CAEP Three-Year Plan: 2022-23 37 North Orange County Regional Consortium for Adult Education (NOCRC)
Status: Certified
California Adult Education Program
37 North Orange County Regional Consortium for Adult Education (NOCRC): 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) | 19,264 | 12,771 | 10,350 | 10,865 | 11,380 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 7,690 | 4,339 | 4,008 | 4,210 | 4,412 |
Member Level Metric Targets
* Mandatory for all members
Anaheim Union High (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) | 0 | 0 | 0 |
Fullerton Joint Union High (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) | 0 | 0 | 0 |
Garden Grove Unified (Reported by Garden Grove Unified School District (GGUSD))
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) | 2,090 | 1,172 | 107 | 1,243 | 1,280 |
Los Alamitos 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) | 0 | 0 | 0 |
North Orange County CCD (Reported by North Orange 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) | 13,746 | 10,297 | 10,100 | 10,605 | 11,110 |
North Orange County ROP (Reported by North Orange County Regional Occupational Program)
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) | 217 | 194 | 130 | 145 | 160 |
Orange County Department 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) | 0 | 0 | 0 |
Placentia-Yorba Linda 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) | 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 |
---|---|---|---|---|---|---|
North Orange County CCD | 100% | 100% | 35% | 60% | 60% | 60% |
Objectives
Address Educational Needs
North Orange Continuing Education:
Program development, community learning options expansion, and effective instructional strategies lead to more excellent student performance.
NOCE members will develop new courses and programs to address the educational needs of the adult learners served by the consortium, reengage community partners to offer classes at off-site locations, and further improve the delivery of instruction to cohorts of students seeking to complete high school equivalency exams. Additionally, open-lab courses will be further developed to integrate instruction, such as computer literacy, and services, such as job-seeking skills and self-advocacy.
North Orange County Regional Occupational Program:
North Orange County ROP (NOCROP) plans to monitor and ensure that the proposed activities are met, including scheduling staff meetings to review goals and program outcomes, build shared knowledge and have a strategic plan to accomplish the desired outcomes by assigning specific roles and responsibilities to all staff members involved. Furthermore, NOCROP plans to provide continuous support to not only the adult students by offering one on one counseling services to address individual learning and wellness needs but also to the Adult Program instructors and staff to provide alternative teaching strategies and best practices that can be used in the classroom to increase engagement and retention of industry-relevant knowledge and skills. Furthermore, NOCROP has rigorous 2-week training in the middle of the summer for any new teachers to the organization, preparing them with classroom management and teaching strategies that can be used from the first day of class.
Beyond the industry-specific class curriculum, NOCROP is making a district-wide effort to integrate the California Standards for Career Ready Practice (CRP’s) into every class to address the need to help develop the interpersonal communication skills necessary to flourish in the workplace environment. This includes developing a career plan, resume and job application writing skills, setting short- and long-term career goals, and creating career portfolios that help prepare NOCROP students to become successful professionals in their chosen careers. Providing the most current, innovative, and industry-relevant technology in the classroom is a focus for all career classes at NOCROP, ensuring that all students have the chance to develop hands-on skills with equipment used in the workplace. Finally, NOCROP is assertive in finding the best possible industry-experienced individuals to teach in their classes. It requires industry-relevant certifications and years of experience to bring real-world learning experiences into the classroom.
Garden Grove Unified School District (GGUSD)/Garden Grove Adult Education (GGAE):
GGUSD/GGAE will continue to provide access to the Burlington English (BE) Licenses to students to complete activities that provide opportunities to increase their language proficiency measured by English Functioning Level gains. GGAE will provide access to computer labs for all students to receive digital technology support. To better support students and increase student engagement, instructors will receive professional development to understand best practices in BE for student mastery of competencies and engagement.
Improve Integration of Services & Transitions
North Orange Continuing Education:
Infrastructure to support inclusion services for adults with disabilities and other adult students facing educational barriers, and specialized services for students seeking transition to credit-bearing programs and work-based learning.
