Produced: Jun 25, 2025, 09:57 PM UTC - By Shawntel Ridgle
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
| Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Reportable Individuals (200AE) | 2,522 | 2,427 | 2,600 | 2,650 | 2,700 | |
| Student Barriers | English Language Learner (149AE) | 1,746 | 1,750 | 880 | 890 | 900 | |
Member Level Metric Targets
In this section, Member Level Actuals data from DataVista for the previous three years, including areas to input data for member level Targets for the upcoming three years are shown below.
The first row shows the required metric of Adults Served Who Became Participants. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Member Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Calistoga Joint Unified (Reported by Calistoga Joint Unified School District)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 11 | 23 | 15 | 20 | 25 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | 0 | ||
| Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | 0 | ||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
| Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
* Mandatory for all members
Napa Co. Office of Education (Reported by Napa Valley County Office of Education)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 37 | 53 | 30 | 30 | 30 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 15 | 15 | 15 | ||
| Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | 0 | ||
| Students and Programs | English as a Secondary Language (1002) | 37 | 50 | 30 | 30 | 30 | |
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
* Mandatory for all members
Napa Valley CCD (Reported by Napa Valley)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 202 | 147 | 140 | 150 | 160 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | 0 | ||
| Success | Diploma, GED or High School Equivalency (633AE) | 20 | 16 | 0 | 0 | 0 | |
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | 0 | ||
| Students and Programs | English as a Secondary Language (1002) | 34 | 0 | 0 | 0 | ||
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | ||
* Mandatory for all members
Napa Valley Unified (Reported by Napa Valley Unified School District (NVUSD) - Adult Education)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 1,336 | 1,483 | 1,600 | 1,650 | 1,700 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 444 | 430 | 450 | 465 | 480 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 95 | 108 | 85 | 90 | 95 | |
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 24 | 10 | 15 | 20 | ||
| Students and Programs | English as a Secondary Language (1002) | 835 | 883 | 880 | 885 | 890 | |
| Students and Programs | Career Technical Education (1003) | 309 | 376 | 375 | 385 | 395 | |
* Mandatory for all members
St. Helena Unified School District (Reported by St. Helena Unified School District)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 63 | 63 | 40 | 42 | 44 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 10 | 11 | 12 | ||
| Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 1 | 2 | 2 | |
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | 0 | ||
| Students and Programs | English as a Secondary Language (1002) | 57 | 63 | 45 | 50 | 55 | |
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
| Member | % of Available Funds Spent | Member Level Targets | ||||
|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
| Calistoga Joint Unified | 100% | 100% | 75% | 100% | 100% | 100% |
| Napa Co. Office of Education | 100% | 100% | 65% | 80% | 80% | 80% |
| Napa Valley CCD | 100% | 100% | 88% | 80% | 80% | 80% |
| Napa Valley Unified | 100% | 100% | 65% | 80% | 80% | 80% |
| St. Helena Unified School District | 100% | 100% | 75% | 100% | 100% | 100% |
Objectives
Objective #1: Address Educational Needs
Goal 1: Provide accessible educational programs for adults to develop college-ready and work-ready skills to meet the labor demands in Napa County. Educational training needs to be accessible throughout Napa County. To address this need, NVAE will focus on creating onramps to (1) access pathways, and (2) access digital literacy, especially for English language learners. 1. Providing access to pathways for English language learners (ELLs) provides benefits in critical areas:
There is a digital divide in Napa County where people lack access to technology or the skills to use it effectively. By providing adult learners with access to digital literacy education, where to acquire devices, and how to access the internet, NVAEC hopes to reduce this gap and promote greater equality. Access to digital literacy is key to personal, professional, and societal advancement, making it essential for adult learners to have the tools and skills to thrive in a digitally-driven world
To achieve this NVAEC will focus on the following strategies:
|
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
Goal 2: Communicate efficiently with consortium and community partners to coordinate services that support seamless educational and workforce transitions.
Members will work in partnership to implement strategies to improve the integration of services and transitions to post-secondary education and the workforce. Within the consortium, monthly management team meetings provide the opportunity to share progress, establish next steps, problem-solve, and review results. Quarterly board meetings allow time to update progress throughout Napa County.
Utilizing Data: To monitor progress and transitions, data will be regularly reviewed and jointly accessible through MyPro. With the addition of the new Career Ed/Adult Ed Counselor at Napa Valley College, the implementation of MyPro at NVC will be a priority. Once counselors have been trained and student job/educational plans have been developed and uploaded into MyPro, partners will aggregate data and better measure the progress toward consortium goals. The review of student data will be aligned with the TOPsPro submission schedule. The review of fiscal data will align with quarterly Expenditure Reports and other fiscal reports in NOVA.
