CAEP Annual Plan: 2022-23 25 Lassen-Modoc Adult Education Consortium
Status: Consortium Approved
California Adult Education Program : Annual Plan : 2022-23
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 - 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
Paula Silva - Superintendent/Principal
- psilva@bigvalleyschool.org
- (530) 294-5231
Dianne Parady - Chief Business Official
- dparady@bigvalleyschool.org
- (530) 254-6577
Fort Sage Unified - Member Representative
Heather Von Ins - Chief Business Officer
- hvonins@fortsage.org
- (707) 895-2953 ext: 6502
Keith Tomes - Superintendent
- ktomes@fortsage.org
- (530) 827-2129 ext: 6500
Johnstonville Elementary - Member Representative
Scott Smith - Superintendent/Principal
- ssmith@johnstonville.org
- (530) 257-2471
Lassen CCD - Member Representative
Susan Rentfrow - Accountant III
- srentfrow@lassencollege.edu
- (530) 257-6181 ext: 8708
Carol Growdon - Director of Continuing Education
- cgrowdon@lassencollege.edu
- (530) 257-6181 ext: 8997
Michell Williams - Dean of Instruction, Interim
- mwilliams@lassencollege.edu
- (530) 257-6181 ext: 8960
Lassen Co. Office of Education - Member Representative
Patricia Gunderson - pgunderson@lcoe.org
- (530) 257-2196
Lassen Union High - Member Representative
Cori Shields - CBO
- cori.shields@lassenhigh.org
- (530) 251-1194
Morgan Nugent - Superintendent/Principal
- morgan.nugent@lassenhigh.org
- (530) 250-5324 ext: 2142
Modoc Co. Office of Education - Member Representative
Mike Martin - mmartin@modoccoe.org
- (530) 233-7101
Leslie Corder - Director of Fiscal Services
- lcorder@modoccoe.k12.ca.us
- (530) 233-7104
Modoc Joint Unified - Member Representative
Tom O'Malley - Superintendent
- tomalley@modoc.k12.ca.us
- (530) 233-7201
Elizabeth Guzman - Business Manager
- eguzman@modoc.k12.ca.us
- (530) 233-7201
Ravendale-Termo Elementary - Member Representative
Jason Waddell - Superintendent
- jwaddell@juniperridge.org
- (530) 257-8200
Richmond Elementary - Member Representative
Michael Cosgrove - Superintendent/Principal
- mcosgrove@richmondelementary.com
- (530) 257-2338
Shaffer Union Elementary - Member Representative
Dianne Parady - Chief Business Official
- dparady@shafferschool.com
- (530) 254-6577
Joshua Blackburn - Superintendent/Principal
- jblackburn@shafferschool.com
- (530) 254-6577
Surprise Valley Joint Unified - Member Representative
BillieJo Young - Business
- byoung@modoccoe.org
Audra Evans - aevans@svjusd.org
- (530) 279-6141 ext: 123
Susanville Elementary - Member Representative
Jason Waddell - Superintendent
- jwaddell@susanvillesd.org
- (530) 257-8200
Westwood Unified - Member Representative
Krissy House - Chief Business Official
- khouse@westwoodusd.org
- (530) 256-2311 ext: 4715
Samia Merza - smerza@westwoodusd.org