To sustain and improve the integration of services and to improve services targeting adult students seeking to transition to credit-bearing programs, NOCE will develop and maintain virtual and in-person support centers and programs to serve as one-stop locations for specialized services and interventions. This includes equitable access to technology and technical support services in-person and virtually. NOCE will also offer specialized services for students with disabilities and mental health needs, including support services to assist students in learning strategies to cope with anxiety and stress. To support students transitioning into postsecondary education, transitional services will be expanded to include greater access to counselors to develop educational plans, transfer assistance, and referrals to services for special populations. Additionally, college tours will be provided to students to familiarize them with academic and support programs offered at the credit colleges, such as EOPS and the Promise Program.
North Orange County Regional Occupational Program:
North Orange County ROP has been approved as a member of the Eligible Training Provider List (ETPL) that offers employment training resources for adults and dislocated workers. Our Adult programs focus on the Health Science and Medical Technology sector, emphasizing the Patient Care pathway. The adult program serves over 100 students from the community that including lower socio-economic groups. Resources are made available to our students through the adult counselor to ensure they receive the appropriate support to achieve their career goals. NOCROP works to increase enrollment through numerous Adult Program open house events that allow community members to discover our class offerings. NOCROP is committed to offering our Vocational Nursing students the opportunity to partake in both clinical theory and skills training that amounts to 1600 hours over 50 weeks as approved by the Board of Vocational Nursing & Psychiatric Technicians (BVNPT).
NOCROP offers a wide variety of pathway classes designated with specific instructional hours, including clinical and skill rotations. These include 160 hours for Nursing Assistant Long-Term Care, 276 hours for Medical Assistant, Clinical and Administrative, and over 330 hours for the Dental Assistant Level 1. Beyond the clinical and skill rotations, NOCROP will continue to offer industry certification to all Medical Assisting Students and opportunities for Vocational Nursing Completers to take the National Council Licensure Examination for Registered Nurses (NCLEX). Furthermore, our local employment partners support our adult students in making the transition into the workforce by providing externship opportunities that can lead to full-time employment.
Garden Grove Unified School District (GGUSD)/Garden Grove Adult Education (GGAE):
To increase transition services for students using Burlington English Licenses, the instructors will be guided to provide scheduled class time for students to engage in the Career Exploration and Soft Skills Components of the BE software.
Improve Effectiveness of Services
North Orange Continuing Education:
Continuous development of robust data-collection systems and improvement of the evaluation cycle to assess the effectiveness of the CAEP-funded activities.
The consortium ensures that every member providing adult education is equipped with the necessary tools and staff to collect and evaluate data on student outcomes. NOCRC will develop a yearly evaluation report assessing the effectiveness of CAEP-funded activities. The report will be used to inform the consortium’s planning decisions.
North Orange County Regional Occupational Program:
North Orange County ROP plans to improve the effectiveness of its services by constantly evaluating the processes they have in place and looking for ways to streamline and improve on what has already been developed, as well as creating structured calendar events to plan for necessary deadlines in the future proactively. Furthermore, NOCROP plans to provide in-depth support training to all adult program support staff in the collection of data and enrolling of students in the student information system and exporting of valuable demographic data that needs to be reported to the state through the CASAS TOPSpro Enterprise data reporting system NOCROP has made recent efforts to improve the effectiveness of services by taking the opportunity to visit other adult education facilities in the region that offer similar options to students to learn of their growth and successes.
Garden Grove Unified School District (GGUSD)/Garden Grove Adult Education (GGAE):
GGAE Data team will routinely generate CAEP Summary and Burlington English progress reports to analyze student learner outcomes. Additionally, GGAE will schedule professional time for instructors to review data and strategies for reteaching and best practices.
Activities & Outcomes
Basic Skills: Direct Instruction
Objective that Applies to this Activity
Address Educational Needs
To provide enhanced student learning outcomes and ensure better understanding of core high school English and math subjects, this strategy provides for well-organized planned lessons designed around small learning increments with defined teaching tasks which allow students to progress faster and instructors to adapt their speed based on student needs. Direct instruction workshops provide for one-on-one instructor follow up, feedback, and guided practice in a traditional classroom leading to student success and high school diploma program completion. This activity provides for hiring of instructors who meet the State minimum qualification to teach English and math as well as a program manager and an administrative assistant I to support students and instructors with the administrative work. Students who are taught using the direct instruction method learn collaborative skills through group work in addition to working independently. In this activity, students have the option of attending the high school lab after their direct instruction session to work independently and to attain additional academic support from the instructor.
