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CAEP Annual Plan: 2022-23 25 Lassen-Modoc Adult Education Consortium

Status: Consortium Approved

California Adult Education Program : Annual Plan : 2022-23 Produced: Sep 7, 2022, 06:48 PM UTC Morgan Nugent

25 Lassen-Modoc Adult Education Consortium

Plans & Goals

Executive Summary

The Lassen-Modoc Adult Education Consortium (LMAEC) is dedicated to meeting the needs of the community and local employers by providing adult education opportunities in Lassen and Modoc Counties. LMAEC continues to reaffirm goals and priorities at regular Consortium Board and annual planning meetings. The primary focus areas that align with AB104 for adult learner outcomes, have remained consistent since the inception of the Consortium in 2014: 

1. Increase graduates from high school diplomas and equivalency programs. 

2. Improve literacy level gains for ABE learners. 

3. Implement CTE programs that provide the skills need for adults to obtain entry-level employment.

4. Identify and provide services for ESL/Civics/Citizenship learners.

To address the educational and employment skills the community employers require of new employees, the Consortium created academic and career pathway programs between the K-12 schools and the community college for the adult students. With the implementation phase of the California Adult Education Program, funding new programs at 12 sites provided adult learners the opportunities to attend classes (at either the K-12 adult classes or the community college) to complete high school diplomas or equivalencies, to acquire and improve English as a Second Language skills, to develop and grow numeracy and literacy skills, and obtain vocational skills for employment through CTE courses.

The 2022-2023 Annual Plan was developed during an Annual Plan Retreat where all Member Districts were invited to participate, the AJCC partner presented, CASAS reviewed data collection and reporting, and input from community stakeholders was encouraged. The 2022-2023 LMAEC Annual Plan continues the work started in 2020 to align the region with Ed Code, bring the Consortium into compliance, and provide best-in-class adult education services across Lassen and Modoc Counties. During the 2021-2022 fiscal year, Shaffer USD decided to become an unfunded, voting member of the LMAEC Consortium. Those services will be maintained now by the Lassen County Office of Education, thereby ensuring that staff remain employed and students continue to receive the adult education services they have come to expect. 

Regional Planning Overview

The 2022-2025 Three-Year Plan was developed to better address the requirements of CAEP/AB104, and to provide stronger guidance to the Member Districts of the Lassen-Modoc Adult Education Consortium regarding the vision of the voting board for program implementation and performance outcomes that meet the regional needs of the communities served. 


Meeting Regional Needs

Regional Need #1

Gaps in Service / Regional Needs

LMAEC serves the counties of Lassen and Modoc in the northeast corner of California. The primary educational need for adults in the region is CTE courses, which are offered across the region. Additionally, High School Diploma completion and High School Equivalency are offered at a limited number of sites across the region.

How do you know? What resources did you use to identify these gaps?

A combination of workgroup meetings, a review of current DIR/MIS data, current expenditures, and a review of LMI data was used to create the 2022-2023 Annual Plan. The CAEP Program Areas of focus are the following (which include continuation of the TTA focus area):

1. ABE

2. HSE/HSD

3. CTE 

4. Transitions to to Post Secondary and the Workforce 

How will you measure effectiveness / progress towards meeting this need?

LMAEC will continue to conduct ongoing quarterly review of Member District DIR and MIS data as Member District data input continues to improve. Fiscal Data entry will also be compared to student data for effectiveness. The Consortium will meet with the Alliance for Workforce Development to help determine any shifts in the labor market so that the Consortium Board can make ongoing adjustments to program offerings.

Address Educational Needs

2022-23 Strategies

Gaps in Service - New Courses

Activity that Applies to this Strategy

Increase Course Offerings

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Student Barriers: Low Literacy (AE 311 - 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Implement new courses and short-term certificate programs that align with CAEP Program Areas. 

This strategy addresses the State Priority of Program Development/Curriculum/Classroom.


Gaps in Service - Service Hours

Activity that Applies to this Strategy

Expand Service Hours

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Student Barriers: Low Literacy (AE 311 - 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)

Expand service hours and classes offered across all Member Districts for all Program Areas to increase enrollment and program completions, as needed. 

This strategy addresses the State Priority of Program Development/Curriculum/Classroom.


Gaps in Service - Surveys

Activity that Applies to this Strategy

Survey Community to Determine Needs

Metrics that Apply to this Activity/Strategy

  • 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Use survey data to guide program delivery through the creation of a roadmap of current services being offered, and to gather input on any needed changes or adjustments. 

