evening, weekend, and online formats
- Increase the number of hybrid in-person/Zoom classes
- Utilize public library sites as satellite learning locations
- Expand curriculum options that support flexible learning, including use of platforms like OTAN and Burlington
- Provide digital access support to help students succeed in remote and hybrid environments
Agencies Involved:
- Bakersfield College
- Cerro Coso College
- Inyo Adult School
- McFarland Adult School
- Muroc Adult School
- Tehachapi Adult School
- Mono Adult School (specifically aligned with Objective 2)
Key Deliverables:
- Launch of new evening, weekend, and hybrid course offerings
- Establishment of library-based learning hubs with teacher support
- Increased number of flexible classes using platforms like Zoom and OTAN
- Expanded curriculum to align with flexible delivery needs
- Documented growth in digital platform usage and attendance
CAEP Objective Contribution:
This activity supports Objective #2 by expanding flexible learning options that help adult learners stay engaged and persist through transitions into postsecondary education or employment. Evening, weekend, hybrid, and online classes reduce barriers related to work, caregiving, and transportation. Community-based learning hubs and digital platforms increase access and continuity. These efforts promote smoother transitions, improve completion rates, and align services across education and workforce systems.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Higher student enrollment and improved attendance
- A variety of curriculum delivered with fidelity in flexible formats
- Increased digital access and baseline technology skills
- Increase in adult learner participation
- Improved persistence and program completion rates
- Greater retention among adult learners
- Increased transitions to postsecondary education and higher-wage careers
- More frequent and effective use of digital platforms
- Implementation of a continuous improvement model for HyFlex delivery
- Sustained educational attainment and credential acquisition across diverse populations
- Increased student self-efficacy and completion of personal education goals
- Long-term digital literacy that supports ongoing education and employment
- Regional replication of the HyFlex model to serve adult learners across Inyo and Mono counties
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Workforce Preparation (124AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Dean | Kern CCD | 06/30/2028 |
Assistant Superintendent | Inyo Co. Office of Education | 06/30/2028 |
Principal | McFarland Unified | 06/30/2028 |
Director | Muroc Joint Unified | 06/30/2028 |
Director | Tehachapi Unified | 06/30/2028 |
Coordinator | Mono Co. Office of Education | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
#1 Professional Development for Adult Educators
This consortium-wide activity strengthens educator capacity across the Kern Adult Education Consortium by providing targeted professional development (PD) focused on enhancing instructional quality, addressing student barriers, and supporting equity and transitions. By equipping teachers, counselors, and support staff with relevant tools, such as digital instruction, trauma-informed teaching, data usage, and student engagement strategies, this initiative directly supports Objective 3: Improve Effectiveness of Services.
Agencies Involved:
- Bakersfield Adult School
- Bakersfield College
- Cerro Coso College
- Delano Adult School
- Porterville College
- McFarland Adult Education
- Porterville Adult School
- Sierra Sands Adult
- Tehachapi Adult
- Wasco Adult
Key Deliverables:
- Formation of a PD committee and completion of a needs assessment
- Consortium-wide professional development calendar published
- At least two consortium-wide PD sessions held annually
- Staff trained on digital platforms, Edgenuity, CASAS, and hybrid instruction
- Implementation of an early-alert checklist system
- Staff training module on adult learner needs (Porterville College)
- Instructor office hour consistency and attendance tracking (Tehachapi Adult)
- Teachers hired as Subject Matter Experts to support instruction (Sierra Sands Adult)
- Staff access to ongoing coaching and PLCs
CAEP Objective Contribution:
This activity directly advances Objective 3 by increasing the effectiveness of educational services through improved educator capacity.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Increased educator participation in PD
- Improved instructional strategies and student engagement
- PD committee formed and needs assessment completed
- Consortium-wide PD sessions launched
- Subject Matter Experts hired to support faculty
- Consistent use of office hours and attendance tracking
- Fully integrated, consortium-wide annual PD program
- Evidence of improved instructional quality and learner outcomes
- Regular use of early alert systems and student data tools
- Staff gain deeper skills in data usage, CTE integration, and learner equity
- Improved student retention and course completion
- Higher rates of credential attainment, employment, and student transition
- Institutionalization of digital literacy and instructional best practices