Short Term: Increase participants in the high school program due to direct instruction English and Math strategies.
Intermediate: Increase student advancement as evidenced by increase in EFL for students with paired scores on CASAS TOPSpro.
Long Term: Increase student persistence in the high school diploma program.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Career Technical Education: Outreach, Pathways, St
Objective that Applies to this Activity
Address Educational Needs
Support CTE and other NOCE CAEP eligible students in the Career Skills and Resource Lab with the assistance needed to improve course and certification completions; increase student transition to the workforce; and support pathways to noncredit and/or credit CTE programs. Build and maintain employer and industry relationships to increase work-based learning opportunities, paid internships, employer engagement with students and faculty, improved advisory committee input, guest speakers, and adjunct faculty. Increase outside agency partnerships to build a better pipeline for prospective students to learn about our programs and services as well as help meet the needs of our students beyond what NOCE can provide, such as funding for books, childcare, transportation, work documentation, etc. to increase the number of students served, improve student retention, and success. Faculty and staff training is conducted to implement employability skills and industry certifications into the existing curriculum. Student workshops provide employability skills and digital badges.
Short Term: Identify additional certificates to offer to students.
Intermediate: Increase enrolled participants.
Long Term: Increase certificate completions.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Career Technical Education: Data & Accountability
Objective that Applies to this Activity
Improve Effectiveness of Services
Student Information Systems Specialist
NOCROP plans to utilize CAEP funds to support the training of six adult education support staff members to bring everyone to the same level of understanding and build shared knowledge on how to run demographic reports, how to enroll and survey students through the online student information system and generally support adult education students through their classes. In conjunction with providing training and development to support staff, NOCROP plans to use CAEP funds to support 35% of a Student Information System Specialists salary including benefits. This full-time position will be the lead on inputting student enrollment data, reporting student demographic data, maintaining student records with graduates, completers, and exam certified.
Training for support staff in the use of the student information system software so as to collect student demographic data and export to CASAS TOPSpro. Development of data collection processes.
Implementation of data collection processes to improve the efficiency in collection of student demographic data using student information system software, that will be exported into CASAS TOPSpro.
Collection of student demographic data using student information system software, that will be exported into CASAS TOPSpro
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Career Technical Education: Outreach, Pathways
Objective that Applies to this Activity
Address Educational Needs
Medical Assisting Certification and Vocational Nursing Licensure
NOCROP plans to utilize CAEP funds to support the cost of certification preparation and test registration for the adult Medical Assisting program across a total of four classes, two in the summer and two in the fall of 2022. Each class has an expected enrollment of 25 students, for a total of 100 students taking the Medical Assisting preparation and certification. The funding of certifications will allow program registration fees to be reduced, making the program more competitive and allowing more socio-economically disadvantaged individuals with learning opportunities. NOCROP also plans to support the cost of the NCLEX exam for vocational nursing licensure to test the competency of nursing school graduates. CAEP funds will provide licensure exams for 37 students in the summer of 2022. With both the Medical Assisting certification and Vocational Nursing NCLEX exams students will be prepared to enter a highly competitive industry.
Updated Adult Education Equipment
NOCROP plans to utilize CAEP funds to support the purchase of new industry standard equipment in the Dental Assisting, Medical Assisting and Vocational Nursing programs at the Trident Education Center in Anaheim. Providing this opportunity for adult students to interact with today’s cutting-edge technology means they will be offered different ways of learning and furthermore, be prepared to enter the workforce with the hands-on skills necessary to succeed in the future. CAEP funds will help to purchase medical assisting and dental assisting equipment that includes an x-ray film processor, a laser examination tool used for the early detection of decay, four wireless curing lights, two autoclaves used to sterilize lab equipment, and a handheld rechargeable x-ray machine. Specifically for the Vocational Nursing program equipment will include two feeding pumps, two wound vacuums and a portable vital signs machine.
Adult Education Counselor
A percentage of the salary for the employment of an existing full-time counselor will be supported by CAEP funds to support adult students enrolled in the various fee based medical classes at the Trident Education Center in Anaheim. The immediate employment of a full-time counselor specifically for the adult program will play a critical role in developing adult students in preparation for skilled employment in various medical careers, play an integral role in facilitating adult students’ acquisition of knowledge and skills needed to complete a CTE pathway, and recognize that employability is vital in ensuring our students are strong candidates for the future labor market.