This strategy addresses the State Priority of Program Evaluation.


Gaps in Service - Community Engagement

Activity that Applies to this Strategy

Participate in Local Meetings

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Student Barriers: Low Literacy (AE 311 - 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)

Participate in local meetings to foster collaboration among community agencies, employers and education providers. 

This strategy addresses the State Priority of Leadership.


Gaps in Service - Marketing and Outreach

Activity that Applies to this Strategy

Marketing

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Student Barriers: Low Literacy (AE 311 - 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Expand and improve outreach and marketing to target identified populations which will result in increased enrollment through creating a strong social media presence via Facebook ads and surveys, sending postal mailers, movie theater advertisements, radio advertisements, and creating multiple print marketing campaigns that can be used at local events by Member Districts. 

This strategy addresses the State Priority of Marketing.


Gaps in Service - Course Offerings

Activity that Applies to this Strategy

Increase Course Offerings

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Student Barriers: Low Literacy (AE 311 - 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Increased number of courses offered across all Program Areas and all Member Districts, specifically through offering distance learning options for ABE/ESL/HSD/HSE/CTE/ESL. 

This strategy addresses the State Priority of Technology and Distance Learning.


Gaps in Service - Partner Workshops

Activity that Applies to this Strategy

Transitions to Postsecondary and Workforce

Metrics that Apply to this Activity/Strategy

  • 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Provide learners the employability skills needed for entry to the workforce through workshops delivered by the local partner agencies. 

This strategy addresses the State Priority of Learner Transition.


Gaps in Service - Hub and Spoke Service Model

Activity that Applies to this Strategy

Implement a Collective Impact Model

Metrics that Apply to this Activity/Strategy

  • Student Barriers: Low Literacy (AE 311 - 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Explore creating a hub and spoke model of adult education service delivery for the region. 

This strategy addresses the State Priority of Leveraging Resources.


Gaps in Service - Healthcare ESL Grant

Activity that Applies to this Strategy

Increase Course Offerings

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • 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)

Apply for sate funding to create a healthcare pathways of courses for ESL students. 

This strategy addresses the State Priority of Program Development/Curriculum/Classroom.


Leveraging Resources - Business Engagement

Activity that Applies to this Strategy

Survey Community to Determine Needs

Metrics that Apply to this Activity/Strategy

  • 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Increase local business communication and engagement by including employer-identified employability skills in existing curriculum. 

This strategy addresses the State Priority of Program Development/Curriculum/Classroom.


Leveraging Resources - Adults with Disabilities

Activity that Applies to this Strategy

Increase Course Offerings

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Student Barriers: Low Literacy (AE 311 - 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Establish partnerships with local agencies for support services (including, but not limited to adults with disabilities) to leverage existing resources. 

This strategy addresses the State Priority of Equity.


Leveraging Resources - Workforce Development Board Engagement

Activity that Applies to this Strategy

Transitions to Postsecondary and Workforce

Metrics that Apply to this Activity/Strategy

  • 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Engagement with the Workforce Development Board by all Consortium Members to increase labor force participation and placement; increase job promotions; and increase wages. 

This strategy addresses the State Priority of Learner Transition.


Leveraging Resources - AJCC Engagement

Activity that Applies to this Strategy

Transitions to Postsecondary and Workforce

Metrics that Apply to this Activity/Strategy

  • 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Stronger engagement with the Workforce Development Board by all Consortium Members and with their American Job Center of California staff. Develop an MOU to host AJCC staff at local adult education sites. 

This strategy addresses the State Priority of Learner Transition.


Leveraging Resources - Community Engagement

Activity that Applies to this Strategy

Participate in Local Meetings

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Student Barriers: Low Literacy (AE 311 - 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Implement forums and workgroups to cultivate new ideas for needed services for adult learners. 

This strategy addresses the State Priorities of Leadership and Equity.


Leveraging Resources - WIOA

Activity that Applies to this Strategy

Apply for WIOA Federal Funding

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Student Barriers: Low Literacy (AE 311 - Overall)
  • Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
  • Transition: Participants with Transition to ASE (AE 500 - Overall)

Select Member Districts will apply for WIOA funding for the 2023-2027 program years. 

This strategy applies to the CAEP State Priority of Leveraging Resources. 

