CAEP Three-Year Plan: 2022-23 36 Napa Valley Adult Education Consortium
Status: Certified
California Adult Education Program
36 Napa Valley Adult Education Consortium: Certified
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
* Mandatory for all consortia
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Number of Adults Served (AE 200 - Overall) | 2,789 | 1,788 | 3,056 | 3,200 | 3,360 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 1,355 | 626 | 1,298 | 1,363 | 1,431 |
Member Level Metric Targets
* Mandatory for all members
Calistoga Joint Unified (No reporting institution)
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) | 40 | 44 | 48 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 15 | 18 | 21 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 |
Napa Co. Office of Education (No reporting institution)
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) | 40 | 44 | 48 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 15 | 18 | 21 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 |
Napa Valley CCD (Reported by Napa Valley 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) | 548 | 300 | 575 | 604 | 634 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 18 | 0 | 0 | 0 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 25 | 20 | 30 | 40 |
Napa Valley Unified (Reported by Napa Valley Unified School District (NVUSD) - 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) | 1,350 | 877 | 1,418 | 1,488 | 1,563 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 204 | 105 | 214 | 225 | 236 | |
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 119 | 5 | 10 | 15 |
St. Helena Unified School District (No reporting institution)
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) | 20 | 22 | 25 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 7 | 10 | 13 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 |
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 |
---|---|---|---|---|---|---|
Calistoga Joint Unified | 100% | 100% | 75% | 100% | 100% | 100% |
Napa Co. Office of Education | 100% | 100% | 62% | 85% | 85% | 85% |
Napa Valley CCD | 100% | 100% | 12% | 85% | 85% | 85% |
Napa Valley Unified | 100% | 100% | 49% | 85% | 85% | 85% |
St. Helena Unified School District | 100% | 100% | 78% | 100% | 100% | 100% |
Objectives
Address Educational Needs
- Barrier: Reaching target populations: English Language Learners, Low Income, Low Literacy
- Gap: Awareness of educational programs and job opportunities in Napa County
- Need: Increase enrollment and completion in ESL, HSD/HSE, ABE, citizenship, Career Technical Education/pathway programs, and non-credit college programs to improve educational and career objectives throughout Napa County by implementing the following strategies:
- refining marketing and outreach
- providing flexible scheduling (including location and online options) and childcare
- including 'soft' skills instruction to compliment ESL, HS, and CTE programs with potential certification
- developing additional pathways to address gaps
- evaluating CTE programs and pathways to compare with new industries expected to move into Napa County
- aligning pathways at NVAE to pathways at NVC
Improve Integration of Services & Transitions
- Barrier: Communication between community service providers and organizations to benefit adult education students; access to support services and resources
- Gap: A full range of services (inclusive of all students) to support student completion of programs; services need to address equity and diversity support including financial assistance, housing, access to food/nutrition, childcare, books & materials, physical and mental health services, etc (Gap identified in Self-Assessment tool: ENTRY)
- Need: Increase awareness of educational training and pathways to address gaps in equity, diversity, and inclusion; improve integration of services and transitions into postsecondary education and the workforce by implementing the following strategies:
- recruiting and enrolling diverse individuals into adult ed programs and apprenticeships
- building a culture of equity, diversity, and inclusion
- co-locating/bridging programs between NVAE and NVC
- providing transition specialist support and activities
- improving connections and contacts between service providers & organizations through use of CommunityPro Suite
Improve Effectiveness of Services
- Barrier: Alignment of purpose, practices, and procedures among consortium partners
- Gaps: Shared and aligned professional development, data collection, protocols, and programs that support students to accelerate progress and transition toward academic, career, and community goals
