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CAEP Annual Plan: 2021-22 33 Monterey Peninsula CCD

Status: Consortium Approved

California Adult Education Program : Annual Plan : 2021-22 Produced: Aug 13, 2021, 11:32 PM UTC Tom Parry

33 Monterey Peninsula CCD

Plans & Goals - Consortium Approved

Executive Summary
Monterey Peninsula Adult Education Consortium (MPAEC) has continued to serve the community under the seven CAEP program areas while responding to the needs of the pandemic. The 2021-2022 school year has provided the opportunity to serve students in person and serve students remotely to reduce barriers for the diverse types of learners. Our consortium continues to be flexible and innovative to shift as needed in response to local health department data. As such, MPAEC is offering both in person and remote learning opportunities, additional support for students and staff, and an innovative approach to reduce barriers to academic, career, and civic goals.During the pandemic when MPAEC had transitioned the majority of instruction to distance learning, it contacted students to survey and assess needs and obstacles to the online learning environment. It has endeavored to meet technical needs by providing Chromebooks or Laptops and other technology to students, and offered assistance or training with the technology. Other student support needs were met with the distribution of food via free daily meals and access to food pantries, instructional packets/books/textbooks, and more. Staff, teachers, and faculty have received professional development and training for online instructional software and platforms, and received technology needed for remote instruction. Professional development opportunities will continually be offered to all staff throughout the year to help us tackle unforeseen factors. Many classes are still being offered to students in a synchronous manner to create a feeling of consistency and stability in the students' learning experience. MPAEC made a quick pivot to strategically and responsively make changes due to budget cuts by postponing, shifting, reducing, and eliminating resources and expenditures in many areas. Areas affected range from supplies, staffing, programs, travel, and more. Mileage reimbursement for staff has been frozen, and a majority of sites saw a reduction in staff and course offerings reduced. Sites have taken to Social Media and other free resources to continue to reach our target demographics to make up for the lack of a marketing budget. The consortium plans to examine the issue of their role in addressing structural racism within their membership and partners primarily through conversations, training, professional development, and workshops. It will ensure equitable student progress and success by critically examining and making necessary changes to existing structures and pedagogies that contribute to the Achievement Gap and impede student success. Online learning in the topic of culturally responsive instruction as well as COVID-19 privacy laws and best practices, information on individuals rights when being stopped or detained by ICE and professional development has been provided to staff around implicit bias and social justice. MPAEC is focusing course redesigns around an emphasis on Culturally Relevant pedagogy in Unit Plan and Lesson Plans. MPAEC will continue to partner with local organizations to support our most historically marginalized community members including, but not limited to undocumented, POC, and any underrepresented class of students.
Regional Planning Overview
Regional Planning OverviewMPAEC members meet regularly with a prepared agenda to inform and discuss topics all related to our goals which are outlined in our Three Year Plan. To demonstrate that our three year plan will be a living document, members of our consortia will participate in several ongoing activities throughout the year. Collaboration among all consortia sites to strengthenalignment and build capacity in our programs. Attend regional and state-wide events to learn and share best practices with regional and state-wide partners. Attend (virtually) and network with workforce development board and industry partners to become better informed regarding the needs/gaps in our region and how we can collectively serve students in those areas. We will also continue to survey our communities, students, staff, educational partners, and industry partners to identify needs and gaps in our programs and interventions.

