CAEP Three-Year Plan: 2022-23 34 Mt. San Antonio Regional Consortium for Adult Education
Status: Certified
California Adult Education Program
34 Mt. San Antonio Regional Consortium for Adult Education: Certified
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
* Mandatory for all consortia
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Number of Adults Served (AE 200 - Overall) | 45,162 | 34,920 | 366,701 | 38,500 | 40,425 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 15,065 | 8,401 | 15,065 | 8,401 | 9,260 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 31,672 | 23,253 | 24,415 | 25,635 | 29,920 | |
Student Barriers | Low Income (AE 310 - Overall) | 21,999 | 17,639 | 18,520 | 19,450 | 20,420 | |
Student Barriers | Long Term Unemployed (AE 309 - Overall) | 581 | 648 | 680 | 715 | 750 |
Member Level Metric Targets
* Mandatory for all members
Baldwin Park Unified (Reported by BPUSD: Baldwin Park Adult & Community Education (BPAC))
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) | 1,375 | 952 | 1,100 | 1,250 | 1,400 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 16 | 19 | 23 | 27 | 31 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 40 | 44 | 49 | 54 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 263 | 276 | 290 | 305 |
Bassett Unified (Reported by Bassett Unified School District (BUSD))
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) | 1,064 | 622 | 1,125 | 1,250 | 1,300 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 94 | 92 | 95 | 95 | 100 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 22 | 30 | 35 | 40 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 44 | 50 | 55 | 60 |
Charter Oak Unified (Reported by Charter Oak Unified School 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) | 359 | 366 | 395 | 435 | 479 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 5 | 10 | 15 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 5 | 10 | 15 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 5 | 10 | 15 |
Covina-Valley Unified (Reported by Covina-Valley Unified School District (C-VUSD))
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) | 1,090 | 1,187 | 1,225 | 1,260 | 1,320 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 60 | 55 | 45 | 50 | 55 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 20 | 23 | 26 | 29 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 73 | 75 | 80 | 85 |
Hacienda la Puente Unified (Reported by Hacienda La Puente 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) | 11,695 | 9,720 | 12,279 | 12,892 | 13,536 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 107 | 25 | 75 | 100 | 150 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 142 | 125 | 150 | 175 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 215 | 200 | 225 | 250 |
Mt. San Antonio CCD (Reported by Mt. San Antonio 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) | 19,031 | 15,491 | 19,500 | 20,500 | 21,500 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 1,817 | 376 | 120 | 140 | 150 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 8,196 | 500 | 600 | 750 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 4,485 | 300 | 400 | 450 |
Pomona Unified (Reported by Pomona Unified School District (PUSD))
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) | 933 | 441 | 950 | 1,150 | 1,200 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 19 | 23 | 25 | 27 | 29 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 59 | 63 | 66 | 69 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 66 | 69 | 73 | 77 |
Rowland Unified (Reported by Rowland Adult and 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) | 1,435 | 591 | 1,050 | 1,155 | 1,325 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 18 | 15 | 35 | 50 | 50 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 95 | 100 | 110 | 120 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 73 | 80 | 90 | 100 |
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 |
---|---|---|---|---|---|---|
Baldwin Park Unified | 100% | 100% | 45% | 75% | 80% | 85% |
Bassett Unified | 100% | 82% | 0% | 100% | 100% | 100% |
Charter Oak Unified | 100% | 100% | 4% | 85% | 90% | 90% |
Covina-Valley Unified | 100% | 100% | 35% | 90% | 100% | 100% |
Hacienda la Puente Unified | 100% | 100% | 61% | 100% | 100% | 100% |
Mt. San Antonio CCD | 100% | 100% | 5% | 60% | 65% | 70% |
Pomona Unified | 100% | 100% | 60% | 100% | 100% | 100% |
Rowland Unified | 100% | 83% | 0% | 60% | 65% | 75% |
Objectives
Address Educational Needs
Growth of CTE & Healthcare Programs
Consortium members will continue to offer in-demand trainings and programs while developing creative ideas to expand offerings based on availability of resources and where programs are not currently offered. Programs where we will seek to grow are “green jobs”, which include solar-related trainings such as installation and manufacturing; health care programs, including Certified Nursing Assistant, Emergency Medical Technician, Medical Assistant, Home Health Aide and Vocational Nursing; and construction-based areas that will include Basic Tools. These programs also align with the regional employment priorities according to the Workforce Development Board Regional Plan. The health occupations are also identified on the Employment Development Department’s Labor Market Information Data website as occupations with the most openings or the fastest growing. In addition, these careers all provide livable median wages. These programs could be established online, in-person, or hybrid. HLPAE, for example, is expanding their online CTE offerings to ensure that students have flexibility in enrolling in and completing CTE programs while mitigating barriers to enrollment such as childcare and/or transportation.