- Continued staff development aligned with learner needs and workforce changes
- Curricula refined based on PD feedback and retention data
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Employment & Earnings: Median Change in Earnings (801AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: Displaced Homemaker (148AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Reported Cultural Barriers (147AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Students and Programs: Workforce Preparation (124AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to ASE (500AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Kern High | 06/30/2028 |
Dean | Kern CCD | 06/30/2028 |
Director | Porterville Unified | 06/30/2028 |
Principal | Sierra Sands Unified | 06/30/2028 |
Director | Delano Joint Union High | 06/30/2028 |
Director | Tehachapi Unified | 06/30/2028 |
Director | Wasco Union High | 06/30/2028 |
Principal | McFarland Unified | 06/30/2028 |
#2 Enhanced Wraparound Services and Referrals
This activity aims to address non-academic barriers to education by implementing expanded student support services such as academic counseling, mental health referrals, and retention outreach. Ensuring students receive comprehensive support from enrollment through completion increases persistence, credential attainment, and transition rates, directly contributing to Objective 3: Improve Effectiveness of Services.
- Implement expanded student support services (academic counseling, mental health referrals, retention outreach).
- Develop and implement a consortium-wide transition framework with consistent counseling and ongoing support (Wasco Adult).
- Launch centralized online support hub and student orientation module (Tehachapi Adult).
- Host Community Resource Pop Up Events to connect students to services such as housing, healthcare, and employment (Mojave Adult).
- Coordinate joint trainings and referral alignment between adult schools and student support services (Cerro Coso College).
Agencies Involved:
- Wasco Adult
- Tehachapi Adult
- Mojave Adult
- Sierra Sands Adult
- Cerro Coso College
Key Deliverables:
- Community Resource Pop Up events with tracked attendance and partnerships
- Centralized online support hub and orientation module launched
- Consistent office hours and attendance/feedback tracking by instructors
- Consortium-wide referral training sessions and shared intake protocols
- Increased documentation of student support service access and utilization
- Transition framework designed and piloted
- Intake coordination and support roles defined
CAEP Objective Contribution:
This activity contributes to CAEP objectives by improving the overall effectiveness of services through enhanced outreach, more streamlined referral processes, and the implementation of supportive retention practices. By building a more consistent service experience across sites, it expands access and responsiveness to underserved populations, including foster youth, low-income individuals, and single parents. These integrated supports increase student engagement and persistence, creating a stronger foundation for successful transitions and program completion.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Community Resource Pop Ups launched with 4 initial events completed (Mojave)
- Online support hub launched and promoted (Tehachapi)
- Orientation module completed by new students
- Office hours and feedback tracking implemented by instructors
- Initial partnerships and resource referrals established
- Student retention increases by 5–10%
- Increased use of resource hubs and support services
- Ongoing partnerships with community service providers formalized
- Improved tracking of support service usage and student satisfaction
- Term-to-term persistence rates improve
- Framework for wraparound services standardized and scaled
- Higher rates of employment and postsecondary transition
- Institutionalized student support systems and case management
- Completion rates stabilize and increase
- Enhanced equity and access to essential resources
- Positive word-of-mouth boosts enrollment and community trust
- Improved long-term educational and economic outcomes for underserved students
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Foster Youth (151AE)
- Student Barriers: Homeless (152AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Reported Cultural Barriers (147AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Students and Programs: Workforce Preparation (124AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director | Wasco Union High | 06/30/2028 |
Director | Tehachapi Unified | 06/30/2028 |
Principal | Mojave Unified | 06/30/2028 |
Principal | Sierra Sands Unified | 06/30/2028 |
Dean | Kern CCD | 06/30/2028 |
#3 Dual Enrollment and Onramp Programs
This activity focuses on the development and expansion of dual enrollment and onramp programs that create seamless transitions from adult schools to community colleges and career training. It supports smoother student transitions, increases persistence, and boosts completion rates, directly addressing Objective 3: Improve Effectiveness of Services.
