CAEP Three-Year Plan: 2022-23 28 Capital Adult Education Regional Consortium
Status: Certified
California Adult Education Program
28 Capital Adult Education Regional 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) | 10,686 | 4,800 | 5,520 | 10,686 | ||
Student Barriers | English Language Learner (AE 305 - Overall) | 5,006 | 3,022 | 3,403 | 5,006 | ||
Student Barriers | Low Literacy (AE 311 - Overall) | 8,604 | 4,691 | 5,035 | 8,604 | ||
Student Barriers | Low Income (AE 310 - Overall) | 8,545 | 3,610 | 4,615 | 8,545 |
Member Level Metric Targets
* Mandatory for all members
Amador County Unified (Reported by Amador County Unified School District (ACUSD))
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) | 75 | 100 | 150 | 200 |
Davis Joint Unified (Reported by Davis Joint Unified School District (DJUSD))
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) | 132 | 120 | 138 | 159 |
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 | 140 | 158 | 166 |
Elk Grove Unified (Reported by Elk Grove Unified School District (EGUSD)-Adult & Community 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) | 1,505 | 800 | 1,100 | 1,600 |
Folsom-Cordova Unified (Reported by Folsom Cordova Adult Education School)
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) | 815 | 535 | 442 | 854 |
Galt Joint Union High (Reported by Galt Adult 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) | 126 | 135 | 150 | 165 |
Los Rios CCD (Reported by Los Rios 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) | 0 | 0 | 0 |
Natomas Unified (Reported by Natomas Unified School District (NUSD))
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) | 197 | 100 | 140 | 200 |
Sacramento City Unified (Reported by Sacramento City Unified School District (SCUSD))
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) | 1,005 | 511 | 564 | 1,016 |
Sacramento Co. Office of Education (Reported by Sacramento 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) | 0 | 0 | 0 |
San Juan Unified (Reported by San Juan Unified School District (SJUSD))
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) | 1,416 | 800 | 1,020 | 1,350 |
Twin Rivers Unified (Reported by Twin Rivers Adult School)
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) | 1,038 | 900 | 1,050 | 1,200 |
Washington Unified (Reported by Washington Adult School)
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) | 154 | 178 | 190 | 225 |
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 |
---|---|---|---|---|---|---|
Amador County Unified | 100% | 53% | 0% | 90% | 95% | 100% |
Davis Joint Unified | 100% | 65% | 0% | 75% | 80% | 85% |
El Dorado Co. Office of Education | 100% | 82% | 0% | 100% | 100% | 100% |
Elk Grove Unified | 100% | 67% | 0% | 85% | 90% | 95% |
Folsom-Cordova Unified | 100% | 81% | 0% | 80% | 83% | 86% |
Galt Joint Union High | 100% | 92% | 0% | 97% | 99% | 100% |
Natomas Unified | 100% | 89% | 0% | 80% | 85% | 90% |
Sacramento City Unified | 100% | 92% | 0% | 100% | 100% | 100% |
Sacramento Co. Office of Education | 100% | 79% | 0% | 0% | 0% | 0% |
San Juan Unified | 100% | 88% | 0% | 90% | 95% | 100% |
Twin Rivers Unified | 100% | 41% | 0% | 67% | 69% | 71% |
Washington Unified | 100% | 45% | 0% | 60% | 70% | 85% |
Objectives
Address Educational Needs
To address educational needs, CAERC members will continue to sustain, expand, refine, and offer high-quality courses and services that provide the region’s adult learners with the academic and employability skills needed to identify and meet their personal, educational, and career goals. The consortium will coordinate and expand outreach and marketing to increase awareness of and access to adult education programs and services offered by CAERC members. With the goal of engaging prospective students from high-need communities, CAERC will expand the use of the consortium’s Asset Map Tool and support school Transition Navigators as they use it with students as an exploration tool and course/program locator that connects them to programs in the region. In addition, the consortium’s regional program flyers/infographics for academics and career-workforce development will continue to provide options for connecting students to regional programs and services.
