CAEP Annual Plan: 2022-23 27 Los Angeles Regional Adult Education Consortium
Status: Consortium Approved
27 Los Angeles Regional Adult Education Consortium
Plans & Goals
- Executive Summary
The Los Angeles Regional Adult Education Consortium (LARAEC) will begin its work to support the new 2022-2025 Three Year plan (3YP). The LARAEC Board selected three priority areas for the plan, along with three overarching themes that stem across all areas. Priority areas included marketing and intentional outreach, engagement and persistence, and consortium collaboration. The board felt that all of these priority areas need to address three overarching themes. First, the plan should incorporate intentional outreach and engagement activities designed to connect with specific populations of underserved communities. There was a desire to move beyond traditional marketing models that may not be as effective with communities of high need. Second, the pandemic has changed the way the consortium delivers instruction and interacts with students. LARAEC will provide support and resources for member-districts to develop curriculum, enrollment protocols, and engagement activities that incorporate emerging remote pedagogies and technologies. Lastly, the new 3YP reflects the current moment. There have been large scale shifts in the last two years. This plan is not a plan for any year and will provide resources and support for member-districts to meet current and emerging challenges.
In implementing the previous 3YP, LARAEC established six Action Planning Teams which fostered collaboration between districts and focused activities on strengthening transitions, improving student support services, aligning data efforts, and creating a coordinated PD approach. Although adjustments were needed due to COVID-19 and the transition to online learning, LARAEC made significant progress in support of its priorities. The previous plan saw a) engagement of action planning teams, b) implementation of online PD, c) transition and expansion of LARAEC conferences to a 100% online format, d) creation of an online student-facing event focused on transitions to CTE and college, and e) significant upgrading and expansion of the LARAEC website to house new resources. The action planning teams started several significant projects, including an online program search tool & resources for staff, online enrollment best practices, and priority professional development. LARAEC member-districts strengthened and expanded their ability to address gaps in service through a) ongoing and expanded training for staff, b) support for students participating in online learning, c) expanded distribution of devices to students d) broadened efforts to provide support services to students and their families, and e) expanded and strengthened counseling and onboarding services. Despite significant obstacles, LARAEC was able to work collaboratively, quickly pivot to a remote environment, and continue the work of the 2019-2022 plan. The new 3YP builds on these structures and successes in providing expanded opportunities for outreach, engagement, and collaboration.
The current three-year planning process has allowed a time to reflect on new priorities and create a plan to both recover from COVID-19 challenges and create a future for adult education in the Los Angeles Region. LARAEC will focus its efforts on outreach, supporting students and faculty, using research and best practices to enhance existing programs, and build new models for meeting the needs of students. LARAEC will continue to use the action planning team structure as a vehicle for collaborative work. These teams will continue to build on prior work in creating shared resources and hosting relevant PD. LARAEC will use existing structures to engage the wider body of member-district staff through Lunch with LARAEC, conferences, professional development, web resources, and e-communications. The consortium will continue and expand student-facing activities through the LARAEC Edge Conference and new community information sessions.
LARAEC allocations will be used to support activities outlined in consortium plans, as well as district and school site operations. The majority of program funds are allocated to districts for instructional and non-instructional salaries. LARAEC consortium funds along with member-district allocations will be used for activities outlined in this 2022- 2023 Annual Plan and aligned to the consortium 2022-2025 Three-Year Plan, including quality collaboration between-member districts, strengthening transitions and pathways, strengthening student support services, aligning data and accountability efforts, and creating a coordinated PD approach. Member-district funds will also be used to address specific priorities and supports which may include, expanded CTE, professional development, equipment and materials, upgraded technology, transitions to workforce and institutions of higher learning, increased enrollment, and further developing online and hybrid opportunities for students. All of these activities are aligned with the consortium three-year and annual plans.
- Regional Planning Overview
LARAEC continues to rely on the organizational infrastructure created by its consortium bylaws to ensure compliance and continuity as it relates to fulfilling the vision of the Consortium Three Year and annual plans. In accordance with its bylaws, LARAEC has established Action Planning Teams (APTs) to fulfill the specific strategies outlined in the Consortium Three Year Plan. These action planning teams will include: Data Collaboration and Best Practices, Counseling & Transitions, Marketing, Remote Learning, and Support for Special Populations. Each of these groups are given a scope of work, a schedule of meetings, and timeline for completion of work. Team members meet during consortium-wide workdays and may host individual group meetups throughout the year. LARAEC will incorporate a mix of in-person and online meetings to maximize participation. LARAEC staff will continue to coordinate the work of the APTs through regular communication with each group’s co-chairs and planning APT workdays. Each district also has an appointed point person that meets with LARAEC staff twice monthly to provide input, local district perspective, and coordination for the implementation of the consortium three-year plan activities. LARAEC point persons and staff participate in an annual retreat specifically designed to provide additional guidance to APTs and schedule the year’s activities in alignment with the consortium’s three-year and annual plans. LARAEC staff will continue to provide three-year and annual plan updates to the LARAEC Executive Board at regular meetings.