- Need: Continue to refine and align purposes, practices, and procedures among NVAEC partners by implementing the following strategies:
- improving data collection practices and using it to inform consortium progress
- participating in targeted professional development aligned with objectives and goals
- revising bylaws as needed to maintain effectiveness
- addressing gaps identified in Self-Assessment tool
- PROGRESS: need to share tools and procedures for collecting counseling, transition, and support services data and provide coordinated referrals to members
- TRANSITION: need to maintain CTE bridge classes at NVAE to introduce students to NVC classes; working with high school and equivalency students to support enrollment and continued success at NVC; and continue to refine integration of NVC and NVAE ESL classes
Activities & Outcomes
Goal 1: Pathway Development
Objective that Applies to this Activity
Address Educational Needs
- Explore additional pathways, possibly in human services, transportation, and green energy (NVAE)
- Evaluate CTE programs and pathways to compare with Labor Market information and new industries expected to move into Napa County
- Utilize existing Advisory Boards to ensure pathways are viable student options
- Develop CTE pathway courses (NVAE, NVC)
- Write course descriptions (NVAE) subject to approval of the NVUSD Board of Trustees
- Purchase materials and equipment (NVAE, NVC)
- Align pathways at NVAE to pathways at NVC (NVAE, NVC)
- Provide targeted professional development/training as needed (NVAE, NVC)
- Explore "Credit for Prior Learning" toward AS, Business: Concentration in Accounting (AS, Business); Concentration in Business Administration (AS-T Bus. Admin) (NVC)
- Include certificates aligned with industry standard and/or Dept. of Ed. Teacher Credentialing and degree (AS) requirements for Education/Early Care and K-12 Pathways (NVC)
- Determine number of students completing non-credit and credit pathways leading to certification, diploma, and transitioning to postsecondary including:
- HSE/HSD (NVAE)
- Second language acquisition or citizenship (NVAE, NVC)
- CTE certification (NVAE, NVC)
- Entrance into NVC or other community college (NVAE)
- AA/AS/AA-T/AS-T degrees (NVC)
- Entrance into the workforce (NVC)
- Transitioning (Transition Specialist)
- Annually develop schedule of NVC campus tours
- Provide training on specific transition protocols for counselors as needed (NVC, Transition Specialist)
- Evaluate implementation and effectiveness of transition protocols
- Provide career and resource fairs
- Gather data to determine impact on enrollment at NVAE and NVC
Based on industry sector needs and research, by June 2023 NVAEC will select two additional pathways to develop.
Based on industry sector needs and research, by June 2024 NVAEC will offer courses in the two selected pathways.
By June 2025 a minimum of twenty students will complete either of the two selected pathways.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Goal 2: Interagency Communication
Objective that Applies to this Activity
Improve Integration of Services & Transitions
- Expand use of our interagency communication tool - CommunityPro Suite (CPS) - for referrals and transitions (NVAEC)
- Utilize CPS to set goals, create job plans, place students in classes, and track progress across classes/programs/levels, career training, higher education, and jobs (NVAEC)
- Coordinate CPS training for Consortium partners (NVAEC)
- Expand job plans to include all CTE, HSD/HSE students (NVAE)
- Leverage the strength of community partners to provide a full range of student services to complete programs - financial assistance, housing, access to food/nutrition, childcare, books & materials, physical and mental health services, job search, job application support, etc.
- Implement CPS through counseling teams (NVAEC)
- Provide CPS training and targeted coaching/professional development as needed (NVC, NVAE, Transition Specialist)
- Meet with students to develop plans
- Track number of students completing an education/job plan
- Track number of adults served (Overall)
- Support for ESL students (NVC, NVAE)
- Develop education/job plans in CPS for ESL students
- Support ESL transition to CTE classes, enrollment in co-located NVC classes, and enrollment at NVC
By June 2023 increase the number of ESL students making Educational Functioning Levels Gains by 5% over the prior year (baseline: Q4 2022).
By June 2024 increase the number of ESL students making Educational Functioning Levels Gains by 5% over the prior year (baseline: Spring 2023).
By June 2025 Increase the number of ESL students making Educational Functioning Levels Gains by 5% over the previous year (baseline: Q4 2024).