Improve Integration of Services & Transitions
To improve the integration of services and transitions, CAERC members will align and strengthen the development of courses and curricula to support transitions and will expand career pathways that align with high-demand markets and labor needs in the region. CAERC will also focus on support for high-level English learners to transition to secondary programs and future academic and career training pathways. Members will prioritize equitable access to multiple instructional modalities (distance learning, in-person, or HyFlex instruction) via the implementation of the Canvas Learning Management System (LMS). The implementation of Canvas will address student barriers, academic and career goals, and supports alignment efforts. The consortium will establish a career pathways workgroup to evaluate curricula, expand career pathways, and strengthen alignment efforts. In addition, CAERC will explore, support, and enable dual enrollments between Los Rios Community College District and consortium adult schools and build support for students with financial barriers. Lastly, CAERC’s Transitions Navigators Workgroup will continue to engage in activities and develop support services to increase capacity to identify and expand upon vetted approaches to transition students to college, career, and civic participation.
Improve Effectiveness of Services
To improve the effectiveness of services, CAERC members will participate in professional development to support the consortium’s regional priorities and strategies. Members will collaborate to strengthen regional partnerships to increase funding and leverage existing structures and expertise to benefit adult learners in the region. Data collection and reporting efforts will continue to improve with the overall goal of aligning outcomes and improving the accuracy of self-reported outcomes data, as demonstrated by the agency level CAEP Outcomes report. Reported outcomes include transitions to secondary, completion of HSD/HSE, enrollment into college or short-term CTE programs, and completion of CTE programs or pre-apprenticeship. Furthermore, learners’ self-report job attainment and increased wages data capturing will improve. Members will understand CAEP short-term support services, develop a common policy for reporting and recording these in a standardized manner, and justify the numbers reported in the CAEP Summary report. Professional development opportunities for CAERC will involve consortium members and leads to identify topics that align with the goals outlined in this three-year plan and in collaboration with the state’s adult education leadership partners CASAS, OTAN, and CALPRO. CAERC will also facilitate the coordination of a consortium-wide professional development day in the spring of 2023. Finally, CAERC will explore and propose applying to the WIOA II 2023-27 RFA as a coalition.
Activities & Outcomes
Sustain, expand, refine adult education courses
Objective that Applies to this Activity
Address Educational Needs
- Support expansion of course offerings and delivery of instruction and support services as needed
- Work with members to define and expand support services and develop a common policy for reporting services
- Facilitate discussions about program or course offerings and expansion including promising practices and supportive services
- Facilitate discussions about CTE programs, promising practices, and support services to engage member endorsement that enable leveraging of resources and eliminate duplication of service
- Facilitate development of new 1-Year Plan for 2023-2024
We expect that once accomplished, these activities will produce (1) high-quality course offerings that meet the needs of our leaners; (2) additional support services for learners and a common method for reporting them.
Increased enrollments and persistence (+12hrs) and students with pre/post-tests as measured by TE data by 5% from 2021-22 consortium level base; increase in support services and orientations and intake as self-reported by member agencies and by CAEP summary report.
Increase enrollments and persistence (+12hrs) and students with pre/post-tests measured by TE data by 7% from 2021-22 consortium level base; increase in support services as reported by member agencies and CAEP summary report; enrollments increase lead to expansion of services as measured by program offerings.
Increase enrollments and persistence (+12hrs) and students with pre/post-tests measured by TE data by 10% from 2021-22 consortium level base; increase in support services as reported by member agencies and CAEP summary report; enrollments increase lead to expansion of services as measured by program offerings.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Coordinate/expand marketing and outreach efforts
Objective that Applies to this Activity
Address Educational Needs
- Coordinate and facilitate workgroup meetings to identify and execute specific marketing strategies (targeted social media posts- asset map, etc.)
- Maintain a schedule for members submissions for promising practices and student success stories
- Continue social media presence to promote CAERC adult education
- Share and promote guidelines and recommendations for effective social media use
- Develop and print promotional materials including infographics
- Develop and publish the CAERC Community Newsletter
- Identify and work with PR marketing firm for consortium-level promotion
- Review social-media marketing calendar at Directors Meetings
We expect that once accomplished, these activities will produce (1) member submission of student success stories aligned with social media marketing calendar; (2) contributions of articles to include in CAERC newsletter; (3) consortium-level promotional materials and campaign launch.