- Align course sequencing between adult schools and community colleges.
- Provide shared counseling and advising.
- Offer credit-bearing CTE bridge courses.
- Establish or renew MOUs with adult school partners.
- Identify priority programs and approved courses for dual enrollment.
- Host joint workshops and enrollment support events.
- Coordinate cohort enrollment (e.g., Bakersfield College and Wasco Adult).
- Implement mid-term check-ins and peer mentoring.
- Provide professional development for staff and develop targeted outreach materials.
Agencies Involved:
- Bakersfield College
- Cerro Coso College
- Delano Adult School
- Porterville College
- Tehachapi Adult School
- Wasco Adult School
Key Deliverables:
- Signed MOUs with adult school partners
- Approved dual/concurrent enrollment course list
- Workshop attendance logs and event summaries
- Enrollment data for dual/concurrent adult students
- Mid- and end-of-term course completion data
- Cohort progress tracking and transition data
- Annual reports on persistence, completion, and transition
CAEP Objective Contribution:
Enhances program effectiveness by creating structured bridges from adult education into credit-bearing college coursework.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Increased participation in dual enrollment/onramp programs
- Launch of initial concurrent enrollment cohorts (e.g., 15 Wasco students)
- MOUs signed with all adult school partners
- Improved student success in college-level courses
- Increased student retention and credential attainment
- Expanded course offerings aligned with local labor market needs
- Target pass rates achieved (e.g., 70% in BC courses)
- Enhanced participation in advising and workshop services
- Increased enrollment and persistence of adult learners in credit-bearing programs
- Higher transition rates from non-credit to credit
- Institutionalized dual/concurrent enrollment pipelines
- Increased postsecondary credential completion and employment
- Regular tracking of completion, transition, and workforce outcomes
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: Displaced Homemaker (148AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Foster Youth (151AE)
- Student Barriers: Homeless (152AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Reported Cultural Barriers (147AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director | Wasco Union High | 06/30/2028 |
Director | Tehachapi Unified | 06/30/2028 |
Dean | Kern CCD | 06/30/2028 |
Director | Delano Joint Union High | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Delano Joint Union High | $1,919,925 | Certified |
Inyo Co. Office of Education | $258,046 | Certified |
Kern CCD | $1,891,689 | Certified |
Kern Co. Office of Education | $0 | Certified |
Kern High | $17,312,186 | Certified |
McFarland Unified | $507,209 | Certified |
Mojave Unified | $652,880 | Certified |
Mono Co. Office of Education | $255,758 | Certified |
Muroc Joint Unified | $125,268 | Certified |
Porterville Unified | $5,253,785 | Certified |
Sierra Sands Unified | $283,903 | Certified |
Tehachapi Unified | $451,324 | Certified |
Wasco Union High | $406,343 | Certified |
Totals | $29,318,316 | 13/13 Certified |
Evaluation of 2023–24 CAEP Funds and Alignment with 2025–28 Strategies
In 2023–24, Kern Adult Education Consortium (KAEC) members reported over $12 million in total CAEP expenditures across ESL, ABE/ASE, CTE, and workforce readiness programs. A substantial portion of unspent carryover funds remains due to persistent staffing shortages, limited facility access, and infrastructure delays, especially in rural districts. These carryover funds will be strategically reallocated over the next three years to expand capacity in high-priority areas, such as short-term CTE, ESL, digital access, and workforce transition programs.
Each agency will direct future allocations toward initiatives identified in the 2025–28 Needs Assessment, including short-term training in healthcare, logistics, and business; dual enrollment; expanded hybrid/online programming; and bilingual student support. Funds will also support flexible scheduling, outreach to underserved communities, and technology upgrades that address regional gaps in digital equity.
In addition to CAEP funds, members are leveraging significant external resources. These include Perkins and SWP (supporting CTE pathway development and dual enrollment), WIOA Title II (co-enrollment and integrated education/training), CTEIG (equipment for technical programs), and local bond measures used for facility upgrades. Partnerships with the Kern County Workforce Development Board, employers, and community colleges offer braided funding to support job placement, training, and case management services.