Improve Integration of Services & Transitions

2022-23 Strategies

Seamless Transitions - Transition Counselor

Activity that Applies to this Strategy

Transition Services

Metrics that Apply to this Activity/Strategy

  • 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Employ a transition counselor to serve all Member Districts to assist with student movement between K-12 adult schools and/or postsecondary enrollment or workplace employment. 

This strategy addresses the State Priority of Learner Transition.


Seamless Transitions - CTE

Activity that Applies to this Strategy

Articulated CTE Programs

Metrics that Apply to this Activity/Strategy

  • 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)

Identify advanced CTE needs across the region and adjust current CTE offerings to meet local needs. 

This strategy addresses the State Priority of Program Development/Curriculum/Classroom.


Seamless Transitions - Postsecondary & Workforce

Activity that Applies to this Strategy

Transitions to Postsecondary and Workforce

Metrics that Apply to this Activity/Strategy

  • 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Increased transition to postsecondary and workforce with 5% transition growth and monitored via quarterly review of DIR and MIS data. 

This strategy addresses the State Priorities of Learner Transition and Program Evaluation.


Seamless Transitions - Articulated Programs

Activity that Applies to this Strategy

Articulated CTE Programs

Metrics that Apply to this Activity/Strategy

  • 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)

Create articulated CTE programs from K-12 adult programs to the community college; explore offering college credit for prior learning. 

This strategy addresses the State Priority of Learner Transition.


Student Acceleration - CTE Pathways

Activity that Applies to this Strategy

Articulated CTE Programs

Metrics that Apply to this Activity/Strategy

  • 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)

Develop CTE pathways and implement one CTE career pathways. 

This strategy addresses the State Priority of Learner Transition.


Student Acceleration - CTE Surveys

Activity that Applies to this Strategy

Survey Community to Determine Needs

Metrics that Apply to this Activity/Strategy

  • 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)

Identify needed career pathways through conducting a study for local need. 

This strategy addresses the State Priority of Equity.


Student Acceleration - Increased Transition Rate

Activity that Applies to this Strategy

Transitions to Postsecondary and Workforce

Metrics that Apply to this Activity/Strategy

  • 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Support student enrollment and transitions resulting in a 5% increase in transitions validated quarterly through DIR and MIS reports. 

This strategy addresses the State Priorities of Learner Transition and Program Evaluation.


Student Acceleration - Technology and Distance Learning

Activity that Applies to this Strategy

Implement Best Practices for Distance Learning

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Student Barriers: Low Literacy (AE 311 - 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)

Establish best practices for distance learning by drafting, adopting and implementing a Distance Learning Implementation Manual. Member districts will also conduct site audits to identify areas where updates to technology (hardware and software) and equipment could enhance the program delivery. 

This strategy addresses the State Priorities of Technology and Distance Learning.


Seamless Transitions - Aligned Curriculum

Activity that Applies to this Strategy

Increase Course Offerings

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Student Barriers: Low Literacy (AE 311 - 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Continue to implement aligned curriculum across the Consortium for adult schools. 

This strategy addresses the State Priorities of Technology and Distance Learning and Program Development/Curriculum/Classroom.


Student Acceleration - WASC Accreditation

Activity that Applies to this Strategy

Apply for WIOA Federal Funding

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Student Barriers: Low Literacy (AE 311 - 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Select Member Districts who offer ABE/HSE/HSD/ESL will apply for WASC Accreditation as Adult Schools. 

This aligns to the State CAEP Priority of Leadership. 

Improve Effectiveness of Services

2022-23 Strategies

Professional Development - Data Training

Activity that Applies to this Strategy

Ongoing Data Training

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Student Barriers: Low Literacy (AE 311 - 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Participate in CASAS training for GOALS tests and TOPSpro Enterprise for K-12 Adult Schools; MIS training for college resulting in accurate tracking and reporting of performance outcomes aligned to CAEP/AB104. 

This strategy addresses the State Priority for Program Development/Curriculum/Classroom.


Professional Development - Onboarding Tool

Activity that Applies to this Strategy

Professional Development

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Student Barriers: Low Literacy (AE 311 - 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Develop an onboarding tutorial for Member Districts that covers CAEP AB104 requirements, consortium structure, adult education best practices (content standards and teaching competencies), and NOVA usage which will result in full compliance to AB104 and CAEP guidelines. 

This strategy addresses the State Priority for Leadership.