Meeting Regional Needs
Regional Need #1
- Gaps in Service / Regional Needs
The Los Angeles basin is an area of high need. A review of the region and state fact sheets provided by CAEP and WestEd indicates that among adults in the Los Angeles regions: almost 24% have less than a high school diploma; over one million people have limited English skills; over one million live near the poverty line; and the region has a significant number of disconnected youth (171,000) and unemployed (over one million). In addition, 42% of regional adults report Spanish as their primary language and 77% of adult education students are Hispanic. High-need communities represent a significant number of potential students, but only a small percentage are being served. Of the nearly three million people who are 18 years or older in the Los Angeles basin (2019-2020), the consortium served about 2% of those with no high school diploma, 7% of those with limited English, and only 2.5% of those who are low income. In addition, COVID has created additional barriers to engagement for many of these communities. This reality is reflected in a decline in overall numbers of students served in the consortium (an overall 38% decline in students served from 2018-19 to 2020-21).
The opportunity in the workplace is here. The Los Angeles Economic Development Corporation (LAEDC) and the Center for Competitive Workforce (CCW) forecast over 200,000 middle-skill job openings (those jobs requiring more than a high school diploma and less than a BA) in the Los Angeles Basin over the next five years. However, engagement of students who can fill these openings has lagged. Initial planning group members, utilizing the data packet, identified multiple issues for students, including limited access to the appropriate technology, need for support services, the need for alignment of programs with high-priority middle-skill occupations, and a lack of awareness among potential students about resources and programs available through adult education. This lack of awareness was further validated by student surveys which indicated almost half of all students learned about adult education programs only from family and friends and 20% from a school website. A tiny minority, 2%, found adult education through traditional advertising such as billboards, TV, or radio.
The implications for the consortium and its focus groups were clear. Traditional marketing strategies used by many institutions may not be as effective in connecting our programs and services to potential students and in particular communities of need. Therefore, it is essential to explore and prioritize new marketing strategies that would focus on targeted outreach in non-traditional ways. There is also a need to develop curriculum and support services specific to many of these high-need populations (foster youth, returning citizens, older adults, low literacy, and low skill), including the need to better align community-based employment opportunities with corresponding career training and then market this information to these at-risk communities. Along with this, school website efficacy, organization, and ease of use must be included in the conversation. Students need to be able to find program information and connect with adult education staff. Layered onto this is the board’s expressed priority of making this a plan that will meet the needs of this moment. Re-examining marketing strategies to more precisely outreach to special populations and communities of need reflects this concern.
- How do you know? What resources did you use to identify these gaps?
LARAEC member-districts selected personnel to participate in the consortium’s Initial Planning Groups (IPG). These groups consisted of staff, teachers, and administrators, from all member districts. These groups examined data as they looked to identify needs and gaps, and pinpoint critical focus areas. LARAEC staff and member-district point persons collaborated to create a data packet for this group, which included, among other things, Tops Enterprise data, adult education LaunchBoard data, CAEP regional fact sheets, and information from member-districts’ WIOA Continuous Improvement Plans, WASC plans, and Perkins goals. The packet also included information and data from the City of Los Angeles’ Workforce Development Board Local Plan and the LAOCRC Strong Workforce Plan for the Los Angeles region. Each district also provided narrative data on student support services, marketing, and course offerings. Subsequent to this, the LARAEC Executive Board met in a special session, open for public comment, to review the work of this group, provide input, and gain consensus on regional needs and focus areas. LARAEC student and staff surveys were utilized to validate findings and extend understanding of student needs.
During the creation of the 3YP, LARAEC included opportunities for continued stakeholder engagement. In addition to IPGs, point persons, and staff, inter-district groups of subject-matter experts were formed for each consortium priority area. These groups participated in three days of facilitated discussions designed to identify strategies and activities that address regional and students’ needs. Student and staff survey data from all districts was provided to the planning groups and incorporated into the recommended activities. Individual districts solicited input from their regional partners and local community-based organizations to add to the plan. LARAEC provided opportunities for the public and stakeholders to provide comments on drafts of the plan through board meetings and remote formats. LARAEC is confident that the 3YP final document reflects a collaborative effort between all districts and stakeholders in identifying regional needs.
