CAEP Three-Year Plan: 2022-23 38 Southern Alameda County Consortium (Ohlone CCD)
Status: Certified
California Adult Education Program
38 Southern Alameda County Consortium (Ohlone CCD): 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) | 2,812 | 2,011 | 2,875 | 2,875 | 2,900 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 2,209 | 1,235 | 2,100 | 2,150 | 2,200 |
Member Level Metric Targets
* Mandatory for all members
Fremont Unified (Reported by Fremont Unified School District (FUSD))
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) | 1,857 | 1,102 | 1,857 | 1,900 | 1,950 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 904 | 531 | 950 | 950 | 1,000 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 55 | 5 | 5 | 6 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 149 | 10 | 12 | 15 |
New Haven Unified (Reported by New Haven Unified School District (NHUSD))
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) | 659 | 409 | 650 | 675 | 680 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 276 | 106 | 200 | 250 | 275 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 23 | 5 | 5 | 6 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 55 | 0 | 0 | 0 |
Newark Unified (Reported by Newark 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) | 171 | 94 | 100 | 125 | 150 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 1 | 5 | 10 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 12 | 0 | 0 | 0 |
Ohlone CCD (Reported by Ohlone 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) | 270 | 607 | 270 | 275 | 280 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 16 | 25 | 0 | 0 | 0 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 15 | 0 | 0 | 0 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 10 | 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 |
---|---|---|---|---|---|---|
Fremont Unified | 100% | 85% | 0% | 90% | 100% | 100% |
New Haven Unified | 100% | 61% | 0% | 80% | 90% | 100% |
Newark Unified | 100% | 87% | 0% | 100% | 100% | 100% |
Ohlone CCD | 100% | 11% | 0% | 50% | 50% | 50% |
Objectives
Improve Integration of Services & Transitions
Targeted Outreach and Enrollment Objective:
Enrollment numbers are down across the consortium due to multiple factors including the pandemic, declining population, low unemployment, and wages not being commensurate with job training costs/commitment. The enrollment numbers in ASE grew during the pandemic, but in the remaining CAEP funded areas, there was a large decline. There is a need to recruit and place individuals into appropriate adult education programs. Currently, as noted in the ACWDB's Initial Four-Year Plan, an area of focus is on the training and employment needs of recent refugees and immigrants. The SACC will focus on improving recruitment of these individuals into ESL classes and applicable job training programs.
Strategies: The consortium will contract with Move Ahead Adult Education to do a marketing and outreach campaign. SACC will work with The International Rescue Committee, La Familia, The Afghan Coalition, and other social services agencies that support recent refugees/immigrants to improve the referral process for ESL students. The SACC will also hold yearly open houses and in-district outreach campaigns to generate more local awareness of consortium course offerings.
Transitions Objective:
One of the most in-demand job sectors in the Tri-Cities, as noted in the East Bay Regional Planning Unit's Four Year Regional Plan, is advanced manufacturing. Ohlone College has a strong advanced manufacturing program but is in need of students. The SACC will create new ESL preparatory courses to transition students into Ohlone College's career pathways that address the needs of both in-demand job sector employers and the training/employment needs of immigrants and refugees.
Strategies: The SACC will create a new ESL preparatory and simultaneous support course for Ohlone College's Earn and Learn Fremont, Advanced Manufacturing Program.
Address Educational Needs
New Teacher Assistant Preparatory Course Objective:
New CTE Welding Certification Program Objective:
One of the most in-demand middle-skilled job sectors per the East Bay Regional Planning Unit's Regional Plan is teacher assistants. The consortium will create a job training course to prepare students for the hiring requirements of local school districts for para-educators. The SACC will also continue to bolster Ohlone College's Advanced Manufacturing Program by working closely with Mission Valley Regional Occupational Program (MVROP) and Ohlone to offer a welding certification course for adult students as one aspect of the Advanced Manufacturing Program.
Strategies:
The SACC will consult with the human resources departments of each school district to evaluate the hiring process for paraeducators and to develop a job training program for ESL students to become para-educators. This will meet the districts' need for paraeducators who speak the languages of their student populations, as well as the employment needs of recent refugees/immigrants. The SACC will also work with MVROP to hire a CTE certified welding instructor to teach a welding certification course for adult students. The instructor will teach for MVROP in the morning, and will be hired by Fremont Adult and Continuing Edu cation to teach a welding certification course for consortium students in the afternoon/evening.
Digital Literacy and Advanced Computer Skills Objective:
While students need to be computer literate, more advanced computer skills, as noted in the East Bay Regional Planning Unit's Four-Year Regional Plan, are in high demand. The SACC already provides an AutoCAD certification course, but there is a need for more information and communication technologies courses or pathways to Ohlone College's existing courses. In addition, our students need to have more digital literacy skills to enter the workforce and/or to transfer to post-secondary college or career training opportunities.