Professional Development - Program Area Training

Activity that Applies to this Strategy

Professional Development

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Student Barriers: Low Literacy (AE 311 - 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Ongoing professional development for each of the CAEP Program Areas to increase level of data-driven placement, instruction, and student performance outcomes including, but not limited to CASAS, CalPro, CAEP TAP, OTAN.

This strategy addresses the State Priority for Leadership.


Professional Development - Active Participation in PD Opportunities

Activity that Applies to this Strategy

Professional Development

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Student Barriers: Low Literacy (AE 311 - 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 ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Faculty and staff from each Member District, including voting Board members, will attend regional, state and national conferences, trainings and convenings; information gathered will be used to provide ongoing internal professional development by attendees for colleagues. 

This strategy addresses the State Priority for Leadership.

Fiscal Management

A narrative justifying how the planned allocations are consistent with the annual adult education plan which is based on your CAEP 3-year plan.

The 2022-2023 LMAEC Annual Plan is derived from the CAEP 2022-2025 Three-Year Plan (which includes the strategies used in this plan).

An approach to incorporating remaining carry-over funds from prior year(s) into strategies planned for 2022-23.

To address carryover, each Member District will:

Big Valley: Hourly salary rate for certificated instructor; 80 Cyberhigh Exams; Office/Postal Mailing/Newsletter/Teaching Supplies; Instructional Support –Whiteboards/Dry Erase Pens

Fort Sage: If funds are not fully expended they will be used to purchase equipment for the auto or welding programs.

LCC: Hired Director of Continuing Education; Purchase laptops, wifi devices; Purchase Aztec curriculum to align with LMAEC members; Partially fund anAccount Technician to manage LCC CAEP budget and LMAEC budget; Increase non-credit offerings and pay faculty for curriculum development; Investigate viability of an Adult Education Center; Professional Development; ACCE Spring 2022Conference 3/3-3/4; 2022Career and Noncredit Education Institute5/12-5/14

LCOE: CASAS Conference; Purchase Aztec Licenses; Additional Professional Development as identified

LUHSD: Diploma Gold; CASAS Conference; Add additional classes on Fridays; Paraprofessional hours to help low performing students; Equipment for new computer science/ IT class; Software licenses for new computer science/IT Class; Woodshop/Construction materials and consumables; Continue classes through the summer; Explore new landscaping/horticulture class

MCOE: CASAS Conference; staff salaries – we are projecting overspent this year

MJUSD: Salaries, supplies (metal, gases, wire, other welding; consumables, lumber), router bits, saw blades, sand paper and fasteners

Shaffer: District will stop serving adults and turn over all funds to LCOE to provide services. 

Surprise Valley: District is purchasing hydraulic shear equipment. Necessary supplies and equipment.

Westwood: Update the 22computers currently available in computer lab for Distance Learning offerings

Certification

Big Valley Joint Unified - Member Representative

Approved by Paula Silva

09/06/2022 01:14 PM PDT

Fort Sage Unified - Member Representative

Approved by Dr. Keith Tomes

09/06/2022 01:38 PM PDT

Johnstonville Elementary - Member Representative

Approved by Dr. Scott Smith

09/06/2022 01:49 PM PDT

Lassen CCD - Member Representative

Approved by Michell Williams

09/06/2022 01:20 PM PDT

Lassen Co. Office of Education - Member Representative

Approved by Patricia Gunderson

09/06/2022 01:14 PM PDT

Lassen Union High - Member Representative

Approved by Morgan Nugent

09/07/2022 11:47 AM PDT

Modoc Co. Office of Education - Member Representative

Approved by Mike Martin

09/06/2022 01:16 PM PDT

Modoc Joint Unified - Member Representative

Approved by Tom O'Malley

09/06/2022 01:40 PM PDT

Ravendale-Termo Elementary - Member Representative

Approved by Jason Waddell

09/06/2022 01:19 PM PDT

Richmond Elementary - Member Representative

Approved by Michael Cosgrove Richmond Elementary School District

09/07/2022 11:13 AM PDT

Shaffer Union Elementary - Member Representative

Approved by Joshua Blackburn Shaffer

09/06/2022 03:16 PM PDT

Surprise Valley Joint Unified - Member Representative

Approved by Audra Evans

09/06/2022 01:12 PM PDT

Susanville Elementary - Member Representative

Approved by Jason Waddell Susanville School District

09/06/2022 01:18 PM PDT

Westwood Unified - Member Representative

Approved by Krissy House

09/06/2022 03:59 PM PDT