- How will you measure effectiveness / progress towards meeting this need?
As part of the three-year planning process, LARAEC member-districts selected both consortium-level and district metrics. The consortium selected 5 % growth each year in overall enrollment and 5% growth each year in English language learners as measures of effectiveness. The primary need and focus area in the region is marketing and targeted outreach to communities of need. These measures will show progress toward this focus area. Member-districts also selected a 5% increase each year in adults who become participants (12+ hours). This measure addresses the second focus area of increased engagement and persistence. The last focus area, consortium collaboration, will be measured by participation statistics reported by LARAEC staff. As the first year of this 3YP cycle, LARAEC staff will collect baseline data for participation in professional development, conference attendees, and website analytics. These data collection elements are included in the consortium three-year plan. Annual plan progress is a standing item on the LARAEC board agenda and progress is discussed at twice monthly point person and staff meetings. Progress is also reported to member-districts quarterly through the LARAEC Effectiveness Report.
Address Educational Needs
Improve Integration of Services & Transitions
Improve Effectiveness of Services
- A narrative justifying how the planned allocations are consistent with the annual adult education plan which is based on your CAEP 3-year plan.
LARAEC allocations are made to the five member districts and the LARAEC office. The majority of CAEP program funds are allocated to instructional and non-instructional salaries to support programs and services provided to consortium students according to the strategies outlined in LARAEC’s 2022-2025 Consortium Three Year Plan and the 2022-23 Annual Plan. The LARAEC office receives an allocation to fund consortium activities and LARAEC staff which conduct conferences and events, facilitate the action planning teams, coordinate the LARAEC board and point persons meetings, maintain consortium website, manage consortium deliverables and reports, and monitor the progress of three-year and annual plan activities. In order to enhance oversight of member districts, in March of 2021, the LARAEC Board approved a written policies and procedures manual for the administration of CAEP funds as well as use of an effectiveness report to be issued quarterly. These policies and procedures began implementation on July 1, 2021.
- An approach to incorporating remaining carry-over funds from prior year(s) into strategies planned for 2022-23.
For 2022-2025, Burbank Adult School (BAS) will use carry-over and leveraged funds in a number of capacities as outlined. BAS has opened new IET pathways: Pre-Certified Nursing Assistant and Business Office. BUSD is providing further PD for ESL teachers to incorporate CASAS results into their planning and will have a summer workgroup to create new EL Civics curriculum. The approval for and staffing of an LVN program will be pursued this year and leveraged funds will be used for the purchase of equipment and materials. The BAS also plans to expand its site technology, adding a computer lab and replacing/refurbishing existing machines.
Culver City Unified School District (CCUSD) will use carry-over and leveraged funds for certificated salaries and benefits, including establishing the position of Adult School Principal. Funds will also be spent on professional development, supplies and materials, and support services. Expenditures will be aligned to the LARAEC annual and 3YP. In addition to sustaining existing programs, CCUSD will also use funds to build a Family Success Initiative (FSI) program, and develop CTE pathways in collaboration with LARAEC partners.
Los Angeles Community College District (LACCD): For 2022-25, LACCD will use carry-over and leveraged funds to address several initiatives. LACCD will leverage CAEP funds along with local, state and federal funds to support adult student equity, completion and transfer. LACCD commits to address onboarding students, transitions from adult schools to community colleges, or from community college to workforce or transfer to a four-year institution.
Los Angeles Unified School District (LAUSD) will use carry-over and leveraged funds for certificated salaries, employee benefits, professional development, supplies/materials, and support services. Funds will be allocated to support the achievement of DACE’s post-pandemic goals: increased enrollment, improved student persistence, and learning options for students, including in-person, online, and hybrid courses. LAUSD will invest in expanding high-demand CTE courses, and will implement marketing and student reengagement campaigns. All of these are aligned with the LARAEC 3YP.
Montebello Unified School District (MUSD) will utilize carry-over and leveraged funds to provide support systems for students and personnel. The areas of support include funding and resources for Covid-19 mitigation, classroom resources, and the completion of capital outlay projects which will bring our Ford Park Adult Campus and our Montebello Adult Career Technical Institute campus to “building standards” and optimize the student instructional environment. The investment of funds will enhance PD opportunities related to LARAEC priorities, district, and Montebello Adult School goals to increase student engagement, recruitment, and retention. MUSD will continue to create online, in-person, and hybrid learning opportunities for students.
- CASAS Coordinator
- (818) 729-5950 ext: 33905
- (310) 842-4300
- Director, Adult Education & Student Support Services
- (323) 972-1852