CAEP funding will be combined with these resources to implement cross-agency initiatives such as shared data systems, regional articulation agreements, career readiness training, and improved student transition support. This braided approach enables KAEC to address systemic access barriers, scale high-impact programs, and align services with Kern County’s labor market needs. Ongoing investment in staffing, facilities, and digital infrastructure is essential to ensure that all learners, especially those in rural and underserved communities, can fully participate in and benefit from the region’s adult education system.
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
Kenneth Moore - kmoore@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
Kern CCD - Member Representative
Cathi Jacob - Accounting Manager
- cjacob@kccd.edu
- (661) 336-5105
Stacy Pfluger - Vice Chancellor of Educational Services & Student Success
- stacy.pfluger@kccd.edu
- (661) 336-5150
Melissa Thornsberry - Acting Chief Financial Officer/Vice Chancellor, Finance and Administrative Services
- melissa.thornsberry@kccd.edu
- (661) 336-5142
Denice McCauley - Program Director
- denice.mccauley@kccd.edu
- (661) 336-5039
Heather Ostash - Chief Student Services Officer
- hostash@cerrocoso.edu
- (760) 384-6249
Bryan Lainez - Accounting Coordinator
- bryan.lainez@kccd.edu
Kern Co. Office of Education - Member Representative
Janeyle Thomas - Program Specialist
- jathomas@kern.org
Kierstin Webb - Director College and Career Programs
- kiwebb@kern.org
- (661) 852-5799
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
Dr. Michael Zulfa - Associate Superintendent Business
- mike_zulfa@kernhigh.org
- (661) 827-3127
Chad Provensal - chad_provensal@kernhigh.org
McFarland Unified - Member Representative
Aaron Resendez - Superintendent
- saresendez@mcfarland.k12.ca.us
- (661) 792-3081
Leonor Lopez - Principal
- lelopez@mcfarland.k12.ca.us
- (661) 667-1260
Mojave Unified - Member Representative
Ms. Cassie Hogan - Supervisor of Accounting and Categorical Programs
- cassiehogan@mojave.k12.ca.us
Katherine Aguirre - katherineaguirre@mojave.k12.ca.us
Victoria Davis - Adult Ed Principal
- victoriadavis@mojave.k12.ca.us
- (661) 824-4088 ext: 107
Mono Co. Office of Education - Member Representative
Shana Stapp - Adult Education Coordinator
- sstapp@monocoe.org
- (760) 914-4131
Tammy Nguyen - Superintendent of Schools
- tnguyen@monocoe.org
- (760) 934-0031 ext: 104
Muroc Joint Unified - Member Representative
Kevin Cordes - Superintendent
- kcordes@muroc.k12.ca.us
- (760) 769-4821
Dr David Ellms - Director Educational Services
- dellms@muroc.k12.ca.us
- (760) 769-4821 ext: 3527
Porterville Unified - Member Representative
Brad Rohrbach 7932458 - Assistant Superintendent
- brohrbach@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
Sierra Sands Unified - Member Representative
Mandy Parks - Student Liaison
- mparks@ssusd.org
- (760) 499-1722
John Cosner - Principal of Alternative Education
- jcosner@ssusd.org
- (760) 499-1810
Connie Williams - Director of Finance and Budget
- cwilliams@ssusd.org
- (760) 499-1611
Jennifer Hayden - Assistant Superintendent of Business & Support Services
- jhayden@ssusd.org
- (760) 499-1604
Tehachapi Unified - Member Representative
Dr. Bonny Porter - Director of Student Services
- bporter@tehachapiusd.com
- (661) 822-2266 ext: 2712
McKenna Liebgott - Adult Education Project Manager
- mliebgott@tehachapiusd.com
- (661) 822-2266 ext: 90500
Wasco Union High - Member Representative
Marleni Maston - Adult Education Program Coordinator
- mamaston@wascohsd.org
- (661) 758-7414
Thomas Yasenchak - Wasco Independence High School Principal
- thyasenchak@wascohsd.org
- (661) 758-7450