Pathways for Immigrants
Consortium members are dedicated to increasing opportunities for immigrant populations, in areas including English language acquisition, vocational training, citizenship, and Integrated Education and Training (IET). DREAMers are also served by the Mt. SAC DREAM Program and transition support from Consortium sites will be provided for qualifying students. One pathway is Adult Special Admit, as undocumented students can take concurrent college courses at no cost.
Growth of Adult Secondary and Adults with Disabilities Programs
In order to ensure access to all adults needing services in the region, the Consortium is committed to expanding programs for adults without high school credentials and adults with disabilities.
High School Diploma and/or Equivalency programs are currently offered at each member site, with the option to prepare for the GED/HiSET in Spanish at Baldwin Park, Charter Oak, Covina Valley/Tri-Community Adult School, and Hacienda La Puente. However, the enrollment in these programs is not reflective of the need in the community. One possibility is that students are unaware of the programs and efforts will be made to create targeted marketing campaigns to reach prospective students. Another is that students are unable to dedicate time to their high school studies as a result of needing to work. Flexible schedules, online options, and wrap-around services will be developed to reduce barriers to entry and instruction. Yet another issue is that, while high school graduation rates have not changed statewide, learning gaps among future adult secondary students are projected to have increased as a result of absenteeism and less rigorous grading approaches during the pandemic. A strong adult secondary education base in the region will assist in mitigating economic and social fallout by providing students with options as adults.
Adults with Disabilities are a perpetually underserved population and the Consortium is committed to growing programs to enable students to pursue vocational and educational opportunities. There are 10,337 people with intellectual and/or developmental disabilities in the Consortium area and only two percent of those students are currently being served. In order to improve services to adults with disabilities in the region, services such as the Mt. SAC IMPACT program will be expanded. IMPACT focuses on Independent living skills, Mobility training, Physical health and safety, Advocacy for self, College and career and job readiness skills, and Technology training. The IMPACT program offers students a safe place for them to achieve their goals, be it to develop new skills, advance their academics, earn a certificate, and/or enter the workforce. Research indicates that students with intellectual and/or developmental disabilities who have experience in a college-setting have higher expectations and better life outcomes in terms of employment and independence. In addition to Life Skills courses, programs offered to Adults with Disabilities by Hacienda La Puente Adult Education include supported community employment opportunities in the areas of Food Services (catering), Building Maintenance, Landscape Gardening, and Production Workshop. Unfortunately, upcoming changes in WIOA legislation will require the closure of the Production Workshop in Hacienda La Puente Adult Education the coming year, resulting in the discontinued employment and servicing of nearly 100 clients in this program and further compounding the status of this population in the community as being underserved. In addition, partnerships will need to continue with both the East San Gabriel/Pomona Regional Centers, as well as be established with prospective employers.