Meeting Regional Needs

Regional Need #1

Gaps in Service / Regional Needs
Through the three year plan process, MPAEC has identified the following areas of needs and gaps in service:1. Adult education services in Marina 2. Reducing barriers to enrollment (childcare, transportation, etc.)3. Workforce preparation (Integrated Education Training, Apprenticeship programs, etc.)4. Pathways/transitions to post-secondary education 5. Parent Education for K-12 childhood success6. Adults with Disabilities7. Persistence and success in ASE and ESL programs In addition to these gaps, digital literacy and access to technology, food security, mental health support, housing support and job security support has recently been identified as a huge gap in service due to the shift to distance learning as a result of the pandemic.
How do you know? What resources did you use to identify these gaps?
Regional gaps and goals were identified through multiple data points, including census data, regional labor data, community surveys of enrolled and non-enrolled persons, member data and stakeholder retreats, along with regular formal and informal student feedback at the sites. In 2018-2019, MPAEC engaged the services of a communication consulting firm to design and disseminate a survey to gather input from the Monterey Peninsula region regarding the adult education community needs, satisfaction with current offerings, and desire for additional programs and services. In addition, MPAEC held an all day planning retreat in spring 2018 to allow faculty, staff, and administrators from each member site to gather in discipline and/or job-specific groups to engage in dialog about program needs, gaps in service, potential areas for collaboration and improvement for the upcoming year. Feedback collected from the regional adult education survey and MPAEC planning retreat helped inform the plan for the Consortium as well as individual member sites. MPAEC also reviewed and utilized local labor reports created by the Monterey County Workforce Development Board (MCWDB). Additionally our industry partners tell us about employee needs, staffing skill / education requirements and job vacancies. Our CTE programs have close working relationships with their program industry partners, and have regular advisory board meetings. Since the larger data collection and retreats in years past, many consortium members collect regular data through student surveys, yearly YouthTruth Data results, EL Civics surveys, OTAN Tech Surveys, intake surveys, quarterly feedback surveys, focus groups and one to one communication with teachers and staff. This regular data informs needs, especially as it relates to the pandemic.
How will you measure effectiveness / progress towards meeting this need?
As a primary indicator, MPAEC will continue to focus on student learning data using Launchboard and TopsEnterprise data. We will look specifically at CASAS results and attainment of other educational outcomes (i.e. course completion, progress toward program completion, certificate/degree completion). Additionally, we will continue to track enrollment numbers and will place special emphasis on tracking the numbers of students who receive certificates in a CTE pathway as well as tracking the number of students who transition to postsecondary education and jobs. During the pandemic, we are also using data related to wrap around and support services provided that increases persistence rates.

Gaps In Service

New Strategies

Strategy #1
Monterey Peninsula Adult Education Consortium (MPAEC) is committed to addressing racial and social inequities as it pertains to gaps in service for historically marginalized demographics. MPAEC will regularly review data from Launchboard, Tops Enterprise, ASAP, Census, Workforce Development board, etc. to analyze any gaps of service between different socio-economic and racial groups. MPAEC is committed to addressing any potential disparities through courageous conversations and actions to address systemic racism that may be discovered.
Strategy #2
MPAEC will leverage resources to ensure all students have access to technology through the use of borrowed devices, hot spots, park and learn wifi centers and other means possible. We are also closing the digital divide by ensuring our students have direct instruction around accessing online curriculum and embedded technological support through various student support services
Strategy #3
Consortium partners will continue to collaborate to provide resources to support adult education student transitions to college and career by providing counseling, outreach, and other student support services. For example, at Monterey Adult School, key strategies for addressing gaps in services are the creation of a college and career center, and increased parent education offerings which will be located at our new site as well as secondary and elementary sitesthroughout the district.
Strategy #4
Consortium partners will continue to collaborate to develop clear pathways to support the transition from adult school to community college and career. Adult Schools will partner with Monterey Peninsula College to pilot courses in Early Childhood Education, Business/Technology skills, Hospitality and Culinary Arts, English as a Second Language, and Health Careers. To meet this need, partners will increase staffing; purchase necessary technology and instructional materials; and provide professional development.
Strategy #5
To maintain established levels of service, MPAEC will devote substantial time and energy to the overall performance of students as measured by the CASAS exam and other performance assessments, with a specific focus on racial and socio-economic equity. Other performance measures include other CAEP outcomes including personal, family, employment and other student identified goal attainment, immigrant integration metrics, and other standardized or program developed metric tools that capture student growth and acquisition of skills, especially in the program areas of Parent Engagement for Student Success and Adults with Disabilities. We will build on the work done during the previous school year with state-developed, standards-aligned units of study with embedded formative assessments which have allowed and will continue to allow us to regularly analyze student performance during PLCs and create action plans to address any re-teaching needs for student mastery.
Strategy #6
Consortium partners will collaborate to increase access to instruction and services for adults with disabilities. For example, PGAE and MAS have already established Adults With Disabilities Transition programs on their school campuses for students ages 18-22. These programs are funded by each district’s General Fund , however, students may enroll in many of our adult school classes. Additionally, Pacific Grove Adult Education in partnership with Gateway Center of Pacific Grove to create a Day Program, “Without Walls.” serving adults with disabilities and providing support and services for seamless integration into the community. Monterey Peninsula College will provide counseling, outreach, and other student support services to provide support to adults with disabilities making the transition to college and careers.
Strategy #7
MPAEC is committed to expanding and leveraging resources to support students in our parent education for child success programs. Understanding that parents are the first teachers, MPAEC will create partnerships between parents, students, and staff to further student academic and behavioral success. We will offer courses in Conscious Parenting, Parentingfrom the Heart, Play and Learn, Positive Discipline, Families in Control and Purposeful Parenting for Student Success for all parents of students in our community schools. Program effectiveness will be measured by student gains over time.
Strategy #8
To support the needs of language learners in acquiring skills necessary to obtain or advance in employment, consortium partners will develop and implement contextualized ESL/IET programs aligned with the major industry sectors identified for our region
Strategy #9
In response to the identified need for child care for adult education students, Consortium partners will collaborate to provide childcare for students enrolled in adult education programs. When in person instruction resumes, MAS and PGAS will continue to offer free childcare to any student enrolled in CAEP programs to reduce barriers to success.
Strategy #10
MPAEC will develop and implement virtual and hybrid learning options, as needed by sites, to provide students with increased access to classes, and additional learning and assessment opportunities and support services. We will provide digital literacy support to ease the transition, along with training and support for the shift to remote testing (if needed) and instructional support for online instruction (if needed).
Strategy #11
MPAEC will partner with federal, state and local organizations to provide wrap around services to decrease the barriers to enrollment and increase persistence. We will provide access to food security, support with technology, access to mental and emotional support, both in class and outside of class, and access to financial resources that might be available to our students through grants. Provide access to social workers, mental health care technicians and partner with organizations to meet basic needs including housing assistance, food resources and other financial support.