Increase in outreach and promotion of AE programs; increase in program inquiries and enrollments by 5% from 2021-22 consortium level base; increased social media presence and student stories; contract with PR marketing firm for consortium level promotion; publish one CAERC Community Newsletters; review marketing calendar at monthly Director’s meeting.
- Increase in outreach and promotion of AE programs; increased visibility and knowledge of adult education programs measured by inquiries to agencies and data analytics from websites; increased enrollments in adult education programs by 7% from 2021-22 consortium level base; increased social media presence and student stories; contract with PR marketing firm for consortium level promotion; publish two CAERC Community Newsletters; review marketing calendar at monthly Director’s meeting.
Increase in outreach and promotion of AE programs; increased visibility and knowledge of adult education programs measured by inquiries to agencies and data analytics from websites; increased enrollments in adult education programs by 10% from 2021-22 consortium level base; increased social media presence and student stories; contract with PR marketing firm for consortium level promotion; publish two CAERC Community Newsletters; review marketing calendar at monthly Director’s meeting.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Host, support, expand use of Regional Asset Map
Objective that Applies to this Activity
Address Educational Needs
- Update, maintain, support, and host the regional asset map website
- Host monthly online office hours for members to update their course offerings and information
- Continue providing training to Transition Navigators on use of asset map
- Facilitate monthly/quarterly discussions on course offerings and revise infographics posted on asset map
We expect that once accomplished, these activities will produce (1) the increased use of the online tool for identifying course and program offerings across the region – by navigators and students; (2) updated look and ease of navigation; (3) improved map tool.
Teachers, staff, and students with increased knowledge of post-secondary or workforce options and resources; increased number of students successfully transitioning/enrolling in post-secondary or the workforce by 3% from 2021-22 consortium level base; increased visibility and knowledge of adult education programs measured by inquiries to agencies and data analytics from websites.
Teachers, staff, and students with increased knowledge of post-secondary or workforce options and resources; improved transitions from AE to post-secondary or the workforce by 5% from 2021-22 consortium level base; increased visibility and knowledge of adult education programs measured by inquiries to agencies and data analytics from websites and asset map.
Teachers, staff, and students with increased knowledge of post-secondary or workforce options and resources; seamless transitions from AE to post-secondary or the workforce with an increase of 7% from 2021-22 consortium level base; increased visibility and knowledge of adult education programs measured by inquiries to agencies and data analytics from websites and asset map.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Align & strengthen transitions from ESL/ABE to ASE
Objective that Applies to this Activity
Improve Integration of Services & Transitions
- Support use of Canvas across consortium
- Support members participating in the California Distance Learning Cooperative via workgroup
- Identify a Subject Matter Expert to help establish and lead consortium Canvas workgroup
- Explore adult education Canvas shells to facilitate use with member agencies utilizing the LMS
- Support and enable member agencies to pilot Canvas with at least one adult education class
- Fund additional Canvas instances for members to pilot additional classes
- Support CASAS EL Civics Exchange materials
We expect that once accomplished, these activities will produce (1) equitable access to quality content and instruction; (2) increased transitions to secondary; (3) development of college readiness skills.
Increase in CAEP student outcomes and transitions to secondary by 3% from 2021-22 consortium level base; implementation of Canvas LMS with at least one AE class per participating agencies.
Increase in CAEP student outcomes and transitions to secondary by 5% from 2021-22 consortium level base; increase speed of student progress; sustain implementation of Canvas LMS at participating agencies; development of one Canvas shell.