Improve Integration of Services & Transitions
Strategies for improving transitions are embedded in the previously mentioned goals and will focus on moving students along established or emerging pathways to literacy and/or academic advancement, post-secondary enrollment, and/or career employment. For example, members have identified that ESL students often “stop out” around the mid-point of a program or Level 3. The English as a Second Language and Adult Basic Education and Secondary Education workgroups continue to develop structures to address the “stop out” phenomena and support students’ retention, persistence, and transition from ESL into high school diploma or equivalency programs. For example, programs have conducted retention studies to identify reasons students leave the program and to develop solutions to those issues. Members are also creating Integrated Education and Training (IET) courses or modified programs for ESL, ABE, and ASE students that are contextualized and aligned with Career Technical Education/Short-Term Vocational programs. Since the last 3-year plan, the Consortium has primarily been focused on meeting students’ needs during the pandemic while ensuring that programs are relevant and accessible. Having a heavier focus on transitioning students into employment and college is more possible because of the Consortium’s progress over the last four years.
College Transition Support
The Mt. SAC School of Continuing Education (SCE) offers counseling courses to all members’ students related to college entry and success. SCE has dedicated counseling services at adult schools to provide permanent, structured, and site-based access to college counseling and transition assistance. These services include weekly scheduled counseling hours and coordinated presentations to students. Adults who are enrolled in adult secondary programs at adult schools in California are also eligible to take community college courses with no fees as a result of SB554 in 2019. This provides a concurrent enrollment option at Mt. SAC (or another college of their choosing) to adult high school and high school equivalency students and a number of Consortium sites have already referred students. Members are also successfully articulating adult education CTE courses with the College, with seven members currently having formal agreements. Mt. SAC’s articulation specialist provides industry-specific program information, sessions, and tours and invites adult school students to participate in these activities. This enables Consortium students the opportunity to become informed about specific program requirements, demands, financial responsibility, and employment projections. The adult schools and noncredit programs that have articulation agreements with Mt. SAC’s credit programs are Baldwin Park, Bassett, Covina Valley/Tri-Community, Hacienda La Puente, Mt. SAC School of Continuing Education, and Pomona. Charter Oak will also be hiring a Postsecondary/Workforce Advisor to support students transitioning to either postsecondary, trade school, or the workforce. The Consortium steering committee also agreed to hire a dedicated counselor who will focus on transition to post-secondary for students within the Consortium.
The strong connection with the Pomona Valley AJCC and the East San Gabriel Valley AJCC also enhances students’ transition to employment. All members are developing internal processes to link students with an AJCC when they are completing or near completion of their program to receive employment placement assistance. Eligible students are entered into the CalJOBS system and are provided with additional resources related to job placement. This is also useful for data integrity as the student information in the CalJOBS system is used for the California Adult Education Program data matching to determine outcomes for job placement and wage increases.
Improved Student Services
Student service faculty and staff will work to address barriers to persistence and completion for all students and particularly those from disproportionately impacted populations (e.g., English Language Learners, low-income, and students with disabilities) as measured by program completion rates. The growth of online instruction has also reshaped the way that counselors, advisors, and other student support staff interface with and serve students. Attention will be paid to ensuring that online services (including websites, onboarding, orientations, and appointments) promote student engagement and success. Many sites also offer resources including basic needs (which can include food, gift cards, bus passes, referrals to housing), comprehensive assistance for students applying to local, state, and federal services including CalFresh, and one-time grants provided using HERFF and federal funds that supported students through the pandemic.
Improve Effectiveness of Services
Professional Development
Professional development will be enhanced over the next three years to include relevant information about technology, instruction, CASAS, Diversity, Equity, & Inclusion, and other critical areas. Even during the pandemic, professional development was promoted among consortium faculty and staff including workshops led by the Outreach and Technical Assistance Network (OTAN), California Adult Literacy Professional Development Project (CALPRO), CATESOL, CASAS, the Association of Community and Continuing Education (ACCE), the Coalition on Adult Basic Education (COABE), and the Association for Career and Technical Education (ACTE). In order to support these efforts, the Consortium plans to coordinate and promote professional development. A key strategy will be to host and sponsor professional development activities for respective staff that are also open to the greater adult education community. This could include conferences and events related to instructional and/or leadership development; strategies to support student retention, persistence, and/or acceleration (including competency-based education); compliance training; adult students support; and collaborative networking.
