CAEP Three-Year Plan: 2022-23 24 Lake Tahoe Adult Education Consortium
Status: Certified
California Adult Education Program
24 Lake Tahoe Adult Education Consortium: Certified
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
* Mandatory for all consortia
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Number of Adults Served (AE 200 - Overall) | 1,255 | 362 | 400 | 500 | 500 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 169 | 117 | 200 | 200 | 200 | |
Student Barriers | Low Income (AE 310 - Overall) | 435 | 126 | 200 | 250 | 200 |
Member Level Metric Targets
* Mandatory for all members
Alpine County Unified (No reporting institution)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 0 | 0 | 0 | |||
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 0.0% | 0.0% | 0.0% | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 |
El Dorado Co. Office of Education (Reported by El Dorado County Office of Education)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 136 | 73 | 30 | 30 | 30 | |
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 0.0% | 5.0% | 5.0% | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 24 | 15 | 25 | 25 | 25 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 11 | 0 | 0 | 5 | ||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 5 | 5 | 10 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 5 | 5 | 10 |
Lake Tahoe CCD (Reported by Lake Tahoe District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 189 | 168 | 175 | 200 | 200 | |
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 5.0% | 10.0% | 15.0% | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 5 | 5 | 5 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 15 | 15 | 20 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 40 | 45 | 50 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 20 | 25 | 30 |
Lake Tahoe Unified (No reporting institution)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 0 | 0 | 0 | |||
Employment and Earnings | Median Change in Earnings (AE 801 - Overall) | 0.0% | 0.0% | 0.0% | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 |
Member Spending Targets
Member | Percent of 2019-20 Available Funds Spent | Percent of 2020-21 Available Funds Spent | Percent of 2021-22 Available Funds Spent | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|
El Dorado Co. Office of Education | 100% | 100% | 36% | 100% | 100% | 100% |
Lake Tahoe CCD | 100% | 100% | 46% | 80% | 80% | 80% |
Objectives
Address Educational Needs
Continue to enhance and expand opportunities through competency-based learning to increase access to, and success for, adults seeking to earn a high school credential and/or enter (and be successful in) post-secondary education/training.
Increase use of online resources, like Burlington English and EnGen to provide more opportunity for access and support in improving English language proficiency. Revamp and expand in-person options as well as asynchronous AND synchronous online offerings.
Continue expansion of integrated employment and training (IET) or apprenticeship approaches to career pathways that are locally relevant and lead to livable wages. Culinary and ski lift maintenance were early examples of our success and we will build on that by adding Forestry in 2022-23 and continue to explore other options as they become available in the Basin economic ecosystem.
Improve Integration of Services & Transitions
Deepen relationship between consortium members and community partners, especially within the housing and behavioral health sectors, to ensure the most pressing barriers/needs of clients are being addressed. Remain committed to provision of services across agency/partner locations and look to embed services in upcoming workforce housing (targeted with the 2025 opening of Sugar Pine Village) and potentially at the Barton health expansion into the eastern end of our community.
Continue to push for systemic changes to data collection and reporting, especially at the State level using our local approach/resources as a model. Recent local data system improvements have allowed for better tracking of transitions, especially to post-secondary education (and success) but this is not yet accurately reflected at the State level.
Continue to provide meaning professional development and support for Transition Navigators which serve a s the core of our approach and services on behalf of the entire consortium. Have practices incubated by the consortium (ADVANCE) be integrated into new models of our members and partners, especially EDCOE and LTCC.
Improve Effectiveness of Services
Continue to use all available data to ensure we are measuring what matters and using the information generated to drive our work.
Continue to serve as an incubator of services, practices, and approaches that can be shared across the consortium. (see objective above under Integration).
Ensure we are measuring what truly matters to the individuals and communities we serve.
Activities & Outcomes
Incubation of industry training/certification
Objective that Applies to this Activity
Address Educational Needs
Because of our structure, the consortium (ADVANCE) is able to rapidly design and deploy trainings, supports, and services to meet the changing needs of our local business partners. Using our access to the broad range of locally relevant data (e.g., Emsi Burning Glass, CollegeAPP, etc.) we can identify potential areas of need and confirm with local partners. Once we have designed the offering, the consortium can operate it while our local college partner walks the (now) vetted and proven course (class, coot camp, etc.) though the governance structure which enables long term financial support and allows the consortium to begin incubation of that next need.
Provide navigation and other support for the new LTCC Forestry Program, specifically the Forestry Employable Skills certificate which will launch in Fall of 2022 so that a minimum of 10 certificates are awarded in the first year of the program.