Increase in CAEP student outcomes and transitions to secondary by 7% from 2021-22 consortium level base; expanded implementation of Canvas LMS to two or more class if there’s capacity; development of additional Canvas shells.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Strengthen transitions to post-secondary or work
Objective that Applies to this Activity
Improve Integration of Services & Transitions
- Continue transitions workgroup meetings and engage in activities to share information and develop resources
- Workgroup to engage in activities with the goal of building consortium-wide capacity
- Support member institutions to designate staff to support and track students identified as transitional candidates who move along identified pathways within the consortium
- Provide information and case management support for adult learners transitioning to post-secondary or workforce
- Develop a system to support Transition Navigator case management of adult learners to transition to post-secondary or the workforce
- Develop Transition Navigator Resource Hub website and link to capitaladulted.org
- Provide Transition Navigator professional development to align transition support across the consortium
- Continue collaboration with Los Rios/ARC to identify steps to implement SB 554 (dual enrollment)
Once accomplished, we expect that these activities will produce (1) targeted support services that address the academic needs of students; (2) resources to support agencies’ Transition Navigators; (3) presentations and information for staff and students that inform them on post-secondary or employment options.
Teachers, staff, and students with increased knowledge of post-secondary or workforce options and resources; develop a case management system to support adult learners transitioning to post-secondary or the workforce; develop transition navigators resource hub; increase number of students successfully transitioning to post-secondary or the workforce by 3% from 2021-22 consortium level base.
Teachers, staff, and students with increased knowledge of post-secondary or workforce options and resources; sustain case management system to support adult learners transitioning to post-secondary or the workforce; sustain transition navigators resource hub; increase number of students successfully transitioning to post-secondary or the workforce by 5% from 2021-22 consortium level base.
Teachers, staff, and students with increased knowledge of post-secondary or workforce options and resources; improve and expand a case management system to support adult learners transitioning to post-secondary or the workforce; update and expand transition navigators resource hub; increase number of students successfully transitioning to post-secondary or the workforce by 7% from 2021-22 consortium level base.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Expand career pathway courses
Objective that Applies to this Activity
Improve Integration of Services & Transitions
- Establish career pathway workgroup to identify industry sectors and continue collaboration with LRCCD
- Evaluate available VESL Health Care, Soft Skills, Workforce Readiness and Business Technology curriculum and opportunities
- Participate in CALPRO IET Clinic or CALPRO Alignment Clinic to develop and align curriculum and common set of objectives
- Consortium leads to continue collaboration with Los Rios American River Community College Training Grant Project to support curriculum alignment for Public Sector Pathways and Refuge Career Pathways
- Contribute to current projects between LRCCD and K12 adult education in the areas of supporting refugees through CTE and ASE
- Coordinate Labor Market data training/professional development; CAEP Tap data workshops
We expect that once accomplished, these activities will produce a program of action that results in more adults in the region achieving their educational and employment goals.
Workgroup to participate in professional development and identify curricula; increase collaborations with LRCCD; expand career pathways in the region; increase in student enrollments in career pathways by 2% from 2021-22 consortium level base.
Workgroup to participate in professional development and identify curricula; increase collaborations with LRCCD; expand career pathways in the region; increase in student enrollments in career pathways by 4% from 2021-22 consortium level base.
Workgroup to participate in professional development and identify curricula; increase collaborations with LRCCD; expand career pathways in the region; increase in student enrollments in career pathways by 5% from 2021-22 consortium level base.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Offer PD to support regional strategies
Objective that Applies to this Activity
Improve Effectiveness of Services
- Facilitate discussions to identify specific consortium-wide professional development topics and activities (for example, effective strategies for hybrid and concurrent models of instruction/teaching for engagement and impact in any setting, quarterly PLCs for teachers by subject area)
- Provide PD for administrators on key TE reports (with help from CASAS specialists) during Directors Workgroup meetings
- Compile list of trainers on topics of interest for site-level PD (equity, blended learning, etc.)
- Coordinate professional development on identified topics, including areas in US Citizenship and Immigrant Integration
- Attend professional development to support program development and expansion as well as implementation of regional strategies
- Provide funding for LRCCD to attend conferences and events that support the CAERC regional strategies
- Coordinate a Consortium-Wide Professional Development Day
We expect that once accomplished, these activities will produce increase knowledge and understanding of topics that relate to the consortium’s goals.