Adult Program Marketing
NOCROP plans to utilize CAEP resources to support marketing and outreach opportunities and boost the awareness of all the adult education programs through upcoming spring and fall class schedules, catalog mailers, and pathway specific flyers, Facebook and Instagram advertising and numerous 30 second YouTube advertisements. The various marketing approaches will target adult audiences within a 7-mile radius from Trident Education Center, both male and female, 18-45 in age with a focus on the following: adults looking for a career change, adults in the medical or dental field that are looking for further education, and those looking to get into the workforce quickly.
MA/VN Licensure
Increase access to the State licensure exams for students in the Medical Assisting and Vocational Nursing programs
Updated Equipment
Purchase new industry standard equipment for the Trident Education Center
Counselor
Increase in the number students receiving resources to improve employability skills, attend webinars and be exposed to support from local agencies on self-care and mental health
Marketing
Increase in the awareness of NOCROP adult programs in the region
MA/VN Licensure
Increase in pass rate for students in the Medical Assisting and Vocational Nursing programs
Updated Equipment
Increase the utilization and integration of the purchased equipment to increase workforce preparedness.
Counselor
Increase in the number of students meeting prerequisites toward completing the NOCROP adult programs.
Marketing
Increase in the number of adults enrolled in the NOCROP adult programs
MA/VN Licensure
Increase in the numbers of students in the Medical Assisting and Vocational Nursing programs gaining employment
Updated Equipment
Increase in the number of students in these vocational programs gaining employment.
Counselor
Increase in the number of students in the NOCROP adult programs gaining employment.
Marketing
Increase in the number of students completing the NOCROP adult programs.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Disability Support: Services and Workforce
Objective that Applies to this Activity
Improve Integration of Services & Transitions
DSS faculty and staff provide instructional programs and student services to address the barriers that students with disabilities experience when they transition to postsecondary education, onboard, persist, make progress, complete educational goals, and obtain competitive integrated employment. CAEP funds are braided with other grants, cooperative agreements, allocations, and budgets to support instruction, counseling, inclusion programs, and employment services.
Two of the biggest goals of NOCE DSS are to increase the number of students included in postsecondary education and employment. Adults with disabilities experience greater barriers to accessing inclusive higher education and employment than most other student populations. The problem is made worse when one considers the intersectionality of disability and DEI-A. The resources that CAEP provides to NOCE DSS greatly supports these efforts.
The DSS Services & Workforce strategy provides additional resources that support inclusion services and workforce programs. Specifically, CAEP resources fund for 1.5 Student Services Specialist positions for the Academics-Relationships-Independence-Self-Advocacy-Emotional Health (ARISE) neurodiversity labs that support inclusion, and .5 Job Developer positions that support employment. NOCE DSS has five programs that support the inclusion of students with disabilities in postsecondary education beyond what is required by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. These programs include College to Career (C2C), Independent Vocational and Educational Supports (IVES), Equity Coaching, and Mobility. NOCE DSS has several workforce programs and collaborations that support employment including Workability III (WAIII), C2C, Project Search, Ralph’s Workforce Case Management, and CAEP Job Development.
ARISE provides specialized support for students experiencing stressors from academic and campus life. ARISE was designed to support individuals with autism spectrum disorder (ASD) and has expanded to support students with mental health needs, anxiety, and stress. ARISE is a sensory-friendly space where students can decompress, seek guidance, and socialize with peers. The lab offers individual and group counseling, and small group instruction. The ARISE team supports students with executive functioning, organizational skills, problem solving, social skills, communication, planning, and much more. Staff support the educational, vocational, and personal goals of students. CAEP funds are braided with these other resources to support the ARISE lab: NOCE General Fund (facilities, staffing), Cypress College General Fund (facilities), DSS Allocation (staffing), and Cypress College SEA funds (staffing).