Seamless Transitions

New Strategies

Strategy #1
Consortium partners will collaborate to develop clear pathways to support the transition from adult school to community college and career. Adult Schools will continue to partner with Monterey Peninsula College to pilot pathways and courses in Early Childhood Education, Business/Technology skills, Hospitality and Culinary Arts, English as a Second Language,and Health Careers.
Strategy #2
Monterey Adult School will continue to partner with Monterey Peninsula College, to provide MPC counselors and outreach specialists to work with students at adult school sites. Program has shifted to virtual meetings for MAS students to be able to have one on one meetings with MPC Counselors and Outreach specialists. Monterey Adult School is also seeking opportunities to partner with other local community colleges for programs that are not offered at MPC.
Strategy #3
All sites provide students with technological needs, including borrowed devices and access to the internet, to support remote learning for students to further their education. Redesigned curriculum and packet material are being provided to students who do not feel comfortable with technology or do not have the resources to transition into an online learning environment to be picked up.
Strategy #4
MAS and MPC, with input from local business, continues to collaborate and has developed a foundation in HOSPITALITY class which will serve as the introductory course in the food service and HOSPITALITY pathway.
Strategy #5
In order to identify, support and develop student goals and transition plans for ESL, ABE and ASE students, MPAEC Adult Schools will develop and/or refine student intake and orientation procedures and forms. MPAEC Adult Schools will provide ongoing student achievement and transitional support through student/teacher conferences and goals update sessions, and work with MPC counselors, private sector government agencies, and nonprofits to provide students with targeted and timely career and job training resources and connections.
Strategy #6
MPAEC will implement a student exit interviews focusing on providing transition services for students completing ESL, HSD/ASE and CTE: work with counselors and staff at MPC and other educational institutions to provide the students with a warm hand-off; connect students with local agencies and community partners for job related (job search assistance, resume building, interview preparation) and supportive wrap-around services.

Student Acceleration

New Strategies

Strategy #1
One of MPAEC’s primary focus areas for student acceleration is academic growth with our HSD and ESL areas. On a weekly basis, staff will refine lesson plans and continue to analyze student performance data to identify effective teaching practices which will continue, and to reteach the skills to students who did not master them. To accelerate students’ progress in moving from MPAEC to both College and a career, MPAEC and MPC have begun planning contextualized CTE pathways with embedded ESL support.
Strategy #2
Members of MPAEC will expand counseling services from their College Career Center. The partnership with MPC counseling and MPAEC services will include resume workshops, individualized counseling, and highly visible and up to date job boards.
Strategy #3
MPC ESL faculty will continue their work to redesign the College's credit and non-credit ESL curriculum. MAS will continue to revise curriculum for increase rigor, shifting the academic ownership to the students with targeted differentiation and scaffolding. MAS will also continue to use standards based curriculum aligned with culturally relevant pedagogy to increase student achievement and engagement.
Strategy #4
MPAEC adult school partners will continue to work with MPC to increase dual enrollment options for Adult School students at the school sites as well as explore collaboration for apprenticeship opportunities.