Increased student persistence (students with 12+ hours; pre/post-test) by 5% from 2021-22 consortium level base; increased CAEP student outcomes and number of students successfully transitioning to secondary and or post-secondary and the workforce by 3% from 2021-22 consortium level base.
Increased student persistence (students with 12+ hours; pre/post-test) by 7% from 2021-22 consortium level base; increased CAEP student outcomes and number of students successfully transitioning to secondary and or post-secondary and the workforce by 5% from 2021-22 consortium level base.
Increased student persistence (students with 12+ hours; pre/post-test) by 10% from 2021-22 consortium level base; increased CAEP student outcomes and number of students successfully transitioning to secondary and or post-secondary and the workforce by 7% from 2021-22 consortium level base.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Strengthen regional partnerships
Objective that Applies to this Activity
Improve Effectiveness of Services
- Facilitate discussions and collaboration during meetings
- Facilitate the development of new administration onboarding materials
- Continue developing and updating fact sheets for each member and consortium as a whole
- Facilitate the establishment of a formula for future allocations of new funds as needed
- Maintain, update, and host the CAERC website
- Report to Leadership Oversight Panel through letters and face-to-face meetings and seek guidance pertaining to CAERC’s priorities and objectives
We expect that once accomplished, these activities will result in jointly planning, implementing, and evaluation of program actions to achieve increase in services to adult learners in the region.
Increased student persistence (students with 12+ hours; pre/post-test) by 5% from 2021-22 consortium level base; increased CAEP student outcomes and number of students successfully transitioning to secondary and or post-secondary and the workforce by 3% from 2021-22 consortium level base.
Increased student persistence (students with 12+ hours; pre/post-test) by 7% from 2021-22 consortium level base; increased CAEP student outcomes and number of students successfully transitioning to secondary and or post-secondary and the workforce by 5% from 2021-22 consortium level base.
Increased student persistence (students with 12+ hours; pre/post-test) by 10% from 2021-22 consortium level base; increased CAEP student outcomes and number of students successfully transitioning to secondary and or post-secondary and the workforce by 7% from 2021-22 consortium level base.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Strengthen/support data collection and reporting
Objective that Applies to this Activity
Improve Effectiveness of Services
- Coordinate and facilitate monthly/quarterly workgroup meetings
- Monitor and share information regarding student registration and enrollment
- Updated intake tools to more accurately identify student goals and barriers that align to support services across consortium
- Support development of common assessment policy to guide both non-WIOA and WIOA members
- Explore use of new TE “Data Transfer” wizard to share student data between two agencies so that both agencies can claim the outcome(s)/MSG(s) (requires written permission by student at both agencies and 12+ hours of instruction at each agency)
- Refine program year checklist/workflow for data managers and administrators
- Develop Update guidelines to enable consistent data collection and outcomes reporting
- Develop and share resources to support the use of CASAS reports to inform classroom instruction and provide training to teachers
- Pay annual CASAS support fee, record management fee, and e-tests for non-WIOA members
- Provide TE and ASAP site support to CAERC members
- Develop monthly CAEP/WIOA deliverables due date reminder E-Blast
- Support members and non-members understand and or meet accountability requirements via workgroup retreats that foster collaboration
We expect that once accomplished, these activities will produce accurate outcomes data that show the value of adult education to legislators, funders, partners, and members.
Adopt common policy for defining, expanding, and reporting services; (2) improved accuracy of student outcomes data as reported on the CAEP summary.
Improve common policy for defining, expanding, and reporting services; (2) increase in accuracy of student outcomes data as reported on the CAEP summary.
