nova-logo-final2

CAEP Three-Year Plan: 2022-23 28 Capital Adult Education Regional Consortium

Status: Certified

California Adult Education Program Produced: 05/10/2022 06:59 AM PDT David Rodriguez

28 Capital Adult Education Regional Consortium: Certified

Details

Consortium Information

Consortium Name:
28 Capital Adult Education Regional Consortium
Consortium Short Name:
28 Capital (Los Rios)
Address:
P.O. Box 269003 | Sacramento, CA | 95826
Website:
www.caerc.org
Funding Channel 2022-23:
Fiscal Agent
CAEP Funds 2022-23:
$13,137,011
CAEP Funds 2021-22:
$12,472,241
CAEP Funds 2020-21:
$11,986,773

Consortium Contacts

ResponsibilityNameEmailTitlePhone
Primary Contactpoliva@scoe.net
Fiscal Contactkchuong@scoe.net(916) 228-2273
Primary Contactcslowiczek@scoe.netCAERC Coordinator

Member Agencies

Member AgencyMember TypeContactPhone
Amador County UnifiedUnified School DistrictKelly Hunkins(209) 257-5154
Center Joint UnifiedUnified School DistrictDavid French(916) 338-6440
Davis Joint UnifiedUnified School DistrictGrace Sauser(530) 757-5380
El Dorado Co. Office of EducationCounty Office of Education (COE)Michael Gillespie
Elk Grove UnifiedUnified School DistrictJane Ross
Folsom-Cordova UnifiedUnified School DistrictRhonda Balmain(916) 294-9106 ext: 840151
Galt Joint Union HighHigh School DistrictLisa Pettis(209) 745-3081
Natomas UnifiedUnified School DistrictDavid Rodriguez(916) 926-8833
Sacramento City UnifiedUnified School DistrictDr. Sue Lytle Gilmore(916) 395-5788
Sacramento Co. Office of EducationCounty Office of Education (COE)Renee Collins
San Juan UnifiedUnified School DistrictBrett Wolfe(916) 971-7163
Twin Rivers UnifiedUnified School DistrictTanya Praest(916) 566-2785 ext: 25141
Washington UnifiedUnified School DistrictStephanie Groat(916) 375-7600 ext: 1048
Los Rios CCDDistrictDr. Jamey Nye(916) 568-3031

Executive Summary

The Capital Adult Education Regional Consortium (CAERC) includes 11 school districts, two county offices of education, and four community colleges. The consortium covers metropolitan cities and rural communities with diverse needs, which encompasses four counties: Amador, El Dorado, Sacramento, and Yolo. The consortium and its members have been working together to continue to provide education and workforce services to adult members of these communities. CAERC’s goals are to support the California Adult Education Program (CAEP) policies and guidance while identifying and sharing promising practices that strengthen adult education programs, services, and outreach in the region.

In the wake of the COVID-19 pandemic, the focus of the planning period was to rebuild and restore adult education programs and services across the region. As we continue to face challenges, the consortium looks for flexible instructional options to help students persist and meet their educational and career goals. To best meet the needs of adult learners in this changing landscape, we must demonstrate adaptability and creativity. CAERC’s adult schools are working with each other and their districts to align adult education and workforce services. 

CAERC’s three-year planning and assessment process involved the review of the consortium’s goals and nine regional strategies, including the 2021-22 one-year plan, analysis of qualitative and quantitative data across the previous three years, consideration of COVID-19’s impact on the region, and the assessment of the current levels of adult education needs and offerings. Participating members also evaluated the overall progress of the consortium’s goals and key indicators from the 2019-22 plan and made recommendations regarding objectives and regional strategies for the current planning cycle.

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 vocational programs to meet their personal, educational, and career goals. To improve the integration of services and transitions, CAERC members will develop and support alignment efforts and career pathways in addition to increasing student support services. To improve the effectiveness of services, CAERC members will participate in professional development to support the consortium’s regional priorities and strategies, enhance data and accountability systems, and leverage resources. 

One of CAERC’s members, Center Adult School, closed its program in December 2021 due to low enrollment. Center Adult School has reallocated adult education purchases and resources to schools within the consortium based on CAERC’s financial agreement. Center’s adult students were provided information to reenroll in neighboring adult education programs. CAERC will continue to support neighboring adult schools’ efforts to reenroll students from Center Adult Education.