Consortium Events
Consortium-wide events are another resource to improve the effectiveness of services through collaboration, discussion, and teambuilding. Events such as the Mt. SAC Adult Education Day, the Partner Breakfast, and the Annual Consortium Conference provide opportunities to not only meet with colleagues, but to develop relevant strategies and share best practices to enhance student outcomes. During the pandemic, the 2021 Mt. SAC Adult Education Day provided virtual sessions led by Mt. SAC staff that informed adult students about admissions, career pathways, financial aid, student counseling, and support services. The 2021 Partner Breakfast enabled 39 community partners the opportunity to learn about members’ program offerings and overviews. The 2021 Annual Consortium Conference focused on DEI and 84 participants attended equity-related sessions led by facilitators from CASAS, CALPRO, the Los Angeles County Office of Education, and local adult education community. The Consortium plans to resume these activities in person in 2022-23.
Technological Support
Technological support and infrastructure will be provided to ensure that new online instructional opportunities are successful for faculty and students. While remote learning is advantageous to many populations, it also highlights equity gaps in the region with regard to access to technology. This gap can be mitigated through coordinated efforts to provide technology, hardware support, access to high speed internet, and technological support to students among programs that are continuing online. Professional development will also be made available to faculty to maximize the opportunities provided in an online environment.
Data Needs
The Consortium places a high value on data for decision making and program effectiveness analyses. Professional development efforts have included emphasis on data and on-going PD will build on existing knowledge to foster opportunities for discussion about Consortium-wide data. In order to facilitate this, the Steering Committee recently approved the hiring of a data staff member. This person will coordinate state reporting requirements and expectations, including increasing the consortium’s ability to show accurate participation and program enrollment, student characteristics, educational progress and milestones, and employment and wage gains.
Activities & Outcomes
Post-secondary and Employment Transitions (All)
Objective that Applies to this Activity
Improve Integration of Services & Transitions
This activity will focus on developing new pathways and expanding existing pathways for adults that lead to employment or college enrollment. All consortium members will be included and will involve their counselors and counselor workgroups, as well as the Consortium Steering Committee and AJCCs. Deliverables will include increased enrollment, program completion, college transition, skill attainment, employment gains and increased wages. It will achieve the CAEP outcomes of increased college transition, employment gains, and completion of program as well as the targets related to selected metrics of transitions to post-secondary and job attainment and wage increase for DI populations who have been unemployed, underemployed or without a career path.
Hire consortium-wide counselor to engage with member institutions’ support staff
Increase consortium students participating in the adult education special admit process by 2-3% in one year
Strengthen and maintain relationships with AJCCs for job placement
Develop consortium-wide process for documenting and tracking college transitions and when possible, tracking employment gains
Increase consortium-wide college transitions by 5% within 1-2 years
Increase member articulation agreements with credit programs
Increase college transitions by 10% by Year 3
Report 5% increase in employment attainment within 2-3 years (permitting accurate data are available)
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - 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)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
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Growth of CTE Programs and Pathways (All)
Objective that Applies to this Activity
Address Educational Needs
This activity will focus on collaboration among schools to grow CTE programs and expand pathways, including health career training programs. All consortium members will be included as well as the Consortium director. Deliverables will include increased enrollment, employment gains, college transitions. It will achieve the CAEP outcomes of enrollment growth, transition to college, employment gains, completion of post-secondary programs as well as the targets related to selected metrics of increased access, program completion, employment gains, and college entrance for underrepresented populations
Increase health care program offerings and enrollment among consortium members by 5% at the end of Year 1
Increase CTE offerings by 5% for overall consortium and enrollment into CTE programs by 10% after Year 2
CTE completions and job attainment among consortium students will increase by 10% over 3 years (if labor market data are available).
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)
- Student Barriers: English Language Learner (AE 305 - 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)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
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New Adult Literacy Center (BPACE)
Objective that Applies to this Activity
Address Educational Needs
This activity will focus opening a new family literacy center on the other side of the city to allow students to take courses in ESL, ABE, and HSE and eliminate transportation barriers. It will involve Baldwin Park Adult and Community Education site administrators and Teachers of Special Assignment (ToSAs). Deliverables will include increased enrollment, increase paypoint and benchmarks, and improve retention.