CAEP funds support other NOCE DSS programs. The services provided by ARISE compliment other inclusion services that NOCE provides for students with disabilities such as specialized counseling, case management, assessment, instructional support labs, peer mentoring, educational coaching, bus mobility training, and traditional accommodations, academic adjustments, auxiliary aids, and services. CAEP Job Development is a critical part of our NOCE DSS workforce services. Students develop the skills they need for completing job applications, developing resumes, interviewing, and securing employment. The Job Developers work with students from the time they express interest in employment until 90 days after employment is stable.
Short Term: Increase enrollment in certificate programs
Intermediate: Increase completions in certificate programs
Long-Term: Increase transitions to postsecondary education CTE, credit courses, and employment.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Disability Support: Instructional Offerings
Objective that Applies to this Activity
Improve Integration of Services & Transitions
DSS faculty and staff provide instructional offerings and student services to address the barriers that students with disabilities experience when they transition to postsecondary education, onboard, persist, make progress, complete educational goals, and obtain competitive integrated employment. CAEP funds are braided with other grants, cooperative agreements, allocations, and budgets to support instruction, counseling, inclusion programs, and employment services.
Two of the biggest goals of NOCE DSS are to increase the number of students included in postsecondary education and employment. Adults with disabilities experience greater barriers to accessing inclusive higher education and employment than most other student populations. The problem is made worse when one considers the intersectionality of disability and DEI-A. The resources that CAEP provides to NOCE DSS greatly supports these efforts.
The DSS Instructional Offerings strategy provides additional resources that support DSS Instructional programs. Specifically, CAEP resources fund for 1 DSS Instructor, and .5 Student Services Specialist. Faculty and staff provide curriculum development and instruction that focuses on transition to postsecondary noncredit and credit instructional programs, to employment, and to inclusion in the community.
DSS instructional offerings are designed to increase student literacy and boost basic academic skill development. DSS faculty develop DSS curriculum that focuses on employment readiness skills in general, and offerings that focus on specific career interests. DSS has an instructional program goal to increase the number of students who transition to other noncredit (CTE, ABE, ASE, ESL) and credit programs. Another DSS instructional program goal area is workforce preparation and providing students with the skills they need to obtain jobs. The new DSS curriculum is aligned with these goals. DSS programs provide a foundation and pathways for the transition to the high school diploma program, noncredit and credit career certificates, credit instructional programs, and competitive, integrated, employment. DSS curriculum focuses on building the skills necessary to transition to, persist, succeed, complete noncredit and credit instructional programs, and find work.
DSS continues to network and outreach with community partners to identify partner locations and other community centers that can provide space for classes, and to increase referrals to the NOCE DSS programs. DSS is working with the NOCE and NOCRC marketing teams to identify student populations from around the state who will benefit from the unique offerings provided by DSS. Few college districts offer the breadth and depth of educational offerings that NOCE offers.
DSS is working with campus and community partners to expand instructional offerings:
- It appears that DSS is starting to see some enrollment growth, following a decrease during the pandemic.
- DSS, like the other NOCE instructional programs, now has a robust Distance Education program. NOCE offers courses through DSS that most community college institutions do not. Providing these courses through Distance Education has made it possible to remove barriers that have prevented many students with disabilities from enrolling in, and attending, courses offered through a postsecondary institution like NOCE.
- DSS is working with several partners during the 2021/22 academic year to expand offerings in the community at offsite locations such as:
- My Day Counts
- Goodwill of Orange County
- Leisure World
- West Anaheim Therapeutic Residential Center
- The Braille Institute
- Kaiser Permanente Anaheim Medical Center (Project Search)
- There have been discussions about the possible expansion of Project Search in the NOCCCD region
CAEP funds are braided with other resources to enable the NOCE DSS program to expand instructional offerings, focus on educational programing that better meets the needs of students, develop courses that will likely lead to enrollment growth, and support students who have disabilities as they seek to be included in higher educational programs and employment.