Assessment

From October 2021 through March 2022, consortium members met regularly during scheduled Business and Directors working meetings to assess data and program quality. CAERC leads and members also examined the consortium’s capacity to support member agencies’ adult learners and leveraged resources via the self-assessment tool provided by CAEP. Members rated the consortium’s progress across five quality indicators and additional sub-indicators. The approach was decentralized; individuals went through the indicators, rated the consortium’s progress, and turned in their ratings. The results were compiled and summarized centrally. Members met to review the ratings and reach a consensus; members made recommendations on related indicators and sub-indicators and rated the consortium on a scale of 1 – 5, with five being the highest score, as follows:

  • Capacity: 4.40
  • Connection: 4.00
  • Entry: 3.63
  • Progress: 3.60
  • Completion/Transition: 3.87

The result for capacity demonstrates confidence in CAERC’s ability to enable collaborations and professional development opportunities across the consortium. CAERC’s ability to connect with and engage prospective students from high-need communities while demonstrating a “no wrong door approach” was rated as a 4.0 out of 5.0, signaling that the consortium meets community needs. For example, the CAERC Asset Map (www.capitaladulted.org) is a resource available to anyone with access to the internet. Adult school Transition Navigators utilize the Regional Asset Map 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 provide another option for connecting students to regional programs and services.

Areas of growth were identified for the indicators Entry, Progress, and Transitions, with results ranging from 3.60 to 3.86 out of 5.0. The results demonstrate that members identified these as opportunities to reassess current goals, determine gaps, and analyze and adopt best practices. To address these needs, the CAERC Transitions Navigator workgroup (counselors, resource teachers, and administrators) participated in the analysis of CAEP Outcomes data reports to identify areas of strength and growth. The workgroup also provided input regarding the various roles and responsibilities each has and identified potential support systems. As a result, consortium leads and members have prioritized activities to support student transitions from ESL/ABE to secondary education and strengthen transitions from ASE/CTE to post-secondary education or the workforce. Identifying students ready to transition, coordinating student case management, a Transitions Navigator Resource hub (website), and focused professional development have been adopted as smart goals for the new plan. Finally, the consortium will continue to collaborate with the Los Rios Community College District to identify steps to implement SB 554 (dual enrollment). 

CAERC leads and members, including administrators, teachers, data managers, and support staff, also analyzed data necessary to determine mandatory metrics at both the consortium and member levels. The data sources for program years 2019-20, 2020-21, and 2021-22 include the following:

  • CAEP- Summary Tables (TOPSPro Enterprise - TE)
  • CAEP Outcomes Reports (TE)
  • CAEP Enrollees by Hours (TE)
  • CAEP Demographics
  • CAEP Fact Sheet 2021 (data from 2020) https://caladulted.org/2021FactSheets
  • California Adult Education Pipeline: https://www.calpassplus.org/Launchboard/Adult-Education-Pipeline.aspx
  • Valley Vision COVID-19 Resiliency Poll (May 2021)
  • Skills for a Ready Future Workforce (May 2021)

All members within the consortium offer English as a Second Language (ESL) programs with varied class offerings and instructional modalities, including in-person, online, and hybrid. The demand for literacy-level ESL classes has significantly increased with the influx of Afghan refugees to Sacramento regions like Arden, Elk Grove, and Rancho Cordova, which has prompted schools in those areas to support ESL classes and align curricula for students at this level. More than half of CAERC’s members receive WIOA Title II funding and offer Civic Participation, US Citizenship Preparation, and Integrated English Literacy and Civic Education/Integrated Education and Training programs in their communities. Some members supporting ESL offer U.S. Citizenship Preparation as the number of immigrants applying for naturalization continues to rise steadily in the region (USCIS N-400 quarterly data). Refugees’ funding and services continue at four CAERC member districts, and the consortium has strengthened its ongoing coordination with refugee resettlement agencies supporting immigrant integration programs. All CAERC members support adult basic and secondary education (ABE/ASE) programs and offer classes for students who want to complete high school diplomas or equivalencies. Additionally, many members offer content-specific math classes, reading and writing, and college and career readiness courses. Multiple instructional modalities available to ABE/ASE students let them choose the best fit for their schedules. 