Through our partnership with the California Conservation Corps, identify the alignment between Corps trained skills and college course work to establish a multi college certificate by the end of PY 2022-23.
Increase in the Forestry Employability Skills (ES) certificate awards by a min of 10% plus movement toward Certificate of Achievement (CA) for original ES cert awardees (min 20% of ES awardees earn CA).
Technology platform(s) and resources deployed to begin tracking and awarding potential new multi-college certificate.
ESL supports through partnerships with Burlington English and/or Voxy to provide adequate support for non-native English speakers in this field of study.
Ongoing success with a minimum of 15-20 ES certs and 5-10 CA certs in Forestry (including Corps members).
CCCCO approved multi-college Certificate available based on alignment of Corps-trained skills and existing college courses. Additionally, at least three CCC partners using SkillsMatch or similar product to enhance local CPL efforts, especially those focused on a portfolio approach.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
- Employment and Earnings: Median Change in Earnings (AE 801 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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Competency-Based High School Credentials
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Formalize use of competency-based graduation requirements for adults seeking a high school credential, specifically those working toward a diploma. This builds of the ongoing work from the previous three-year plan. We also expect to see this approach integrated into the work our member, EDCOE, does here in South Lake Tahoe with the County jail. In addition, we will use processes and resources from this work to assist our community college member (LTCC) in their ongoing implementation of credit for prior learning.
LEA partner (EDCOE) approval of redesigned and articulated graduation expectations so that seat-time and/or credit "recovery" is no longer the only (or even primary) guidance for adults learning/demonstrating competency against graduation requirements.
Serve as the foundation(s) for piloting "Challenge by Portfolio" approach to CPL at LTCC.
Expansion of process at the secondary level into the county jail system (EDCOE) replicating the success and mechanisms form the community program.
Addition of a recognized CPL portfolio design credit course at LTCC (following pilot/incubation by consortium and LTCC governance approval)
Diploma awards outnumber high school equivalency as the competency-based system becomes the norm in our consortium.
Students/clients are awarded CPL at the secondary (EDCOE) and post-secondary (LTCC) levels.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Continued Integration and Validity of Data
Objective that Applies to this Activity
Improve Effectiveness of Services
As addressed in various sections of this plan, the unique structure and approach of our consortium have created issues with accurate reporting. Some of these issues are at the state level and we will continue to work with all parties (e.g., WestEd, CASAS) to address. At the local and consortium level, we will continue to work on efforts to track/report data on consortium (ADVANCE) provided services/outcomes disconnected from the fiscal agent/member (LTCC) services. We also need to continue to improve on helping our shared member (EDCOE, which also sits in CAERC) separate data by respective consortium.
Issues that have prevented more accurate and full data/reporting ar identified and options for correcting - especially at the State level - are presented for consideration.
Solutions are implemented and all members and consortium are confident the data accurately represents the work at the member and consortium level (and disaggregated to include the consortium as a "reporting member").
Data and reporting remain valid and accurate across systems.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
- Employment and Earnings: Median Change in Earnings (AE 801 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Continue Partnership with GSJTA
Objective that Applies to this Activity
Improve Integration of Services & Transitions
The current contract we hold with Golden Sierra Job Training Agency to provide WIOA Title I services in our service area will be up for a new RFP in late 2022. This has been an extremely valuable resource and the work of Title I case management is fully aligned with our structure and resources. IN the past three+ years, this has allowed us to provide access to over $250,000 in direct service support for clients/students, ranging form paid-work experience/internships to rental assistance, as well as significant funding for books, materials, and other items needed for successful completion of college course work (form culinary apprenticeship to Fire Academy). It will be vital for us to successfully bid for, and receive this contract for the next proposal cycle.
Successfully respond to RFP in late 2022.Increase advocacy to revisit recent EDD changes to use of federal funding for out-of-state ETPL providers, especially in Nevada (given our cross-border location/service area).
Continue to serve the South Lake Tahoe and Alpine County areas of the Golden Sierra Workforce Development Board.
Regain the ability to support clients in accessing appropriate and approved training/education providers in Nevada.