Improve common policy for defining, expanding, and reporting services; (2) increase in accuracy of student outcomes data as reported on the CAEP summary.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Amador County Unified | $613,342 | Certified |
Center Joint Unified | $282,241 | Certified |
Davis Joint Unified | $404,458 | Certified |
El Dorado Co. Office of Education | $346,295 | Certified |
Elk Grove Unified | $4,230,264 | Certified |
Folsom-Cordova Unified | $840,250 | Certified |
Galt Joint Union High | $396,036 | Certified |
Los Rios CCD (Optional) | $0 | Draft |
Natomas Unified | $143,069 | Certified |
Sacramento City Unified | $5,109,959 | Certified |
Sacramento Co. Office of Education | $0 | Certified |
San Juan Unified | $2,147,974 | Certified |
Twin Rivers Unified | $3,537,383 | Certified |
Washington Unified | $434,820 | Certified |
Totals | $18,486,091 | 13/14 Certified |
Consortium members report and capture in NOVA the various fund sources that contribute to operational costs to reflect the cost of running agency programs. CAEP allocation is the primary source of funding for CAERC members from K-12 districts and county offices of education. CAERC member K-12 districts and county offices of education also receive CalWORKs funding. Seven of the fourteen members receive federal funding through Title II of the Workforce Innovation and Opportunity Act (WIOA): Center Joint USD, Elk Grove USD, Folsom Cordova USD, Sacramento City USD, San Juan USD, Twin Rivers USD, and Washington USD. Other funding sources include Carl Perkins, Apprenticeship Related and Supplemental Instruction (RSI), Local Control Funding Formula (LCFF)/District funds, fee-based CTE programs, Alta Regional Center, and various funding sources for correctional education.
CAERC members submit quarterly reports, budgets, spending plans, and expenditure reports aligned with the seven CAEP programs and the consortium’s Three-Year Plan. All budgets and expenditure reports are approved, signed, and certified by an officially designated member and the Chief Financial Officer or designee. The consortium reviews and monitors member expenditure progress based on submitted CAEP expenditures and progress reports, supported by budget ledgers. Updates are provided at the CAERC Budget Workgroup meetings.
Certification
Amador County Unified - Member Representative
Kelly Hunkins - Principal & CTE Director
- khunkins@acusd.org
- (209) 257-5154
Davis Joint Unified - Member Representative
Grace Sauser - Principal
- gsauser@djusd.net
- (530) 757-5380
El Dorado Co. Office of Education - Member Representative
Michael Gillespie - millespie@edcoe.org
Carey Buchanan - cbuchanan@edcoe.org
- (530) 295-2320 ext: 2320
Elk Grove Unified - Member Representative
Jane Ross - jeross@egusd.net
Angela Rodriguez - Principal
- ajrodrig@egusd.net
- (916) 793-2288
Folsom-Cordova Unified - Member Representative
Rhonda Balmain - Principal
- rbalmain@fcusd.org
- (916) 294-9106 ext: 840151
Galt Joint Union High - Member Representative
Lisa Pettis - lpettis@ghsd.k12.ca.us
- (209) 745-3081
Robert Lemmon - rlemmon@ghsd.k12.ca.us
Los Rios CCD - Member Representative
Dr. Jamey Nye - NyeJ@losrios.edu
- (916) 568-3031
Natomas Unified - Member Representative
David Rodriguez - Assistant Superintendent/Principal
- davidrodriguez@natomasunified.org
- (916) 926-8833
Sacramento City Unified - Member Representative
Dr. Sue Lytle Gilmore - Director Adult Education
- gilmores@scusd.edu
- (916) 395-5788
Angela Hatter - Site Administrator
- angela-hatter@scusd.edu
- (916) 395-5800 ext: 701011
Sacramento Co. Office of Education - Member Representative
Renee Collins - Director of Adult Education
- rcollins@scoe.net
San Juan Unified - Member Representative
Brett Wolfe - Director
- brett.wolfe@sanjuan.edu
- (916) 971-7163
Richard Judge - Principal
- rjudge@sanjuan.edu
- (916) 971-7654
Matthew Strinden - Vice Principal
- matthew.strinden@sanjuan.edu
- (916) 971-7654
Twin Rivers Unified - Member Representative
Tanya Praest - Principal
- tanya.praest@twinriversusd.org
- (916) 566-2785 ext: 25141
Washington Unified - Member Representative
Stephanie Groat - sgroat@wusd.k12.ca.us
- (916) 375-7600 ext: 1048
Dr. Jay Berns Ed.D. - Director of Special Programs
- jberns@wusd.k12.ca.us
- (916) 375-7740 ext: 3602