Produced: Sep 19, 2024, 09:10 PM UTC - By Alexis Bollin
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) | 2,200 | 2,552 | 3,011 | |||
Student Barriers | English Language Learner (AE 305 - Overall) | 880 | 1,021 | 1,205 | |||
Student Barriers | Low Literacy (AE 311 - Overall) | 1,760 | 2,024 | 2,409 | |||
Student Barriers | Low Income (AE 310 - Overall) | 880 | 1,021 | 1,205 | |||
Student Barriers | Long Term Unemployed (AE 309 - Overall) | 44 | 64 | 95 |
Member Level Metric Targets
* Mandatory for all members
Carmel Unified (Reported by Carmel USD - Monterey Peninsula CCD)
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) | 22 | 25 | 30 | |||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Monterey Peninsula CCD (Reported by Monterey Peninsula College)
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) | 1,200 | 1,500 | 2,000 | |||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 440 | 506 | 582 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 90 | 126 | 176 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 30 | 41 | 53 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 65 | 85 | 110 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 90 | 126 | 176 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 120 | 150 | 195 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 120 | 144 | 180 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 61 | 67 | 73 |
Monterey Peninsula Unified (Reported by Monterey Peninsula Unified School District (MPUSD))
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) | 510 | 561 | 617 | |||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 15 | 25 | 30 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 94 | 120 | 125 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 100 | 110 | 120 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 215 | 237 | 261 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 583 | 612 | 643 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 72 | 80 | 97 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 23 | 22 | 32 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 22 | 26 | 29 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 24 | 29 | 35 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 24 | 29 | 35 |
Pacific Grove Unified (Reported by Pacific Grove Unified School District (PGUSD))
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) | 274 | 301 | 332 | |||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 309 | 340 | 374 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 9 | 14 | 20 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 18 | 19 | 21 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 24 | 28 | 33 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 38 | 49 | 66 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 24 | 34 | 45 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 9 | 12 | 17 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 8 | 11 | 14 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 8 | 11 | 14 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 24 | 36 | 54 |
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 |
---|---|---|---|---|---|---|
Carmel Unified | 100% | 100% | 100% | 80% | 90% | 95% |
Monterey Peninsula CCD | 100% | 100% | 100% | 80% | 90% | 95% |
Monterey Peninsula Unified | 100% | 100% | 100% | 80% | 90% | 95% |
Pacific Grove Unified | 100% | 100% | 100% | 80% | 90% | 95% |
Objectives
Address Educational Needs
To address educational needs and gaps identified in the previous sections, MPAEC will embark on the following strategies that will build capacity for targeted CAEP programs:
- Strategy 1: All adults in the region will have access to information, resources, and support to enroll in adult education courses and complete programs in a timely manner.
- Strategy 2: All adults in the region will have access to high quality adult education courses, programs, and services that meet regional needs.
To support these strategies, MPAEC will work to achieve the following activities:
Strategy 1: To ensure all adults in the region have access to information, resources, and support to enroll in adult education courses and complete programs in a timely manner, MPAEC will:
- Develop a targeted outreach campaign including web page/landing page and social media presence that provides basic information, promotes consortium members sites throughout the community, and refers to each member site for more information.
- Continue to evaluate the needs of our community by examining a variety of resources
Strategy 2: To ensure all adults in the region have access to high quality adult education courses, programs, and services that meet regional needs, MPAEC will:
- Establish equitable access to services in communities of need based on multiple measures including census data, LaunchBoard and needs assessments and MPAEC by establishing new programs of service using MPAEC funding.
- Hold regular staff meetings, provide collaboration time and specific professional development events and funding to meet curriculum needs.
- Explore consortium-wide licensing for curriculum and technology.
The logic model provides specific activities and associated short, medium and long term goals for these strategies.
Improve Integration of Services & Transitions
To improve integration of services and transitions identified in the previous sections, MPAEC will embark on ensuring all adults in the region will have access to information and resources to support seamless transition from adult school to college and/or career (Strategy #3).
To support this strategy, MPAEC will work to achieve the following activities:
- Make staff available to support counseling, application, registration, financial aid and other needs of adult education students as well as offer college and career readiness workshops.
- Review student progress and identify barriers to enrollment between adult school sites to college and/or employment.
- Establish or increase CTE course offerings in regional priority industries across the consortium. Create pathways from specific adult school CTE programs that align to college pathways (i.e., hospitality, business, technology, medical assisting and early childhood education).
The logic model provides specific activities and associated short, medium and long term goals for this strategy.
Improve Effectiveness of Services
MPAEC is committed to reviewing data to improve quality of programs. Specifically, to improve effectiveness of services, MPAEC will embark on the following strategies:
- Strategy 4: Consortium members will evaluate current courses, programs, and services to identify gaps on an annual basis.