Meet all goals of GSJTA and the contract, be prepared for the next reauthorizing RFP.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Median Change in Earnings (AE 801 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
---|
Increased use of Common Resources-Approaches
Objective that Applies to this Activity
Improve Effectiveness of Services
This activity will focus on continuing to inventory, explore, and share resources across members and partner agencies/organizations. This will include our online resources, such as, Traitify, Burlington English and Voxy, ACT WorkKeys, North Start Digital Literacy, and TimelyCare (behavioral/mental health support). This will allow for less disruptive transitions for learners and leverage existing resources across partnerships.
identify where we have already have early success in resource/platform sharing and where gaps remains. This includes looking at cross member/partner usage and associated outcomes.
Expand the use of key resources (identified in the brief description) across additional partners - this will include integration into corrections-based support offered by EDCOE and for new program support for historically excluded populations - specifically, integration of ESL supports into the new LTCC Forestry certificate and degree pathway.
Consortium regularly reviews impact of shared resources, explores/researches additional resources to reduce/remove barriers to earlier transitions and produce more outcomes across populations.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Intensive, pro-active navigation/case-management
Objective that Applies to this Activity
Improve Integration of Services & Transitions
This remains the core of what we bring to our clients/students and our community. The ability to tailor an individuals pathway plan is personalized to increase successful progress on, and completion of, their goal(s). By selecting, organizing, even sequencing the resources, services, supports, etc. that any individual needs to be successful we are able to avoid the pitfalls associated with one size (or limited sizes) fits all. It means making sure we look at all available resources - not only from local partners/providers but also those at the state, regional, national, even global levels to be able to meet the unique needs, in unique ways, because no two peopel, even with the same goal, will "fit" in the exact same plan.
Continued refinement of existing (and nationally-recognized) processes and approaches among partner agencies, including EDCOE in terms of competency-based, and personalized pathways to HS diplomas, as well as college partners as we look to inform/enhance their efforts with working adults and better meet the intent of Guided Pathways and CPL initiatives.
We see more adoption of our holistic case-management/navigation among the partners we focused on in year one. This would include expansion of practices to incarcerated student supports as well as an increase in working adults returning to college for specific, skills-based needs.
Changes in practice at our partners (members and community) have changed structures and procedures such as more flexible college course scheduling, more short-term intensive CTE offerings, and more general flexibility in how any one learner gains and demonstrates competency toward a goal/outcome.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Alpine County Unified (Optional) | $0 | Draft |
El Dorado Co. Office of Education | $138,719 | Certified |
Lake Tahoe CCD | $1,043,520 | Certified |
Lake Tahoe Unified (Optional) | $0 | Draft |
Totals | $1,182,239 | 2/4 Certified |
Funds will continue to be allocated based on consortium/member plans and goals. In addition to CAEP funding, there are funds available, and utilized, by members and the consortium as a whole. These include, but are not limited to, Perkins funding (member), Strong Workforce Program funding at the K-12 and CC level (member), WIOA Title I contract (consortium), other grant funding (both), corrections education (member), and contracts, including for providing technical assistance to other organizations (consortium). All of these funding streams play different roles in the overall operation of each member, partner, and the consortium. With the exception of most TA contract funding, each source comes with its own set of requirements and expectations and meet specific needs within the overall three-year 9and annual) plan. THE TA contract funds, and other less restricted funding, are the most flexible and allow us to rapidly respond to evolving situations, such as the COVID shut-down of 2020.
Certification
Alpine County Unified - Member Representative
Frank Gerdeman - Director
- fgerdeman@ltcc.edu
- (530) 541-4660
Matthew Strahl Alpine County Unified School District - Superintendent
- mstrahl@alpinecoe.k12.ca.us
- (530) 694-2230
El Dorado Co. Office of Education - Member Representative
Sarah Cason - Accountant
- scason@edcoe.org
- (530) 295-2311
Cole Ames - Accountant
- cames@edcoe.org
- (530) 417-3598
Michael Gillespie EDCOE - Executive Director
- mgillespie@edcoe.org
- (530) 295-2257
Carey Buchanan - cbuchanan@edcoe.org
- (530) 295-2320 ext: 2320
Frank Gerdeman - Director
- fgerdeman@ltcc.edu
- (530) 541-4660
Lake Tahoe CCD - Member Representative
Brad Deeds - Dean of Workforce Development and Instruction
- deeds@ltcc.edu
- (530) 541-4660 ext: 225
Frank Gerdeman - Director
- fgerdeman@ltcc.edu
- (530) 541-4660
Lake Tahoe Unified - Member Representative
Frank Gerdeman - Director
- fgerdeman@ltcc.edu
- (530) 541-4660
John Simons Lake Tahoe Unified - Director of Secondary Education
- jsimons@ltusd.org
- (530) 541-2850 ext: 1044