Professional Development

New Strategies

Strategy #1
Due to the COVID-19 Pandemic and the need for our members to reduce expenditures within their budgets, attendance for conferences and professional development will be through distance learning. Members will be strategic and choose to provide free professional development to staff through OTAN, TAP, County Office of Education and other agencies. Members may choose to provide professional development as listed below for their staff as budget allows:
Strategy #2
CAEP TAP Digital Conference. Focus on team building, skill building, increased knowledge in CAEP and legislation. Will assess through implementation of new methods in the classroom and documentation of performance outcomes.
Strategy #3
CCAE Section and State digital Conferences . For Classified and Certificated Staff from all sites. Focus on team building, skill building, increased knowledge in Best Practices in Adult Education. Will assess through implementation of new methods in the classroom and documentation of performance outcomes.
Strategy #4
CASAS digital Conference. For Classified and Certificated Staff from all sites. Focus on team building, skill building, increased knowledge in TOPS Enterprise, WIOA, CASAS, ASAP and DATA Analysis. Will assess through implementation of new methods in the classroom and documentation of performance outcomes.
Strategy #5
Provide ongoing training and support to teachers to encourage and facilitate the use of new tech platforms, applications, and computer based educational software. PD will also include training of new teaching methodologies designed for live, synchronous instruction to students. Training will access OTAN, virtual conferences and webinars (COABE, CCAE, ACSA), vendor training webinars and other agencies. Will assess through teacher use and effectiveness, and through teacher observations during virtual class sessions.
Strategy #6
Members will provide department collaboration time throughout the year digitally or through physical distancing to create and expand units of study to increase learning outcomes. Effectiveness will be measured through change in CASAS Payment points and student gains.
Strategy #7
Members will engage in professional development to help dismantle systemic racism and socio-economic inequities in our agencies and within the consortium. We will collaborate with experts in their field and with other AE agencies to provide training on implicit bias, culturally relevant pedagogy, trauma informed practice and inequities in assessment practices.
Strategy #8
Using resources such as CalPro, OTAN, CASAS, and other agencies, Adult School sites will align PD in support of their Continuous Improvement Plan. Provide extensive professional development opportunities for instructional staff on digital literacy and 21st century technology skills as it pertains to online, hybrid, synchronous and asynchronous instruction.
Strategy #9
Partner with local consortia, Local Educational Agencies and local support providers to increase access to social and emotional instructional strategies, mental and emotional support, and health care related services.

Leveraging Resources

New Strategies

Strategy #1
Monterey Peninsula Adult Education Consortium (MPAEC) members have identified shared resources and delivery methods: MPC offers counseling services on the adult school campuses; Adult Schools and MPC continue to collaborate to increase dual enrollment; MPC offers CTE classes at Adult School sites.
Strategy #2
MPAEC reviews CASAS performance data and collaborates to ensure each site implements best practices to improve student results and to ensure that MPAEC implements strategies (remote testing, parking lot testing) in order to test all students.
Strategy #3
MAS and CSUMB continues a partnership in which CSUMB service learners worked as consultants to help Monterey Adult School analyze CASAS assessment data, provide support to students and staff and support with marketing and outreach. This partnership will continue this year and we hope to expand this work throughout MPAEC.
Strategy #4
MPAEC will collaborate both within our school districts and with outside agencies for providing ongoing support services. MPAEC is working with local School Districts and K-12 staff and Principals to provide Parent Engagement classes, especially focused on teaching parents Social Emotional Learning tools and skills to help their children succeed at school. To help provide childcare solutions for Pacific Grove parents, PGAE is continuing its work with the City of Pacific Grove. PGAE will also continue its collaboration with Gateway to provide daily instruction and community skills building for our Adults with Disabilities program, Without Walls, located on the PGAE campus
Strategy #5
Continued meetings with Monterey County Workforce Development Board (MCWDB) with the goal to increase referrals and/or co-enrollment. MCWDB’s service providers have committed to work with adult education partners (MPAEC) to develop additional credentialing benchmarks, so occupational skills may be developed on a streamlined basis. MCWDB encourages co enrollment in adult education programs that foster collaboration, educational persistence and provides a valuable stepping stone to occupational credentials and higher wages.
Strategy #6
MPAEC partners with local consortia and the County Office of Education to provide social and emotional support and training to staff, along with increasing the instructional strategies to support students.