Short Term: Increase enrollment in certificate programs
Intermediate: Increase completions in certificate programs
Long-Term: Increase transitions to postsecondary education CTE, credit courses, and employment.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
ESL Outreach and Offsite Re-engagement/Development
Objective that Applies to this Activity
Address Educational Needs
The target population for this activity is adult English language learners in North Orange County who are unable to attend classes at NOCE’s main sites (Anaheim Campus, Cypress Center, and Wilshire Center) and/or prefer taking ESL classes in their neighborhood. These community-based classes (referred to as “offsite classes”) may be offered at K-12 sites, community centers, churches, etc. NOCE ESL is the adult education provider and partners with K-12 districts and other community partners to plan, arrange, and offer these classes. These offsite ESL classrooms provide an accessibility to English language learning that would otherwise not be available to many members of our ESL student population due to barriers such as transportation and childcare. Scheduling and assigning instructors will be completed by the NOCE ESL Director. Maintaining community partnerships will be the responsibility of our CAEP-funded Student Services Coordinator. Ongoing outreach and promotion in the local community will be facilitated by our Student Services Specialist and Outreach/Promotion support (PEs). Dedicated off-site test proctors will ensure compliance.
Short Term: Re-establish offsite classes
Intermediate: Increase in participants and sites
Long Term: Increase EFL gains for students in offsite classes
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Garden Grove Adult Education Literacy Gains
Objective that Applies to this Activity
Address Educational Needs
Garden Grove Adult Education (GGAE) will be using CAEP allocation through NOCRC to continue its use of Burlington English (BE) Licenses. The licenses, also known as “seats”, are used in ESL classes to support student progress in pronunciation, comprehensibility, and technical skills that further empower them through literacy gains and improved basic skills. BE lessons also provide opportunities for students to prepare for transition to multiple levels as well as career exploration.
GGAE Data team will routinely generate CAEP summary and BE progress reports for analysis of student learner outcomes. GGAE will calendar professional time for instructors to review data and strategies for reteaching and best practices.
Increase in the number of adults who utilize Burlington English and become participants with 12 or more hours of instruction.
Increase student advancement as evidenced by increase in EFL for students with paired scores on CASAS.
Increase student persistence in the ESL program.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
K-12 SS: Social-Emotional & Trauma-Informed Ed
Objective that Applies to this Activity
Address Educational Needs
Provide educational offerings for adults who support K-12 students to increase awareness of child trauma and its effects on learning and academic success. Conduct outreach and build awareness in the community. Reduce barriers for adults who want to access these classes by providing local, free classes, providing instructional materials and digital technology, translators when necessary and childcare.
Short Term: Reestablish classes at district sites as well as online offerings.
Intermediate: Increase in participants in classes.
Long Term: Increase classes at district sites
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
NOCRC Student Services for Transition
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Full-time counselor, Transition:
A full-time counselor focused on transition allows NOCE’s Counseling and Student Services department to coordinate transition efforts under the purview of a full-time counselor. The counselor provides oversight and coordination of the Adult College and Career Transition (ACCT) program. From this program and through counseling appointments and workshops, students can receive a multitude of services in one place. These services include counseling appointments to develop an educational plan, referrals to support at NOCE and in the community, transfer and career exploration, college tours and support with transition to credit. The counselor is building partnerships within the district and in the community. Key deliverables include 1)increasing awareness about the transition process including educational and career options, financial aid, transfer considerations for undocumented students, the North Orange Promise program; 2) increasing the number of students who transition to Fullerton or Cypress by referring students to programs such as the Grads to Be program, EOPS, the Fullerton College Promise Program, and the Charger Experience Program; 3) collaborate with the CAEP NOCRC Student Services for Transition advisory group for regional collaboration and funding support.
Better tracking tools will be implemented to create cohorts of students. The Starfish Connect and Engage tool will be used to “flag” students who have expressed interest in transition or are in programs that typically lead to transition (such as ESL Academic Success classes or CTE Medical Assistant) to promote ACCT program activities, including the Transitioning to College course (IHSS300).
Counselor Liaisons:
The Counselor Liaison positions will provide “case management" type support for students who have been identified by a new pilot early alert program through Starfish. Starfish is a guided pathways tool recently purchased at NOCE with support from CAEP. Along with the instructional faculty and Starhelp staff members, the counselor liaisons will be part of a student success team to provide holistic support to students. They will also provide follow up and support for students who have applied to NOCE but not enrolled in any classes. The focus will be on providing support to get enrolled and stay enrolled. When hiring, there would be a focus on hiring counselors who are bilingual and speak one of NOCE’s top five most common languages other than English.