Career and workforce preparation program offerings supported by CAERC members have grown to include over a dozen industry sectors and career pathways such as: Careers with Children, Culinary Arts, Medical Office Careers, Nursing Assistant and Vocational Nursing, and Pharmacy Technician. Members collaborate with CAERC partners to extend outreach to students who need more support in acquiring the prerequisites to enroll in a regional post-secondary CTE manufacturing program. Recently implemented pathways include Business and Finance, Fire Academy, and School Bus Training. Instructional modalities are offered in-person, online, and hybrid. Furthermore, the Sacramento Employment and Training Agency Job Centers remain co-located at three CAERC-member adult school sites: Charles A. Jones Career & Education Center, Folsom Cordova Adult School, and Elk Grove Adult & Community Education. These multi-program partnerships align to support job seekers by maximizing the referral process to benefit participants, enable collaborations with WIOA II partners to meet basic and secondary education and career training needs, and report to and reference the WIOA performance system to ensure good results for all partner programs, job seekers, and employers. Working with the Los Rios Community College District - American River College, the consortium supports the Strengthening Community College Training Grant (SCCT), a Public Sector Pathways Project. CAERC meets with Los Rios partners to support, inform, build capacity, and strengthen workforce development systems to offer accelerated and aligned career pathways in Business Technology and Public Sectors and support the dual enrollment of students.   

CAERC’s largest Adults with Disabilities (AWD) program exists with Sacramento City USD at A. Warren McClaskey Adult Center and serves over 160 students/clients. Smaller programs also exist in the region, many in collaboration with Alta Regional Center, a non-profit corporation working under contract with the State of California Department of Developmental Services to provide services to persons aged three and above with a developmental disability under the Lanterman Act.

CAERC referenced various members’ education and workforce plans to guide regional alignment and priorities for the next three-year cycle. The plans guiding the 2022-25 alignment and priorities include:

Continuous Improvement Plans 2020-21

  • Washington Adult School
  • Elk Grove Adult and Community Education
  • Folsom Cordova Adult Education

Western Association of Schools and Colleges Reports and Mid-Cycle Reports

  • Davis Adult and Community Education
  • Elk Grove Adult and Community Education
  • El Dorado County Office of Education

Strengthening Community College Training Grant Project Plan

  • American River College: Cross-walking Business Pathways to Public Sectors

The Region’s Adult Population

The Capital Adult Education Regional Consortium (CAERC) covers metropolitan cities and rural communities with diverse needs across four counties: Amador, El Dorado, Sacramento, and Yolo. The area is situated at the northern end of the 400-mile long Central Valley and encompasses over 900 square miles. According to the American Community Survey (2020), the region is home to 1,436,911 people over 16 years of age. 2020 Census data identified the region’s racial and ethnic diversity as follows: 48% White, 21% Hispanic or Latino, 17% Asian, 8% African American, 4.7% two or more races, <1% Pacific Islander or Hawaiian, and <1% not specified or other.  For 2020, over half of the regional adult population identified as female, and a third were between the ages of 20 through 39. Sixteen percent were aged 40 through 49, and 42% were 50 years and older. Of the general population, 89,265 adults speak English less than “very well,” and over half of those are age 50 and older. Adults with disabilities represent almost 15% of the regional population and include adults over 18 who have a physical or mental impairment that substantially limits one or more major life activities; this includes people who have a record of such an impairment, even if they do not currently have a disability (www.adata.org).

The characteristics that define the population engaged in adult education programs CAERC supports are also diverse, but slight differences exist. Of the 9,334 adult individuals served by CAERC members in 2020, 30% identified as White, 30% as Hispanic or Latino, 22% as Asian, 11% as African American, and 6% as two or more races.   More than half of the student population are 20 through 39 years old, 18% are 40 through 49, and 15% are 50 years and older. In 2020, six out of ten adult education students identified as female. Compared to the region’s general population, the consortium’s adult student population reflects more culturally diverse backgrounds and a larger population of people ages 20 through 39. 

Educational, Employment, and Labor Needs

As the region recovers from the COVID-19 pandemic, student enrollment recovery and outreach have become a priority for members across the consortium. In program year (PY) 19-20, CAERC members served 9,334 adult learners, and in PY 20-21, the number dropped to 5,519. However, as of April 26, 2022, CAERC members have served 6,209 adult learners signifying enrollment recovery and increasing interest in regional adult education programs. The consortium is confident that the total number of adults served will increase further by the end of this program year.

Looking at the data in more detail, CAERC’s number of adults served in ESL has increased by thirty-six percent, from 2,293 in PY 20-21 to the current number of 3,129 (April 26, 2022). The number of adults served in ABE/ASE and CTE programs has caught up with and slightly surpassed the number of adults served in the previous year. The data for Adults with Disabilities has remained consistent over the last three years, with enrollments varying slightly from year to year. Preliminary data for the current program year shows that 57% of CAERC’s adult learners with pre and post-tests improved one or more educational functioning levels; as agencies continue to post-test students, the percentage of EFL gains should increase. 