Enrollment will be increased by having these classes readily available to more of the community.
There will be gains in regard to equity and retention.
There will be increased paypoints due to increased enrollment and retention efforts.
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)
- Student Barriers: English Language Learner (AE 305 - 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)
Responsible person(s)
Name |
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Growth of CTE Programs & Training (Bassett)
Objective that Applies to this Activity
Address Educational Needs
This activity will focus on growing CTE programs at Bassett Adult School, adding OSHA-10 training to all CTE courses, and adding CPR to all health careers programs.
All Health careers students earn OSHA-10 license
All CTE classes earn OSHA-10 license
Program specialist becomes OSHA-10 trainer
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)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
Responsible person(s)
Name |
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Career Support for Student (Bassett)
Objective that Applies to this Activity
Improve Integration of Services & Transitions
This activity will focus on establishing career support through rapport with EDD specialists, an AJCC co-location, and being added to I-TRAIN/ETPL.
Increase EDD training contacts in the first year
Include new programs into ETPL by the end of the second year
Shared space with AJCC by the end of the third year
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)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
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Postsecondary Transitions & Workforce Placements
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Charter Oak Adult School will develop a student resource center to increase the number of students transitioning to either postsecondary, trade school, or workforce placement and will hire a Postsecondary/Workforce Advisor. This will be led by site administrators. Deliverables will include an increase in postsecondary transitions, payment points, number of students gaining employment, and CTE course articulations with community colleges. It will achieve the CAEP outcomes of transition to college, employment gains, completion of post-secondary programs as well as the targets related to selected metrics of increased employability and students transitioning to CTE pathways and postsecondary options.
- Articulation of CTE courses with community college
- Create student resource center
- Identify business partners
- Hire Postsecondary/workforce advisor
- Increase in number of students transitioning to postsecondary or the workforce
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - 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 |
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Increase High School Equivalency Success Rates
Objective that Applies to this Activity
Address Educational Needs
Charter Oak Adult School will develop strategies to increase success rates among high school equivalency students. This will be led by Charter Oak instructors and site administrators. Deliverables will include an increase in the number of HSE certificates, enrollment numbers, and payment points. It will achieve the CAEP outcome of increasing high school diploma and equivalency as well as the targets related to selected metrics of increased employability and students transitioning to CTE pathways and postsecondary options.
- Students will complete one or more core academic sections in Aztec with a score of 75% or better
- Create an onsite testing center
- Students will take and pass one or more HiSET/GED exams.
- Partner with HiSET & Pearson Vue to administer exams to students onsite
- Students will complete all sections of the HiSET/GED exams and receive their high school equivalency certificate.
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)
- 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)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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Growth of Health Career Pathways (Covina Valley)
Objective that Applies to this Activity
Address Educational Needs
Covina Valley/Tri-Community Adult Education will expand CTE Health Career courses. Nursing and Health Care Aides are among the 10 fastest growing jobs in the region. Adding these programs will help to meet the labor demands within our community and provide our students with training in an area where they can find employment. The Tri-Community Instructional Leadership Team will partner with our District Office to expand the offerings within our Health Career/Patient Care Pathways. There will also be partnership with local community facilities, clinics, offices or hospitals for student clinical hours. Deliverables will include enrollment, completion, and student employment data; and student certification. It will achieve the CAEP outcome as it Addresses Educational Needs in the region by providing much needed courses within the Health Career field as well as the targets related to selected metrics of increased employability and students transitioning to CTE pathways and postsecondary options.
Over the next year, Tri-Community will increase career based course offerings to address student educational needs in the region.
Over the next three years, Tri-Community will increase student enrollment and the number of students who are completing courses within the Health Career fields.
Over the next three to five years, Tri-Community will increase the number of students receiving certifications, placement, and transitions to higher education within the Health Career fields.