- Strategy 5: Consortium members will develop effectiveness measures that will be collected and reviewed on an annual basis.
To support this strategy, MPAEC will work to achieve the following activities:
Strategy 4
- To Identify gaps for enrolled students and the community at large in courses, programing and services offered by the consortium, MPAEC will meet at least once annually to specifically address these gaps.
Strategy 5
- To ensure students are receiving effective programming, MPAEC members will develop, collect and report on site specific effectiveness measures and meet at least once annually to review this informaiton.
The logic model provides specific activities and associated short, medium and long term goals for this strategy.
Activities & Outcomes
Expand Basic Skills
Objective that Applies to this Activity
Address Educational Needs
To expand assess and meet the educational needs of the community, the consortium will create additional adult basic courses in computer skills, math and the basic education courses.
- At least one additional computer and or math skills class(es) will be in place in either MAS, PGAE or MPC to meet educational needs.
Fill courses created and increase enrollment.
Increase overall enrollment and ASE and ABE level gains by 5%.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
Responsible person(s)
Name |
---|
Expand Industry Offerings
Objective that Applies to this Activity
Address Educational Needs
To expand industry offering that will lead to better job opportunities and wages, the consortium will establish a process to identify additional industry courses.
Identify and develop additional program areas of expansion as noted in WFDB report and needs assessment by industry priority area and include local industry partners in the identification process.
Increase industry offerings based on student need and strengthen partner relationships and overall enrollment
Increase employment rates and earnings for adult education participants by 5%.
Increase the number of short term certification by 5%.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Parent Supporting Student Educational Success
Objective that Applies to this Activity
Address Educational Needs
To further assist parents in supporting their child's educational needs and expand course offerings, the consortium will develop additional courses that will address this need.
Meet with community partners and Tk-12 parents/schools to identify how to best support student success.
Develop a course at least one of the member sites that addresses this need.
Expand opportunities for parent education TK-12 for student success.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Professional Development
Objective that Applies to this Activity
Address Educational Needs
To increase student educational level gains, the consortium will provide regular staff meetings, collaboration time and specific professional development events and funding to meet curriculum needs.
MPAEC will identify consortium-wide and site- specific paid professional development that will increase staff skill set.
Increase student level gains across CAEP programming by at least 5%.
Increase alignment in program delivery across member programs.
General upward trend student enrollment, persistence rates and skill attainment of at least 5%.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
Responsible person(s)
Name |
---|
Licensing for Curriculum and Technology
Objective that Applies to this Activity
Address Educational Needs
To address the ESL work based and experiential needs as well as overall student technology needs, the consortium will explore online curricular options for ESL, HSD and CTE AEP programs.
Consortium will evaluate ESL curriculum as well as other ASE and ABE course to identify potential licensing as well as evaluate student technological needs.
Increase digital literacy and meet higher ESL student needs.
Increase enrollment and persistence rates and educational level gains in AEP programs by at least 5%.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Outreach and Marketing
Objective that Applies to this Activity
Address Educational Needs
To ensure access for all students, the consortium will develop an outreach and marketing plan.
Develop a plan to create outreach and marketing materials.
Create marketing materials, develop a landing page and social media presence.
Consistent marketing initiatives and increase student enrollment.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Orientation Support and Resource Materials
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Develop materials to assist staff in supporting students applications, registration, financial aid and other needs of adult education students as well as offer college and career readiness workshops.
Develop site specific and consortium wide materials
Institutionalize MPC and other college outreach presentations
Increase the number of meetings with counselors and staff to develop education plans
5% increase in adult education students transitioning to postsecondary
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
Responsible person(s)
Name |
---|
Barriers to Enrollment, Persistence & Career
Objective that Applies to this Activity
Improve Integration of Services & Transitions
To increase transitions to postsecondary or career, review student progress and identify barriers to enrollment between adult school sites and to college and/or employment.
Identify patterns in student course taking, completion and transitions and identify gaps or areas of support.
Develop strategies to address gaps or needed supports.
5% increase in the number of students who complete programs and transition to college and/or career. |
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Strengthen Career Pathways
Objective that Applies to this Activity
Improve Integration of Services & Transitions
MPAEC will develop, publish and promote specific pathways identifying options for starting coursework at the adult school and preparing for transition to college programs in specific fields.
MPC’s ESL and CTE faculty will develop contextualized ESL/CTE content, resources and services to support ESL student transition into and success in CTE.
Collaborate with MPC faculty and adult education staff to understand the progression of adult education to college certification.
Create familiarity, education and comfort for adult education students to attend college and develop a pathways document that will be shared with community
Communicate options to current students by providing adult school counselors resources to promote pathways from adult school to college for use in advising students.