The counselor liaisons will also build relationships in the community and with our credit institutions. In the community (community agencies and schools), they may work directly to support students who have been referred to NOCE so students have a “point person” to connect with if they get stuck during the enrollment process. The Counselor Liaisons will also work closely with the Special Projects Manager for Student Engagement who will provide oversight and coordination of the Starfish platform.
Special Projects Manager for Student Engagement
The Special Projects Manager for Student Engagement will provide coordination and support with student onboarding and transition, oversee the Grads to Be program to support undocumented students and services, support diversity and student equity programming, and provide support for addressing students’ basic needs. The Special Projects Manager for Student Engagement will develop and coordinate outreach services, including communication with high schools, colleges, and professional and community organizations. In working to support undocumented students, relationships will be developed and maintained in the community, focusing on schools or agencies that support undocumented students, students who qualify for SB68 or AB540, and building partnerships with FC/CC Grads to Be programs to support students’ transition to the credit colleges.
The Special Projects Manager for Student Engagement will help support progress, completion, and transition by working closely with the transition counselor to build partnerships in the district and community, provide leadership for the Grads to Be program, and provide oversight and coordination for the Starfish implementation. These activities (along with other duties that will fall under the Special Project Manager’s responsibilities) will help students feel a sense of community and belonging at NOCE, which impacts progress, completion, and transition. In addition, by having a specific focus on supporting undocumented students, this individual will stay up to date on current (and always changing) legislation and how this impacts undocumented students’ education and career planning.
Increase the number of students who participate in the transition services.
Increase the number of students who transition to Fullerton College, Cypress College, or NOCE CTE.
Increase the number of adult education participants who completed a postsecondary credential.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Anaheim Union High (Optional) | $0 | Draft |
Fullerton Joint Union High (Optional) | $0 | Draft |
Garden Grove Unified (Optional) | $0 | Draft |
Los Alamitos Unified (Optional) | $0 | Draft |
North Orange County CCD | $9,021,479 | Certified |
North Orange County ROP (Optional) | $631,806 | Certified |
Orange County Department of Education (Optional) | $0 | Draft |
Placentia-Yorba Linda Unified (Optional) | $0 | Draft |
Totals | $9,653,285 | 2/8 Certified |
All CAEP funds will continue to be evaluated and assessed through consortium and State’s Chancellor's Office processes. CAEP disbursements will continue to be managed by NOCCCD, the fiscal agent for NOCRC and CAEP through NOCE. Also, NOCRC will continue to use its local bylaws and CAEP metrics to best assess the progress of its funded activities to ensure adequate academic and student support in our community. As CAEP metrics change and activities come to completion, we will hold monthly, quarterly, and mid-year CAEP funds reviews to ensure compliance with timely expenditures. The consortium’s goal is to continue with standard grant practices and a carry-over percentage that aligns with State regulations. NOCRC bylaws and current budgetary practices have ensured the “good use of funding” for CAEP. They will continue to integrate flexible processes to ensure timely expenditures while adjusting to community needs.
Certification
Anaheim Union High - Member Representative
Carlos Hernandez - Director, Curriculum and Instruction
- hernandez_c@auhsd.us
- (714) 999-3576
Fullerton Joint Union High - Member Representative
Sandra Layana - Principal
- slayana@fjuhsd.org
- (714) 447-5501
Garden Grove Unified - Member Representative
M'Liss Patterson - Director
- mpatterson@ggusd.us
- (714) 663-6305
Los Alamitos Unified - Member Representative
Mrs. cara Vienna - Assistant Principal
- cvienna@losal.org
- (562) 370-3032
North Orange County CCD - Member Representative
Valentina Purtell - President
- vpurtell@noce.edu
- (714) 808-4670
Janeth Manjarrez - Director, California Adult Education Program
- jmanjarrez@noce.edu
- (714) 462-9579
North Orange County ROP - Member Representative
Dana Lynch - Assistant Superintendent, Educational Services
- dlynch@nocrop.us
- (714) 502-5877
Ligia Hallstrom Dr. - Administrator Instructional Programs
- lhallstrom@nocrop.us
- (714) 713-0649
Orange County Department of Education - Member Representative
Fatinah Judeh - Coordinator
- fjudeh@ocde.us
- (714) 349-3073
Placentia-Yorba Linda Unified - Member Representative
Dominique Polchow - dpolchow@pylusd.org
- (714) 986-7080