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Goal 3: Work Readiness
Objective that Applies to this Activity
Address Educational Needs
- Develop and implement a single countywide Work Readiness certification program (NVC, NVAE, NCOE)
- Research Napa County employer "soft skill" needs
- Create plan for soft skills program
- Develop a badge system that demonstrates skills competencies in the areas of academic abilities, certificates, diplomas, hard skills, and soft skills (NVAE)
- Research badge systems; develop options (NVAE/NVC)
- Identify different levels of achievement (HS level, NVAE level, NVC level) (NVAEC)
- Create uniform badging images in both a digital and physical form (NVAEC)
- Implement soft skills program to compliment ESL, HS, and CTE with opportunities for students to acquire a "Work Readiness Certification"
- Provide targeted professional development as needed
- Track number of students annually completing "Work Readiness Certification"
- Track number of adults served (Overall)
By June 2023 NVAEC will work with county partners to develop a single countywide Work Readiness Certificate.
By June 2024 NVAEC will implement the countywide Work Readiness program and issue 25 certificates.
By June 2025 increase the number of students receiving Work Readiness Certificates by 10% over the prior year (baseline: Q4 2024).
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Goal 4: Access: Equity, Diversity, Inclusion
Objective that Applies to this Activity
Address Educational Needs
- Improve practices that promote equity, diversity, and inclusion
- Provide targeted professional development for staff in EDI to reduce racial barriers
- Implement teaching practices from principles that cross disciplines and cultures and promote justice/equity
- Create and promote a safe, inclusive, and respectful learning environment
- Review and update course outlines in all programs every three years with a lens on EDI
- Ensure job descriptions have gender-neutral language
- Track enrollment, persistence, and transition of English language learners
- Continue partnerships with SHUSD, CJUSD, WFANB, Salvation Army, TIPs, etc. to ensure ESL is embedded into larger context of education, career, and citizenship support (NVAEC)
- Continue partnership between NVC and Napa Valley Support Services (NVSS) and NV Product Services and Industries (PSI) to expand services for Adults with Disabilities (NVC)
- Provide regular non-credit work experience classes each semester to students served through NVSS and PSI
- Work with NVSS to secure, expand, and update instructional materials for disabled adult students
- Increase access (digitally and geographically) to ESL, HSE/HSD, K-8 ABE, basic technology programs, and CTE
- Provide flexible scheduling (including location and online options)
- Provide childcare where feasible
- Co-locate/bridge programs between NVAE and NVC
- Develop and implement CANVAS onboarding plan (NVAE)
- Provide student Tech Workshops to learn the basics (NVAE)
- Revise curriculum of identified courses to better fit a distance learning model
- Provide Transition Specialist support and activities (field trips, job fairs, resource fairs, resume writing, etc.) (NVAE, NVC)
- Attend EDI and other training offered through professional organizations including but not limited to:
- OTAN (ongoing)
- California Council for Adult Education (CCAE) Bay Section/State Conferences (May)
- CATESOL Annual Conference (California Association of Teachers of English to Speakers of other Languages)
- JSPAC (Joint Special Populations Equity and Access Conference) (Fall)
- CAEP Summit (Fall)
By June 2023 increase the number of ESL students enrolled in NVAEC ESL programs by 5% over the prior year (baseline: Q4 2022).
By June 2024 increase the number of ESL students enrolled in NVAEC ESL programs by 5% over the prior year (baseline: Q4 2023).
By June 2025 increase the number of ESL students enrolled in NVAEC ESL programs by 5% over the prior year (baseline: Q4 2024).
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Goal 5: Marketing
Objective that Applies to this Activity
Improve Effectiveness of Services
- Increase strategic marketing for Career Technical Education programs.