Strategies:
The SACC will offer digital literacy courses at FACE and New Haven that will focus on foundational computer skills. The SACC will continue to offer AutoCAD certification and encourage students to transition to Ohlone College's Advanced AutoCAD and SolidWorks courses. FACE will develop and provide an Oracle Certified Associate JAVA certification course. FACE will seek additional opportunities to create and implement advanced certification courses with transitional opportunities to Ohlone College.
Improve Effectiveness of Services
New Immigrant Integration COAAPS Objective:
The ACWDB's Initial Four-Year Plan emphasizes the importance of meeting the training and employment needs of recent refugees and immigrants. The SACC, as noted in other parts of this Three-Year Plan, will focus on the recruitment of these individuals into ESL classes and applicable job training programs. The educational success of recent refugees and immigrants will be further bolstered by the consortium through adoption and implementation of new Immigrant Integration COAAPs.
Strategies:
The consortium will implement new Immigrant Integration COAAPs and provide professional development for teachers to ensure success. There are 30 new COAAPs that have not been taught before by consortium schools that are designed to directly support the integration of recent immigrants. The ESL instructors will select and teach a variety of the most impactful new COAAPs. The ESL instructors will analyze student achievement data from the EL Civics assessments to inform and improve instruction.
Activities & Outcomes
Targeted Outreach and Enrollment Objective
Objective that Applies to this Activity
Improve Integration of Services & Transitions
The consortium will contract with Move Ahead Adult Education to do a marketing and outreach campaign that targets recent refugees/immigrants who would benefit from ESL instruction as well as consortium CTE and job preparation courses. This will ensure that more ESL students' education and training needs are being met.
The SACC will contract with Move Ahead Adult Education to create a marketing campaign that will be deployed to the local community by the end of May 2023. SACC will ensure that local social services agencies, such as The International Rescue Committee, La Familia, and The Afghan Coalition are aware of the marketing campaign in order to reach their clients and provide them with consortium resources.
The SACC will evaluate ESL and CTE enrollment data from 2022-2023 to assess the effectiveness of the marketing campaign with the goal of improving enrollment by at least 5% from 2021-2022 to 2022-2023 in ESL and CTE/job preparation courses.
SACC will continue to work with Move Ahead Adult Education to fine-tune the campaign to ensure that the appropriate targeted student groups are enrolling in our courses.
The SACC will evaluate ESL and CTE enrollment data from 2022-2023 and 2023-2024 to assess the effectiveness of the marketing campaign with the goal of improving enrollment by at least 5% in ESL and CTE/job preparation courses each year.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Targeted Outreach and Enrollment Objective
Objective that Applies to this Activity
Improve Integration of Services & Transitions
The SACC will hold yearly Open Houses and in-district outreach campaigns to generate more local awareness of consortium course offerings.
The SACC will host one open house each year beginning in 2022-2023 to showcase consortium course offerings. Social services agencies that support recent refugees/immigrants will be invited.
The SACC will create a new in-district outreach campaign to spread the word about Adult School course offerings and events in local district publications. This campaign will begin in 2022-2023 and will include all three school districts in the consortium.
The SACC will collect enrollment data from 2022-2023 through 2025-2026 to evaluate the effectiveness of the open houses and in-district outreach campaigns. Recent refugee/immigrant enrollment should increase by 5% for each year of these initiatives. 2022-2023 will be the baseline year for enrollment numbers.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Transitions Objective
Objective that Applies to this Activity
Improve Integration of Services & Transitions
The SACC will create a new ESL preparatory and simultaneous support course for Ohlone College's Earn and Learn Fremont Advanced Manufacturing Program.
The SACC will implement an ESL preparatory course and a simultaneous support course for Ohlone College's Earn and Learn Fremont Advanced Manufacturing Program by September 30, 2022.
The SACC will continue to implement at least once yearly, both an ESL preparatory course and a simultaneous support course for Ohlone College's Earn and Learn Fremont Advanced Manufacturing Program.
The SACC will continue to provide a minimum of once yearly preparatory and simultaneous support courses for Ohlone College's Earn and Learn Fremont Advanced Manufacturing Program. SACC will collect student enrollment, program completion data, and job placement data for students of this program. The goal will be to serve a minimum of 15 students per cohort.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
New Welding Certification Objective
Objective that Applies to this Activity
Address Educational Needs
The SACC will work with Ohlone and MVROP to support a welding certification course for adult students in the Advanced Manufacturing Program.
By May 2023, the SACC will, in conjunction with MVROP, hire a welding instructor to teach a certification program for adult education students.
By May 2024, at least one full session of the welding certification program will have been conducted. Student enrollment and completion data will be collected with a goal of serving a minimum of 15 students per class.
By May 2025, the welding certification program will be fully implemented. Student enrollment and completion data will be analyzed to evaluate program effectiveness. The SACC will work with MVROP to ensure the program is approved on the ETPL list.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
New Teacher Assistant Preparatory Course Objective
Objective that Applies to this Activity
Address Educational Needs
The SACC will create an ESL preparatory/training program for paraeducators to ensure that the students meet the NCLB requirements and are able to pass any required exams to be hired as paraeducators in local school districts. The SACC will work with human resources departments to ensure that students who complete the program are eligible to apply for open positions.