Professional Development: Professional development opportunities will enable educational providers to attend workshops, webinars, and conferences with a focus on improving skills and supports to increase transitions to postsecondary education and the workforce. On-site Professional Development will be provided to strengthen the use of data through Professional Learning Communities.
Identifying Best Practices and Procedures: To improve the efficacy of our consortium, certain practices and procedures need to be aligned across the consortium – particularly the sharing of student data. The Consortium’s interest is developing a strong, collaborative, and ongoing partnership between staff who work most closely with students on transitions: the NVAE Lead Counselor, the NVC Career Ed/Adult Ed Counselor, and the NVAEC Transition Specialist. The goal is to increase transitions from NVAE to NVC, particularly ESL students. To this end, the NVAEC transition team will develop and implement specific protocols to support ESL student transitions.
Offering Flexible Courses and Services: NVAEC will continue to offer and develop formats for access to programs, including online, in-person, and hybrid models. NVC also offers flexible courses and services but has found online classes are challenging for some students, and see higher success rates with in-class attendance. Websites include user-friendly links and resources that can be accessed 24/7. The Student Success Center at NVAE and the Welcome Center at NVC provide outreach, enrollment, and transition support. MyPro will enable student data sharing to expedite transitions once the system is fully implemented at NVC.
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
Goal 3: Engage regularly with regional and community partners to develop college-ready and work-ready skills in adult learners, and will use data and analytics to evaluate the effectiveness of services.
1. Community partnerships create a more holistic approach to education, ensuring adult learners receive the support and opportunities they need to thrive academically and professionally. NVAEC will strengthen regional and community partnerships in order to:
- Enhance Resources: Community partnerships help NVAEC access additional resources, such as funding, materials, and support services, helping to provide a more comprehensive educational experience.
- Meet Diverse Needs: By collaborating with local organizations, NVAEC can better understand and meet the specific needs of adult learners in Napa County by providing tailored programs or additional support such as childcare, counseling, or job placement services.
- Improve Student Success: Partnerships with NVAEC connect adult learners with job opportunities, internships, and apprenticeships, which enhance their chances of employment and career advancement.
- Build a Stronger Network: Collaborating with local businesses, nonprofits, and government agencies creates a stronger support network for NVAEC students, encouraging lifelong learning and community engagement.
- Increase Enrollment and Engagement: When NVAEC partners with local organizations, it raises awareness of our programs, which can lead to higher enrollment and more community involvement. Partnerships can build a sense of ownership and investment in the school’s success within Napa County.
- Address Social and Economic Barriers: By working with community-based organizations, NVAEC can better address social and economic barriers that may prevent students from succeeding, such as housing instability or financial hardship.
2. Data and analytics provide the tools needed to evaluate and improve the effectiveness of adult education services, leading to better student outcomes, more efficient resource use, and enhanced educational opportunities.
- Informed Decision-Making: Data-driven insights will help NVAEC make informed decisions about program design, curriculum development, and resource allocation.
- Improving Student Outcomes: Data analytics help track key performance indicators like enrollment, persistence, transitions, course completion, and skills acquisition. NVAEC can identify gaps or barriers to student success and tailor interventions to improve outcomes.
- Resource Allocation: Data helps ensure that financial, instructional, or technological resources are allocated to maximize their impact.
- Personalized Learning: Analytics can identify patterns in student learning behavior, allowing educators to offer personalized support. Using data, NVAEC can offer targeted support to increase success rates.
- Accountability and Transparency: Data provides a transparent view of the consortium's performance. Accountability shows partners how effectively NVAEC is serving students.
- Continuous Improvement: Collecting and analyzing data allows for ongoing monitoring and improvement.
- Equity and Access: Data analytics can highlight disparities in outcomes based on demographic factors, such as language, gender, or age
To improve the effectiveness of services, NVAEC will focus on expanding regional and community partnerships and using data and analytics effectively by:
- Leveraging joint advisory meetings to engage educational providers with local employers on workforce needs.
- Expanding programs within the county, including services to incarcerated adults
- Developing college-readiness and workforce-readiness skills
- Using data and analytics to evaluate services
Activities & Outcomes
Objective #1: Address Educational Needs
Access to Pathways and Digital Literacy
Contribution to CAEP Objective: Provide accessible educational programs for adults to develop college-ready and work-ready skills to meet the labor demands in Napa County.