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)
- 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 |
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Strengthen CTE Pathway Sectors (Covina Valley)
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Covina Valley/Tri-Community Adult Education will expand CTE Health Career courses. It will include the addition of a CTE counselor and increasing Career Technical Education course based offerings to meet student needs and job demand in the region will lead to increased student enrollment; student certifications and job placement. Adding a counselor and additional offerings will help to meet the labor demands within our community and provide our students with training in an area where they can find employment. This will be led by Tri-Community Instructional Leadership Team, CTE Counselor, District Office, and community partners. There will also be partnership with local community facilities, clinics, offices or hospitals for student clinical hours. Deliverables will include enrollment, completion, and student employment data; and student certification. It will achieve the CAEP outcome as it Addresses Educational Needs in the region by providing much needed transitional support within the CTE field as well as the targets related to selected metrics of increased employability and students transitioning to CTE pathways and postsecondary options.
Over the next year, Tri-Community will increased Career based course offerings & provide counseling Services for our CTE Students
Over the next three years, Tri-Community will increase student enrollment and the number of students who are completing CTE courses
- Student Certifications
- Student completion
- Job placement
- Transition to Advanced educational opportunities
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)
- 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 |
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Expand IET Program (HLPAE)
Objective that Applies to this Activity
Address Educational Needs
The already existing IET program at Hacienda La Puente Adult Education will expand to more CTE programs. This will benefit students as many of the potential CTE students applying to programs at HLPAE do not meet the required benchmarks to enroll in the program. Some that so continue to need contextualized academic support throughout the program. The increased support of the IET program will also support the educational needs of the community. This will be led by program instructors and site administrators. Deliverables will be increased payment points for IET students. It will achieve the CAEP target related to low literacy.
Student goals will be met as they will have a higher degree of success academically in class, including higher completion rates and higher retention rates
Increased enrollments will be met when more students pass required CASAS benchmarks before enrolling in programs
Increased enrollment will be met when more IET sections are able to open based on increased budget supplemented by payment points
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
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Expansion of Online CTE Offerings (HLPAE)
Objective that Applies to this Activity
Address Educational Needs
HLPAE will expand from 2 online CTET programs during the 21/22 school year to 7 programs during the 22/23 school year. By offering students more flexibility in enrolling in and completing CTE courses, more students will be able to access re-training. Barriers to enrollment for students (i.e. childcare and transportation) will be mitigated with more online class offerings. More students will be able to access programs and retraining when the location and times the classes are held are not as rigid. Flexibility in completing classes will allow more students to enroll in programs. During the pandemic, when classes were almost 100% online, enrollments increased. This will be led by program instructors and site administrators. Deliverables will be increased CTE enrollment on the 2022/23 CAEP DIR. It will achieve the CAEP target related to low income and long-term unemployment.
Increased CTE program enrollment
Increased CTE program enrollment
Expansion of CTE course offerings and sections
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)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
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Expand CTE Programs (Pomona)
Objective that Applies to this Activity
Address Educational Needs
Pomona Adult and Career Education will expand CTE programs by two programs in 2022-23 and two additional CTE programs by 2023-2024. Pomona Adult and Career Education will enhance partnerships with local AJCC’s, Mt. San Antonio ROP as well as Mt. San Antonio College. Deliverables will include increased CTE participation accompanied by increased completion and job placement rates. By increasing the number of our CTE and Academic student participation, our communities’ will have better economic opportunities for improved social mobility. This will result in improved pathways from our academic to vocational programs and completion and job placement metrics.
Increase student enrollment and return to pre-pandemic participation
Increase CTE program opportunities for our students
Improve the connection between our ESL and academic student population into our career pathway opportunities
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)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
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Increase GED & HS Completers
Objective that Applies to this Activity
Address Educational Needs
Pomona Adult and Career Education will have an increase of GED and high school completers of 5% per year. This will be led by faculty, support staff, and administration. With an increase of GED and high school completers Pomona Adult and Career Education community will be in a better position to attain much needed living wages, which will lead to an improved economic status for our community. It could also lead to better access to CTE and college opportunities that will result in better opportunities to attain family sustainable employment. It will target increased enrollment, transitions, and better wages.