- Develop a strategic marketing strategy that will further refine NVAE's outreach
- Develop a plan/schedule for informing/updating community members about pathways, certificates, diplomas, and badges (NVAEC)
- Conduct community outreach
- Track number of students enrolling, persisting, and transitioning to postsecondary overall (NVAE, NVC)
By June 2023 increase the number of students enrolled in NVAE CTE programs by 5% over the prior year (baseline: Q4 2022).
By June 2024 increase the number of students enrolled in NVAE CTE programs by 5% over the prior year, and increase the number of NVAE CTE students transitioning to postsecondary training by 5% over the prior year (baseline: Q4 2023).
By June 2025 increase the number of students enrolled in NVAE CTE programs by 5% over the prior year, and increase the number of NVAE CTE students transitioning to postsecondary training by 5% over the prior year (baseline: Q4 2024).
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Calistoga Joint Unified | $34,902 | Certified |
Napa Co. Office of Education | $97,435 | Certified |
Napa Valley CCD | $235,757 | Certified |
Napa Valley Unified | $3,006,672 | Certified |
St. Helena Unified School District | $25,013 | Certified |
Totals | $3,399,779 | 5/5 Certified |
Funds for NVAEC are allocated according to a formula based on prior percentages budgeted to each member following guidelines in the bylaws. At its March meeting, the Board of Directors reviews current year spending, discusses distribution, determines adjustments, and approves the budget for the following year. The CFAD is subsequently prepared and submitted by/before May 2nd. Beginning in 2021-22, Napa Valley College (NVC) proposed redistributing $10K of its budget to Napa County Office of Education/Transition Specialist to support transition activities (to be reviewed annually). Consortium members budget funds in the Annual Plan to support the objectives of the Three-Year Plan, with a target of expending at least 85% during the fiscal year (15% or less carryover). Napa Valley Adult Education (NVAE) is the only consortium member that has significant "other funds" for educating adults in non-credit programs including: Apprenticeship, WIOA Section 225, WIOA Section 231, WIOA Section 243, and WorkPlace Training. These funds supplement ABE, ASE, ELA, EL Civics, and IELCE (Integrated English Literacy/Civics Ed.) providing additional staff, sections, and materials.
CAEP funds at NVC support non-credit classes including ESL. NVAE provides programs for adult learners in St. Helena , Calistoga, and American Canyon. CAEP funds for St. Helena and Calistoga pay the associated costs incurred by NVAE for providing upvalley instruction.
NCOE receives funds to support a part-time position for the consortium Transition Specialist who also serves as a liaison to students in CTE classes throughout Napa County. The Transition Specialist maintains an office on the NVAE campus and regularly meets with students to provide transition support such as resource fairs, field trips to visit NVC campus, and resume writing.
To achieve outcomes the Board of Directors approves an "ad hoc" Management Team that meets at least monthly to oversee implementation of goals and activities in the Annual Work Plan and Three-Year Plan including budget review each quarter as reported in NOVA. In addition, NVUSD/NVAE has MOUs with all consortium members to identify shared costs or other funding agreements. If adjustments are needed, the Board of Directors approves and MOUs are revised and approved by respective governing boards. All CAEP funds distributed among partners support the objectives and activities in this plan and non-credit adult education classes, programs, and services through NVAE and NVC.
Certification
Calistoga Joint Unified - Member Representative
Maureen Hester - Director of Business Services
- mhester@calistogaschools.org
- (707) 942-4703 ext: 6890
Napa Co. Office of Education - Member Representative
Kelly Bucy Napa County Office of Education - Director of Fiscal Services
- kbucy@napacoe.org
- (707) 253-6833
Napa Valley CCD - Member Representative
Eresa Puch - Controller
- eresa.puch@napavalley.edu
- (707) 256-7181
Napa Valley Unified - Member Representative
Evelyn Yee - Budget Assistant
- eyee@nvusd.org
- (707) 303-4018
St. Helena Unified School District - Member Representative
Andrea Stubbs - CBO
- astubbs@sthelenaunified.org
- (707) 326-8770