Activities:
1.1 Access to Career and Educational Pathways
- 1.1.a Increase Integrated Education and Training courses (CTE + ESL) focused on high-opportunity occupations: IA, Computer Skills, CNA/Health, Ag Mechanics, Viticulture/Ag, Hospitality (NVAE)
- 1.1.b. Increase Healthcare classes (NVAE)
- 1.1.c. Implement non-credit career training classes at NVC with badging (NVC)
- 1.1.d. Promote Adult Ed concurrent enrollment at NVC, focusing on High School Diploma (HSD) students (NVC, NVAE)
1.2 Access to Digital Literacy
- 1.2.a. Provide basic computer skills instruction (including AI) throughout Napa County; expand access to include four communities in Napa County (American Canyon, Napa, St. Helena, Calistoga) (NVAE/NVAEC)
- 1.2.b. Identify resources for students to acquire devices and internet access (NVAE)
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Integrated Education and Training combines English language instruction with workforce training, preparing adult learners for in-demand careers.
Digital literacy equips adults with skills to navigate the digital world, enabling them to access opportunities for employment, education, and civic participation.
Dual enrollment allows high school diploma students to take college courses and earn college credit, saving time and money on education and introducing them to the college experience.
By June 2026:
- Establish a minimum of one IET (ESL + CTE) class
- Add a minimum of one Digital Literacy class (CTE) in three of four communities in Napa
- Identify resources for students to acquire devices/internet access
- Promote Adult Ed concurrent enrollment at NVC
If these activities are accomplished:
- a minimum of 10 ESL students enrolled in IET
- a minimum of 20 students enrolled in digital literacy
- NVAE and NVC established protocols for concurrent enrollment
- 5% increase in overall students served NVAE
Integrated Education and Training combines English language instruction with workforce training, preparing adult learners for in-demand careers.
Adult learners bridge critical gaps in health care education to meet the needs of an aging population in Napa County. Well-designed programs can transform adult lives and address workforce shortages.
By June 2027:
- Establish one additional IET class for a total of two IET classes
- Increase Healthcare program by a minimum of one additional class
If these activities are accomplished:
- Healthcare completers will increase by a minimum of 15%
- 5% increase in overall enrollment NVAE over the previous year
By 2028-30:
- Establish a minimum of one additional IET class for a total of three classes
- Increase Healthcare program by a minimum of one additional class
If these activities are in place and sustained for three to five years:
- Healthcare completers will increase by 5% over the previous year
- NVAE will explore options for additional expansion
- Students served and persistence will increase by 5% over the previous year
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Principal of Adult Education | Napa Valley Unified | 06/01/2028 |
| Director of Continuing Education | Napa Valley CCD | 06/01/2028 |
| Principal St. Helena High School | St. Helena Unified School District | 06/01/2028 |
| Superintendent | Calistoga Joint Unified | 06/01/2028 |
| ESL Program Coordinator | Napa Valley Unified | 06/01/2028 |
Objective #2: Improve Integration of Services & Transitions
Alignment of Services and Professional Improvement
Contribution to CAEP Objective: Communicate efficiently within the consortium to coordinate services that support seamless educational and workforce transitions. Participate in professional development to improve student outcomes.
Activities:
2.1 Alignment of Practices and Procedures Across the Consortium
- 2.1.a. Develop a collaborative partnership between the NVAE Counselor, the NVC Career Ed/Adult Ed Counselor, and the NVAEC Transition Specialist. Identify and address barriers to post-secondary education to support transitions. (NVAE, NVC)
- 2.1.b. Implement MyPro at NVC facilitated by NVAE Counselor, NVAEC Transition Specialist, and NVC Career Ed/Adult Ed Counselor; track adults transitioning from NVAE to NVC. (NVAE, NVC)
- 2.1.c. Refine protocols to support ESL student transitions to 1) IET classes, 2) co-located classes, and 3) NVC classes. (NVAE, NVC)
- 2.1.d. Increase flexible courses and student offerings as feasible, including online, evening, in person, and hybrid classes to meet students where they reside in four locations in Napa County – Napa, American Canyon, St. Helena, Calistoga. (NVAE)
2.2 Professional Improvement
- 2.2.a. Provide opportunities for education providers to attend workshops, webinars, and conferences focused on best classroom practices and transitions to postsecondary/workforce. (NVAE, NCOE, NVC)
- 2.2.b. Provide on-site professional development for instructional staff to improve student connections and outcomes. (NVAE)
- 2.2.c. Provide time for instructional staff to work in "Professional Learning Communities" to evaluate student data to adjust instruction. (NVAE)
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Community partnerships enhance learning experiences, increase access to resources/support, and improve engagement.