Fiscal Management

A narrative justifying how the planned allocations are consistent with the annual adult education plan which is based on your CAEP 3-year plan.
MPAEC planned allocations are consistent with the annual adult education plan and the consortium 3-year plan. Since 2015, MPAEC has addressed identified needs by providing pathways to high quality education and career opportunities for adult education students. MPAEC has facilitated meetings with students, teachers, and staff to identify barriers to enrollment and success. The MPAEC steering committee meets annually and ongoing to discuss these needs and determine how to best distribute our allocation to best serve our student population.PGAE continues to commit CAEP budget and school resources that meet the specific educational and training needs of the Pacific Grove Community while at the same time creating and supporting programs in alignment with the three year plan and increasing student outcomes. Building on the success of its Parent Engagement for Student Success classes located on the Pacfic Grove Adult School campus, PGAE will continue to expand its partnership with PGUSD K-12 school leaders to provide quality parent engagement classes to district parents at school sites or online. PGAE also seeks to leverage the quality facility and resources of its childcare center to partner with First Five, MPC, and local employers to establish a Childcare Apprenticeship Program. This apprenticeship program would ideally complement the already established CTE pathway class in Early Childhood Education offered at PGAE in collaboration with MPC. PGAE has renewed its MOU with Gateway Center of Monterey County to offer quality community integration programming services for Adults with Disabilities in PGAE’s Without Walls program. Without Walls provides Adults W/ Disabilities students age 22 + specially designed curriculum and activities in daily living skills, personal development, fiscal responsibilities, civic engagement, college visits, and work experience. PGAE will offer expanded learning opportunities for ESL students by adding evening classes and for Citizenship students by increasing their class meets through distance learning and hybrid options. PGAE will explore increasing student access to and skill building of technology through increased integration of technology training in existing classes or through additional computer classes. PGAE continues to support students pursuing their HSD or HSE by increasing student access to instruction and curriculum through virtual learning in addition to in-person appointments and distance learning. Ongoing support services - childcare, bus passes, HiSet testing, transition assistance and career guidance - continue to be provided to participating students enrolled in PGAE CAEP programs. CAS continues to provide EL services for local students, especially those in the hospitality field. Our budget is largely spent on instructors and providing technical support to students. also provide child care when needed. MAS focus remains on improving student outcomes within HSD and ESL as well as access to these programs, expanding our IET pathways to include short-term certificate based classes, increased parent education classes, expanded computer classes, and a continued focus on adults w/ disabilities. MAS has also applied for numerous additional grants to support facilities improvement and program expansion. MPC’s planned allocations focus on dedicating staff and resources to strengthen pathways and transition between its partner Adult Schools and the College. MPC will use AEBG funding, together with Perkins and SWP funds, to establish a “Pathways Specialist '' position to coordinate the development of pathways. Funds will also be used to continue counseling and outreach services at adult school sites and for new curriculum development.
An approach to incorporating remaining carry-over funds from prior year(s) into strategies planned for 2021-22.
Each site will continue to be judicious in their use of not only yearly funds, but also in their use of carry over funds. As we approach this year, some carry-over is attributed to purchases that weren’t completed or that were decided against due to the pandemic. Some-carry over is also attributed to the abeyance of classes and staffing as school sites were unable to provide regular scheduled programming and services during the pandemic. Regardless of origin, any carry-over funds will be allocated according to our annual plan and our three year plan. PGAE plans to prioritize carry-over funds to bring back staff, classes and services that were temporarily suspended or reduced. PGAE will also utilize any carryover funds to purchase identified technology needs in support of class instruction, especially for addressing tech equity and the digital divide of our student population. CAS carryover from the last two years will help cover technology and staffing expenses for the next two years. Monterey Adult School carry over monies will remain focused on the program areas to which they were originally dedicated, with some instructional materials being carried over due to the lack of availability when originally ordered. These include expanded access and increased quality within ESL/HSD,CTE Pathways, Parent Education, Adults with Disabilities, and helping adults smoothly transition into post secondary education or a career. MAS also plans to use any carry over to secure additional funds to address equity issues, like access to technology and internet. MPC does not anticipate carrying over money into this year. MPAEC schools will also use carry-over funds collectively to address consortium-wide needs such as management consultation, marketing, additional transitional and other support services for students, and for collaborative endeavors in programming and curriculum development. Decisions on how to spend the funds, including project allocation amounts, will be determined by the MPAEC Board based on consortium goals in alignment with its three year plan.

Certification

Carmel Unified - Member Representative

Approved by Tom Parry

08/13/2021 04:32 PM PDT

Monterey Peninsula CCD - Member Representative

  • Christian Smith
  • Director of Academic Pathways and Partnerships
  • cmsmith@mpc.edu
Approved by Christian Smith

08/13/2021 03:51 PM PDT

Monterey Peninsula Unified - Member Representative

Approved by Serina Eichelberger

08/13/2021 04:26 PM PDT

Pacific Grove Unified - Member Representative

Approved by Barbara Martinez

08/13/2021 04:29 PM PDT