Increase high school and GED graduation rate
Increase CTE programs to allow for high school completers to enroll in our programs
Improve pathway opportunities from our Academic to our CTE programs
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)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - 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 |
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Growth of Adult Secondary Education Program (RACE)
Objective that Applies to this Activity
Address Educational Needs
Rowland Adult and Community Education will grow the Adult Secondary program by at least 10% annually over the next three years. RACE has hired a full-time counselor who will work with the Leadership team and ASE instructor to accomplish this. Deliverables will include diplomas/certificates and completion/EFL gains. It will address academic needs in the region through an increase in high school completion.
Increase program participants through local marketing and community partnerships
Increased high school completion rates
Increased transition of RACE ASE and ESL students into post-secondary training
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)
- 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)
- 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 |
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Enhance Pathway to College and Career (RACE)
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Rowland Adult and Community Education will enhance opportunities for ABE/ASE students to seeking postsecondary training and education. Students will develop intermediate and long-range academic and career development goals. The RACE Counselor will partner with counselors from consortium agencies. Deliverables will include persistence and completion rates and student employment data. It will address increasingly student access to community college and CTE training as well as increasingly literacy and employability.
Counselor and instructors will assist students to develop intermediate and long-range academic and career goals
Students will enroll in community college and CTE course
Students will complete community college courses and CTE certificated programs
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)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - 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 |
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AWD Program Development and Expansion (Mt. SAC)
Objective that Applies to this Activity
Not Entered
Mt. SAC SCE will expand AWD program in terms of enrollment, services (including work-based experience), and transitions. This will be led by the AWD program faculty and manager and will include regional centers, adult education providers, employers, and workforce agencies. Deliverables will include increased student wages and/or economic status and educational level. It will contribute to targets including transitions, wages, and enrollment.
Increase enrollment of students in AWD within the next year by 10%
Identify employers and work-based learning opportunities
Increased students enrolled in credit by 5% over the next 3 years; Identify at least 5 employers in the next 3 years that will hire AWD students
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)
- 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 |
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Health Careers Program Development (Mt. SAC)
Objective that Applies to this Activity
Address Educational Needs
Mt. SAC SCE will expand healthcare program offerings, such as LVN, to meet the increased demand in these careers. SCE will also develop apprenticeships. This will be led by STV faculty, counselors, and administrators. Partnerships will be with AJCCs and adult education providers. Deliverables will include increased student wages and/or economic status and educational level. It will contribute to targets including transitions, wages, and enrollment.
Obtain grant funds to establish a health careers apprenticeship program.
Identify employee partners and establish at least one apprenticeship in the next two years. Enroll at least 100 students in healthcare apprenticeships by end of year 3.
Established health care apprenticeships will result in at least 50% of completing students in getting a job or enrolling in post-secondary pathways.
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)
- 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 |
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Increase Post-secondary Transitions (Mt. SAC)
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Mt. SAC SCE will increase the number of SCE students that transition to credit programs, particularly those who are underrepresented and disproportionately impacted. Mt. San Antonio College, SCE will carry out this objective. This will include partnerships with credit colleagues and other college departments. Key deliverables will be increased transitions, completion of college degrees and certificates. It will contribute to the CAEP objectives of Improve Integrations and Transitions and Address Educational Needs. This goal is specifically focused on supporting those with multiple barriers to seek post-secondary transitions and college degrees.