MyPro data sharing improves access to target populations, tracks outcomes, and identifies gaps.
Transition support increases post-secondary enrollment, enhances agency, and improves persistence.
Flexible class formats balance work, family, and studies, allowing for personalized pacing, time efficiency, and access to more courses.
Prof. Dev. & PLCs improve skills, increase data understanding, increase transitions, and improve student outcomes.
By June 2026:
- Establish collaborative partnership (NVC, NVAE)
- Implement MyPro at NVC
- Refine ESL transition protocols
- Four communities have access options to courses
- Provide PD/PLC time focused on data and student outcomes
If these activities are accomplished:
- MyPro ed plans increase 2% (over 24-25)
- 5% increase in students served NVAE
- Baseline for ESL transitions established
- Spreadsheets: 1) options offered in four communities, 2) PD offered
MyPro data sharing improves access to target populations, tracks outcomes, and identifies gaps.
Transition support increases post-secondary enrollment, enhances agency, and improves persistence.
Flexible class formats balance work, family, and studies, allowing for personalized pacing, time efficiency, and access to more courses.
Prof. Dev. & PLCs improve skills, increase data understanding, increase transitions, and improve student outcomes.
By June 2027:
- Advance implementation of MyPro @ NVC
- ESL transition protocols implemented
- Expand course offerings in four communities
- Continue Professional Development opportunities
If these activities are accomplished:
- MyPro education plans increase 2%-5% (over 25-26)
- 5% increase in students served over previous year
- Increase ESL transitions by five students
- Updated spreadsheets of 1) options offered in four communities, 2) Professional Development offered
Professional Development and Professional Learning Communities improve instructional skills, increase data understanding, increase transitions, and improve student outcomes.
By 2028-30:
- Continue professional development opportunities
- Provide Professional Development and PLC time focused on transition, data, and instruction
- Full implementation of MyPro
- Full implementation of ESL transition protocols
If these activities are in place and sustained for three to five years:
- MyPro education plans increase 2%-5% (over 26-27)
- 5% increase in overall students served over previous year
- Increase in ESL transitions by five students over previous year
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Student Barriers: English Language Learner (149AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Principal of Adult Education | Napa Valley Unified | 06/01/2028 |
| Director of Continuing Education | Napa Valley CCD | 06/01/2028 |
| NVAEC Transition Specialist | Napa Co. Office of Education | 06/01/2026 |
| NVAE Lead Counselor | Napa Valley Unified | 06/01/2026 |
| NVC Career Ed/Adult Ed Counselor | Napa Valley CCD | 06/01/2026 |
Objective #3: Improve Effectiveness of Services
Regional and Community Partnerships
Contribution to CAEP Objective: Engage regularly with regional and community partners to develop college-ready and work-ready skills in adult learners; use data and analytics to evaluate the effectiveness of services.
Programmatic Activities:
3.1 Improve Partnerships
- 3.1.a. Leverage joint advisory meetings to engage with local employers on workforce needs. (NVC/NVAE/NVUSD)
- 3.1.b. Implement HSD/GED program for incarcerated adults at Napa County Jail. (NVAE)
- 3.1.c. Expand regional and community partnerships (e.g., CareerPoint, UpValley Family Center, On the Move, Napa County Library, St. Helena Library, California Human Development, Department of Rehabilitation, Napa Valley Farmworker Foundation, Trades Induction Program, etc.) to increase resources and enrollment, and enhance programs. (NVAE)
3.2 Improve Readiness for College and Workforce
- 3.2.a. Develop college-readiness skills in NVAE students through Canvas and hybrid classes. (NVAE)
- 3.2.b. Implement multiple approaches for “employability skills” workforce preparation (including badging) at NVAE/NVC.
- 3.2.c. Develop an advanced ESL class that integrates Adult Basic Education (ABE) skills, focusing on reading and writing. (NVAE)
Operational Activities:
3.3 Use Data and Analytics to Evaluate Services
- 3.3.a. Establish regular data review aligned with state data submission deadlines. (NVAEC)
- 3.3.b. Track outcomes: students served, students with Educational Functioning Level (EFL) gains (ESL), students who become participants (12+ hours), and students who transition to postsecondary or career advancement. (NVAEC)
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
High school diploma programs for incarcerated adults reduce recidivism, increase employment opportunities, and improve chances for successful reintegration.
Employability skills equip individuals with abilities valued by employers.
College-readiness skills prepare students for transition to post-secondary.