According to the Employment Development Department, the average unemployment rate stabilized in the four-county region and was slightly above five percent as of January 2022 (preliminary data) but below the state average. Although this is good news, the current regional unemployment rate is higher than the pre-pandemic average. During the 2020-21 program year, 5,940 adult education students were identified as having at least one barrier to employment. The top three barriers to employment identified were English Language Learner, Low Income, and Low Levels of Literacy. These struggling residents are disproportionately people of color and individuals with lower levels of education and or limited English proficiency. CAERC members agreed to focus on these three barriers to guide and drive the development and update of the consortium’s regional priorities, strategies, activities, and outcomes. 

Research conducted by the Los Rios Public Sector Pathway Project indicates that soft skills and the ability to use digital applications are high priority employer needs. Community college faculty and employers also emphasized the importance of introducing and developing soft skills before adult learners enter the workforce.

Section Data Resources:

  • https://www.labormarketinfo.edd.ca.gov/geography/lmi-by-county.html
  • https://www.valleyvision.org/resources/the-covid-19-resilience-poll-3-may-2021/
  • https://www.bls.gov/regions/west/summary/blssummary_sacramento.pdf
  • https://caladulted.org/2021FactSheets

CAERC Members

  • Amador County Unified School District
  • Center Joint Unified School District – (adult education program closed December 31, 2021)
  • Davis Joint Unified School District
  • El Dorado County Office of Education
  • Elk Grove Unified School District
  • Folsom Cordova Unified School District
  • Galt Joint Union High School District
  • Los Rios Community College District
  • American River College
  • Cosumnes River College
  • Folsom Lake College
  • Sacramento City College
  • Natomas Unified School District
  • Sacramento City Unified School District
  • Sacramento County Office of Education
  • San Juan Unified School District
  • Twin Rivers Unified School District
  •  Washington Unified School District 

A representative has been identified as the lead for each CAERC member district and community college, and each member agency has one vote, including the four community colleges. Los Rios CCD actively participates in the consortium work and planning to support effective transitions of learners into post-secondary and career education. The Sacramento County Office of Education serves as a fiscal agent and program manager for consortium-level activities to support regional goals and planning in an economy-of-scale manner. Adult education consortium members address the unique needs of individuals and communities by providing adults with educational programs and support services. Additional partners include the Alta California Regional Center, Outreach and Technical Assistance Network, Sacramento Employment and Training Agency, Sacramento Food Bank and Family Services, Sacramento Public Library, and Valley Vision.  

From October 2021 through March 2022, consortium members and partners frequently met to assess program quality and rate the consortium’s progress across five quality indicators and additional sub-indicators. In addition, members and partners reviewed data regarding mandatory metrics and the impact the COVID-19 pandemic has had on adult education and the region; this data analysis included the input of certificated teachers and program coordinators and classified staff and data managers.


Regional Service Providers

For each Member Agency service provider, enter the number of Participants in each program area.

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEESLEl CivicsAWDK12 SuccessShort Term CTEWorkforce ReentryPre-Apprenticeship
*Amador County UnifiedMember Representative

48

47

26

0

0

0

0

0

0

*Davis Joint UnifiedMember Representative

0

16

106

0

0

0

11

0

0

*El Dorado Co. Office of EducationMember Representative

136

136

0

0

0

0

0

0

0

*Elk Grove UnifiedMember Representative

0

459

853

0

20

0

234

60

0

*Folsom-Cordova UnifiedMember Representative

124

259

545

0

0

0

32

32

0

*Galt Joint Union HighMember Representative

0

65

62

0

0

0

0

0

0

*Los Rios CCDMember Representative

0

0

0

0

0

0

0

0

0

*Natomas UnifiedMember Representative

0

76

100

0

0

0

29

0

0

*Sacramento City UnifiedMember Representative

274

50

392

0

149

0

384

0

0

*Sacramento Co. Office of EducationMember Representative

0

0

0

0

0

0

0

0

0

*San Juan UnifiedMember Representative

39

276

1,108

0

0

0

128

0

0

*Twin Rivers UnifiedMember Representative

243

260

774

0

0

0

69

0

0

*Washington UnifiedMember Representative

24

63

90

0

0

0

0

0

0

Total Participants 888 1707 4056 0 169 0 887 92 0 7799
* Member Agency required to input number of Participants

For each service provider added, check the box in the program areas where services are provided.