The SACC will research local district hiring requirements for paraeducators and develop an ESL preparatory course for eligible/interested students. At least one session of the preparatory course will be implemented by June 2023.
SACC will hold two ESL paraeducator preparatory courses per year. The goal will be to train at least 10 students per course and assist them in applying for school district jobs.
The ESL paraeducator preparatory course will be fully implemented. SACC will collect student enrollment, completion, and job placement data. The goal will be to graduate and place at least 20 students in paraeducator jobs in the three consortium school districts each year.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Immigrant Integration COAAP Objective
Objective that Applies to this Activity
Improve Effectiveness of Services
The consortium will implement new Immigrant Integration COAAPs and provide professional development for teachers to ensure success. There are 30 new COAAPs that have not been taught before by consortium schools that are designed to directly support the integration of recent immigrants. The ESL instructors will select and teach a variety of the most impactful new COAAPs. The ESL instructors will analyze student achievement data from the EL Civics assessments to inform and improve instruction.
ESL Instructors will select and teach at least two new COAAPs in 2022-2023 recent refugee/immigrant students. The chosen COAAPs will align as much as possible with consortium CTE and job preparation course offerings.
By the end of each school year in the three-year cycle, at least 90% of ESL students who complete the new COAAPs will have passed the EL Civics assessments and up to 50% will have completed an NRS educational level.
As evidenced by the Employment and Earnings surveys, student transitions data, and learners' feedback, within three to five years, the new immigrant/refugee students will have achieved their educational, employment, and life goals.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
Responsible person(s)
Name |
---|
Digital Literacy and Advanced Computer Skills
Objective that Applies to this Activity
Address Educational Needs
The SACC will offer digital literacy courses at FACE and New Haven that will focus on foundational computer skills. The SACC will continue to offer AutoCAD certification and encourage students to transition to Ohlone College's Advanced AutoCAD and SolidWorks courses. FACE will develop and provide an Oracle Certified Associate JAVA certification course. FACE will seek additional opportunities to create and implement advanced certification courses with transitional opportunities to Ohlone College.
FACE and New Haven will offer digital literacy courses to address the needs of current students. The goal will be to have at least 100 students from both schools complete these courses each year. FACE will offer a JAVA certification course in 2022-2023 with the goal of having 15 students take the course and earn the certification.
The SACC will have at least two advanced level certification courses implemented (AutoCAD and JAVA) and will provide digital literacy courses at FACE and New Haven. The goal at the end of each school year will be to have at least 100 students complete digital literacy classes and 15 students per year take and earn the certifications in AutoCAD and JAVA.
The SACC will have at least two advanced computer certification courses (AutoCAD and JAVA), and will seek to establish a pathway for both of these courses to advanced computer courses at Ohlone College to ensure that students are able to continue building their computer skills.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Fremont Unified | $4,032,601 | Certified |
New Haven Unified | $734,636 | Certified |
Newark Unified | $150,000 | Certified |
Ohlone CCD | $397,941 | Certified |
Totals | $5,315,178 | 4/4 Certified |
The SACC will utilize its CAEP and WIOA funding to ensure that the goals set forth in this plan are met. FACE will utilize its CAEP funds to provide teacher pay for transition and support courses into Ohlone College's Advanced Manufacturing program, and will pay for the teacher hours for an adult education section of welding in conjunction with MVROP. The welding program will be a fee-based program, so the cost for the instructor will be off-set by student tuition. FACE will also utilize CAEP and WIOA funds to pay for teachers hours for a new Teacher Assistant Preparatory course. New Haven and Fremont will utilize CAEP funding to pay for ESL instructors to implement new Immigrant Integration COAAPs, and to analyze student achievement data to evaluate the success of the instruction. Prior year funding will be spent first to ensure that all funds received are utilized to support CAEP programs.
CAEP funding will be used to pay for a marketing campaign through Move Ahead Adult Education, as well as to hold yearly open houses and in-district outreach campaigns.
WIOA Title I funding from Ohlone College's Career Center will be leveraged when possible to assist students to take fee-based job training programs such as AutoCAD, Quickbooks, and any new career training programs the consortium develops.
The SACC will utilize other funding resources, such as WIOA Title II, student fees, and general fund money to ensure that the goals in this plan are met.
Certification
Fremont Unified - Member Representative
Heidi McFadden - principal
- hmcfadden@fremont.k12.ca.us
- (510) 793-6465
Donna Upchurch - Account Clerk
- dupchurch@fremont.k12.ca.us
- (510) 793-6465
New Haven Unified - Member Representative
Grace Kim - Director
- gkim@nhusd.k12.ca.us
- (510) 476-2696 ext: 62635
Newark Unified - Member Representative
Julie Calderon - jcalderon@newarkunified.org
- (510) 818-3001
Ohlone CCD - Member Representative
Mark Lieu - Dean, Language, Communication and Academic Success
- mlieu@ohlone.edu
- (510) 659-6276