Regular data review improves teaching practices, personalized learning, early identification of struggling students, and data-driven decision-making, ultimately leading to enhanced student outcomes and school improvement.
By June 2026:
- Implement HSD/GED program for incarcerated adults
- Expand partnerships
- Develop college-readiness skills through Canvas/hybrid classes
- Evaluate approaches for "employability skills"
- Develop data review schedule
If these activities are accomplished:
- 10-20 students served in NC Jail program during the year with a minimum of 25% HSD completion rate
- Baseline data for participants, # badges for employability skills
- Outcomes identified and baseline data gathered
Joint advisory meetings allow educational and workforce partners to collaborate, share information, broaden perspectives, and improve decision-making.
By June 2027:
- Attend joint advisory meetings in minimum of four industry sectors
- Expand to include one new regional or community partner
- Evaluate the effectiveness of approaches for employability skills
- Regular data review in place
- Compare outcomes to prior year
If these activities are accomplished:
- NVAE participating in four joint advisory groups
- Increase of 5% in badges earned
- Increase of 5% in students served, students with EFL gains (ESL), students who become participants (12+ hours), and students who transition to postsecondary or career advancement over the previous year
By 2028-30:
- Continue participation in joint advisory meetings
- Continue to expand new regional or community partnerships
- Employability skills programs fully implemented
- Data review schedule and monitoring fully implemented
- Continuation of HSD program for incarcerated adults
If these activities are in place and sustained for three years:
- Increase of 5% in badges earned over the previous year
- Increase of 5% in students served, students with EFL gains (ESL), students who become participants (12+ hours), and students who transition to postsecondary or career advancement over the previous year
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Principal of Adult Education | Napa Valley Unified | 06/01/2028 |
| Director of Continuing Education | Napa Valley CCD | 06/01/2028 |
| NVAE Lead Counselor | Napa Valley Unified | 06/01/2028 |
| Career Ed/Adult Ed Counselor | Napa Valley CCD | 06/01/2028 |
| Transition Specialist | Napa Co. Office of Education | 06/01/2028 |
Funds Evaluation
Member Allocations and Expenditures
| Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
|---|---|---|
| Calistoga Joint Unified | $41,879 | Certified |
| Napa Co. Office of Education | $126,921 | Certified |
| Napa Valley CCD | $3,532 | Certified |
| Napa Valley Unified | $3,969,410 | Certified |
| St. Helena Unified School District | $30,014 | Certified |
| Totals | $4,171,756 | 5/5 Certified |
Overview: Funds for NVAEC are allocated according to a formula based on prior percentages budgeted to each member following guidelines in the bylaws and addressing objectives and activities in the Three-Year Plan.
In March, the Board of Directors reviews current year spending, evaluates goals, discusses distribution, determines adjustments, and approves the budget for the following year. The CFAD is prepared and submitted by May 2nd. Consortium members budget funds in the Annual Plan to support the objectives of the Three-Year Plan, with a target of expending at least 80% during the fiscal year. Carryover funds are retained by members and spent first before current-year allocations.
If a member has “excessive carryover” (>20%) for at least two consecutive fiscal years and reasonable interventions have not resulted in improvements, a finding may be made to reduce a member’s allocation by no more than the amount of the member’s carryover. NVAEC will provide technical assistance and interventions before making a finding. NVAEC tracks quarterly expenditures in NOVA and shares the information as part of the reasonable intervention.
Other Resources: 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 Work Place Training. These funds supplement ABE, ASE, ELA, EL Civics, and IELCE (Integrated English Literacy/Civics Ed.) providing additional staff, sections, and materials.
Leveraging Funds: NVAE provides programs for adult learners in St. Helena and Calistoga. CAEP funds for St. Helena and Calistoga pay associated costs incurred by NVAE for providing instruction. CAEP funds at NVC support non-credit classes and a part-time Career Ed/Adult Ed Counselor. NCOE supports a full-time Transition Specialist who maintains an office on the NVAE campus. An "ad hoc" Management Team meets monthly to oversee the implementation of objectives and activities in the Annual Work Plan and Three-Year Plan, including budget review. 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 them, and MOUs are revised and approved by respective governing boards. All funds support the objectives and activities in this plan, as well as 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
Shawntel Ridgle - Director, Upper Valley Campus & Community Education
- shawntel.ridgle@napavalley.edu
Napa Valley Unified - Member Representative
Coleen Petersen - Principal
- coleen_petersen@nvusd.org
- (530) 592-6873
St. Helena Unified School District - Member Representative
Kay Vang - kvang@sthelenaunified.org
- (707) 967-2704