5% increase in student success and completion of short-term CTE certificates in high-demand local industries
5% increase in level gains in these courses/programs.
5% increase persistence and retention rates in these courses/programs.
5% increase in the number of students who transition from adult school to college CTE pathways and/or employment.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Evaluation of Courses and Programs
Objective that Applies to this Activity
Improve Effectiveness of Services
The consortium will conduct regular meetings using a variety of data sources to evaluate current courses, programs and services and identify gaps for enrolled students and the community at large.
Identify dedicated staff within the consortium to gather and evaluate information.
At least once a year, meet to review data.
Institutionalize evaluation process within the consortium on a regular basis.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Development of Effectiveness Measures
Objective that Applies to this Activity
Improve Effectiveness of Services
The consortium will develop site-specific program effectiveness measures, methods of collection and reporting.
Conduct a landscape study of effectiveness measures used by consortiums to inform development of internal effectiveness measures.
Develop, implement, collect and report on effectiveness measures by site.
5% increase in enrollment, transitions and employment.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Carmel Unified | $62,000 | Certified |
Monterey Peninsula CCD | $86,008 | Certified |
Monterey Peninsula Unified | $1,374,611 | Certified |
Pacific Grove Unified | $1,760,878 | Certified |
Totals | $3,283,497 | 4/4 Certified |
The following details funding allocation by each member and consortium wide efforts to address educational needs of adults in the region:
CAS will use funding to staff and provide the appropriate technology and educational materials to students to be successful in various models of instruction, whether it be in-person or in a virtual classroom.
MPC will continue to grow and develop its ESL program to help pipeline students into college level English courses or to obtain the skill level to join the job market. CAEP funds will be used to help strengthen pathways from our Adult School partners to degrees and certificates at MPC. We will look to expand our current zero credit offerings to broaden our reach to meet our student needs. CAEP funds will also be used on a strategic marketing plan to help students return to the classroom.
MAS will continue to use multiple data sources to allocate resources including student learning data and community demographics. We will continue with programming and amplify our work for our ESL and HSD students.
PGAE will use funds to align with and to support consortium objectives as well as to support student academic, transition and support service needs particular to our site. CAEP funding will be used to cover staff and programming in ESL, Citizenship, ABE and ASE. PGAE will also use CAEP funding to provide staff and programming in K-12 Success and in AWD. In AWD, PGAE will continue its partnership with Gateway Center of Monterey County by leveraging money, resources and staff. Also, PGAE looks to use CAEP funds to add new CTE programming in Tech related courses and to restart the Early Childhood Education pathway that was discontinued due to the Covid pandemic.
Members will collaborate to develop outreach and marketing efforts to increase awareness of adult school offerings and resources across the consortium. When unused funds are available, members will pool them to meet strategic planning goals and objectives.
MAS and PGAE also receive additional funding including WIOA and Perkins to provide classroom supplies and materials, curriculum support and professional development, and to purchase tech devices and educational software. Members will continue to leverage these funds to provide necessary educational and workforce training. In addition, members will examine ways to increase outside funding sources.
Certification
Carmel Unified - Member Representative
Tom Parry - Principal of Carmel Adult School
- tparry@carmelunified.org
- (831) 624-1821
Monterey Peninsula CCD - Member Representative
Alexis Bollin - Director
- abollin@mpc.edu
- (831) 646-3009
Dr. Jon Knolle - Vice President of Academic Affairs
- jknolle@mpc.edu
- (831) 646-3030
Jeffery Sundquist - Dean of Instruction, Library, Learning Resources and Online Education
- jsundquist@mpc.edu
- (831) 646-4036
Monterey Peninsula Unified - Member Representative
Beth Wodecki - Administrator. Monterey Adult School
- bwodecki@mpusd.k12.ca.us
- (831) 392-3565 ext: 2299
Daniel Cutler M.A. - Program Specialist/TOSA
- dcutler@mpusd.k12.ca.us
- (831) 392-3565 ext: 2293
Cris Perry - Fiscal Specialist
- cperry@mpusd.k12.ca.us
- (831) 392-3565
Pacific Grove Unified - Member Representative
Barbara Martinez - Principal
- bmartinez@pgusd.org
- (831) 646-6580
Mrs. Carly Adams - Fiscal Officer
- cadams@pgusd.org
- (831) 646-9208
Josh Jorn - Assistant Superintendent
- josh.jorn@pgusd.org
Kristen Arps - Adult School Program Coordinator
- kristen2211@gmail.com
Kristen Arps - Adult School Program Coordinator
- karps@pgusd.org
- (831) 646-6580 ext: 8441