Provider NameProvider TypeProgram Area Where Services Are Provided
ABEASEESLEl CivicsAWDK12 SuccessShort Term CTEWorkforce ReentryPre-Apprenticeship
Alta California Regional Cente Community Organization

California Department of Corrections and Rehabilitation Community Organization

Sacramento Food Bank & Family Services Community Organization

Sacramento Public Library Community Organization

Sacramento Employment & Training Agency Workforce Development Board

Three years into the pandemic, CAERC continues to focus on rebuilding and restoring adult education programs and services across the region. As we continue to face challenges, the consortium looks for flexible instructional options to help students persist and meet their educational and career goals.

Career and workforce preparation program offerings supported by CAERC members have grown to include over a dozen industry sectors and career pathways (see section Regional Alignment and Priorities). Data found on the CAEP fact sheet identifies a growing demand for healthcare workers to support the needs in our region. CAERC is committed to developing and supporting healthcare-focused vocational pathways for English language learners to increase language and cultural diversity in the field. In addition, the 2021 Public Sector Careers Survey identified the top three skills for entry-level positions were communication, critical thinking, and writing. Most employers stated that their incumbent workers needed additional training in written and verbal communication skills, technological application skills, and internal and external customer service. Agencies also identified the need for employees skilled at using applications such as Microsoft Office, Zoom/Virtual Meeting Platforms, and Adobe Suite. This data aligns with what employers in the region identified as missing skills for employment. CAERC is well-positioned to support and prepare those seeking employment and will continue to partner with WIOA agencies and employers in the region.


Metrics: CAEP Barriers & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (AE 305 - Overall)
  • Low Income (AE 310 - Overall)
  • Low Literacy (AE 311 - Overall)

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 BarriersEnglish Language Learner (AE 305 - Overall) 5,006

3,022

3,403

5,006

Student BarriersLow Literacy (AE 311 - Overall) 8,604

4,691

5,035

8,604

Student BarriersLow 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

MemberPercent of 2019-20 Available Funds SpentPercent of 2020-21 Available Funds SpentPercent of 2021-22 Available Funds Spent2022-23 Target2023-24 Target2024-25 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

06/30/2025

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

06/30/2025

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

06/30/2025

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

06/30/2025

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

06/30/2025

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

06/30/2025

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

06/30/2025

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

06/30/2025

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

06/30/2025

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 AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Amador County Unified $613,342Certified
Center Joint Unified $282,241Certified
Davis Joint Unified $404,458Certified
El Dorado Co. Office of Education $346,295Certified
Elk Grove Unified $4,230,264Certified
Folsom-Cordova Unified $840,250Certified
Galt Joint Union High $396,036Certified
Los Rios CCD (Optional)$0Draft
Natomas Unified $143,069Certified
Sacramento City Unified $5,109,959Certified
Sacramento Co. Office of Education $0Certified
San Juan Unified $2,147,974Certified
Twin Rivers Unified $3,537,383Certified
Washington Unified $434,820Certified
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

Approved by Kelly Hunkins

05/09/2022 03:11 PM PDT

Davis Joint Unified - Member Representative

Approved by Grace Sauser

05/04/2022 02:55 PM PDT

El Dorado Co. Office of Education - Member Representative

Approved by Carey Buchanan

05/04/2022 02:17 PM PDT

Elk Grove Unified - Member Representative

Approved by Jane Ross

05/04/2022 02:16 PM PDT

Folsom-Cordova Unified - Member Representative

Approved by Rhonda Balmain

05/04/2022 03:04 PM PDT

Galt Joint Union High - Member Representative

Approved by Robert Lemmon

05/04/2022 02:18 PM PDT

Los Rios CCD - Member Representative

Approved by Dr. Jamey Nye

05/09/2022 12:45 PM PDT

Natomas Unified - Member Representative

Approved by David Rodriguez

05/10/2022 06:58 AM PDT

Sacramento City Unified - Member Representative

Approved by Dr. Sue Lytle Gilmore

05/04/2022 03:05 PM PDT

Sacramento Co. Office of Education - Member Representative

Approved by Renee Collins

05/04/2022 02:16 PM PDT

San Juan Unified - Member Representative

Approved by Richard Judge

05/04/2022 02:37 PM PDT

Twin Rivers Unified - Member Representative

Approved by Tanya Praest

05/05/2022 10:01 AM PDT

Washington Unified - Member Representative

Approved by Dr. Jay Berns Ed.D.

05/04/2022 02:13 PM PDT