Increase noncredit transitions by at least 5% within the first year
Increase the number of noncredit students transitioning to credit by at 10% within two years and an increase of degree or credit certificate attainment of 5% within two years
Increase degree attainment for noncredit transitioning students by 10%
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)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - 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 |
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Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Baldwin Park Unified | $5,977,336 | Certified |
Bassett Unified | $2,068,073 | Certified |
Charter Oak Unified | $1,816,845 | Certified |
Covina-Valley Unified | $4,259,091 | Certified |
East San Gabriel Valley ROP | $0 | Certified |
Hacienda la Puente Unified | $21,454,677 | Certified |
Mt. San Antonio CCD | $9,371,000 | Certified |
Pomona Unified | $2,265,541 | Certified |
Rowland Unified | $1,187,790 | Certified |
Totals | $48,400,353 | 9/9 Certified |
Based on the 18-19 fiscal year, member expenditures have been clearly aligned with past consortium goals and objectives as well as current and planned activities. For K12 adult schools, the majority of their funding is allocated from CAEP. A number of K12 members have been offering robust CTE programs, leveraging student fees collected for purposes of expanding and maintaining much needed CTE offerings. Mt. SAC has blended state community college funds to develop and expand CTE and adults with disabilities programs. Most members have been leveraging WIOA II funds to strengthen, expand, and develop ESL, Vocational ESL, Citizenship, and IET programs. In 2018-19, the consortium reported leveraging over $49 million to support the educational needs of adults in the region.
Serving the educational and vocational needs of immigrant students within the region is a priority among the consortium members. This has been evidenced by the significant investment of funds by all members to support immigrant education. Serving and supporting immigrant students who seek language acquisition, vocational training, citizenship, and IET will continue as a priority with dedicated financial investments.
Most member institutions and the overall consortium have prioritized the growth of CTE pathways as part of their planned activities. Increasing pathway opportunities will include collaborations among members. Several consortium member institutions are seeking to expand health career program offerings, which directly addresses the regional need for healthcare workers. Members will continue to leverage other funds, such as WIOA II, Strong Workforce Program, student fees, and community college apportionment. The 2022-23 State budget has also carved out funds coinciding with the timing of this 3-year plan for purposes of training immigrants for health careers. The consortium can request some of these funds to strengthen career pathways for immigrants.
Increasing student transitions to post-secondary and employment is also a priority as a shared consortium objective. Individual member activities and objectives also emphasize improving and integrating support services. Past and planned expenditures demonstrate that counseling, advising, and other academic support are included for each member. The consortium has recently approved hiring a dedicated counselor for the region to focus on increasing students' transitions into degree seeking programs.
Certification
Baldwin Park Unified - Member Representative
Veronica Valenzuela - Director of Adult and Community Education
- vvalenzuela144@bpusd.net
- (626) 939-4456 ext: 4103
Bassett Unified - Member Representative
Mr. Adder Argueta - Principal
- aargueta@bassettusd.org
- (626) 931-3129
Charter Oak Unified - Member Representative
Ivan Ayro Ed.D. - Director of Adult & Career Technical Education
- IAyro@cousd.net
- (626) 938-0280
Covina-Valley Unified - Member Representative
Virginia Espana - Assistant Principal
- vespana@c-vusd.org
- (626) 974-6420
Ryan Maddox - Principal
- rmaddox@c-vusd.org
- (626) 974-4205
Hacienda la Puente Unified - Member Representative
Dr. Greg Buckner Ed.D - Executive Director
- gbuckner@hlpusd.k12.ca.us
- (626) 933-3915
Micah Goins - pgoins@hlpusd.k12.ca.us
Lorraine Molina - Budgeting Supervisor
- lmolina@hlpusd.k12.ca.us
- (626) 933-3866
Jennifer Recillas - Secretary II
- jrecillas@hlpusd.k12.ca.us
- (626) 933-3915
Mt. San Antonio CCD - Member Representative
Dr. Madelyn Arballo Dr. - Provost
- marballo@mtsac.edu
- (909) 274-5228
Ms. Rosa Royce - Chief Compliance and College Budget Officer
- rroyce@mtsac.edu
- (909) 274-5530
Pomona Unified - Member Representative
Susan Pua Gonzales - Fiscal Services Analyst
- susan.puagonzales@pusd.org
- (909) 397-4800 ext: 23869
Miguel Hurtado - Principal
- miguel.hurtado@pomona.k12.ca.us
- (909) 469-2333 ext: 24301
Rowland Unified - Member Representative
Gale Lee - Assistant Principal
- glee@rowlandschools.org
- (626) 965-5975 ext: 1568