CAEP Three-Year Plan: 2022-23 40 Education to Career Network of North San Diego County (Palomar/Vista)
Status: Certified
California Adult Education Program
40 Education to Career Network of North San Diego County (Palomar/Vista): 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) | 10,243 | 7,339 | 5,875 | 6,051 | 6,233 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 4,804 | 2,400 | 2,625 | 2,704 | 2,785 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 6,591 | 4,040 | 4,292 | 4,421 | 4,554 | |
Student Barriers | Low Income (AE 310 - Overall) | 3,795 | 2,901 | 1,659 | 1,709 | 1,760 | |
Student Barriers | Long Term Unemployed (AE 309 - Overall) | 399 | 431 | 433 | 446 | 459 |
Member Level Metric Targets
* Mandatory for all members
Escondido Union High (Reported by Escondido Union High School District (EUHSD) - Escondido Adult School)
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) | 1,345 | 996 | 956 | 984 | 1,014 | |
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 82 | 43 | 44 | 46 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 75 | 11 | 33 | 34 | 35 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 234 | 78 | 130 | 134 | 138 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 439 | 174 | 167 | 172 | 177 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 59 | 92 | 35 | 36 | 3 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 488 | 186 | 76 | 78 | 80 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 34 | 11 | 11 | 11 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 60 | 8 | 9 | 9 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 185 | 41 | 42 | 43 |
Palomar CCD (Reported by Palomar 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) | 2,817 | 1,138 | 678 | 699 | 720 | |
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 79 | 43 | 0 | 0 | 0 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 37 | 0 | 0 | 0 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 674 | 174 | 450 | 464 | 477 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 39 | 11 | 0 | 0 | 0 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 191 | 109 | 70 | 72 | 74 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 98 | 0 | 0 | 0 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 207 | 0 | 0 | 0 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 48 | 12 | 12 | 13 |
Poway Unified (Reported by Poway Adult School)
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) | 799 | 533 | 680 | 701 | 722 | |
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 47 | 21 | 4 | 4 | 4 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 35 | 42 | 35 | 36 | 37 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 229 | 89 | 103 | 106 | 109 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 266 | 162 | 92 | 95 | 98 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 27 | 31 | 22 | 23 | 23 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 149 | 152 | 68 | 70 | 72 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 25 | 21 | 22 | 22 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 102 | 75 | 77 | 79 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 50 | 47 | 49 | 50 |
Ramona City Unified (Reported by Ramona Unified School District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 55 | 38 | 35 | 36 | 37 | |
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 2 | 2 | 2 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 10 | 11 | 5 | 5 | 5 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 14 | 4 | 4 | 4 | ||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 3 | 3 | 3 |
San Marcos Unified (Reported by San Marcos Unified School District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 52 | 64 | 37 | 38 | 39 | |
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 4 | 4 | 4 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 16 | 10 | 6 | 6 | 7 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 1 | 1 | 1 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 2 | 2 |
Vista Unified (Reported by Vista Unified School District (VUSD))
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 1,581 | 1,187 | 1,404 | 1,446 | 1,489 | |
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 24 | 13 | 13 | 13 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 165 | 67 | 118 | 121 | 125 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 253 | 102 | 151 | 156 | 160 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 137 | 60 | 92 | 95 | 98 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 53 | 44 | 32 | 32 | 33 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 511 | 448 | 249 | 256 | 264 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 28 | 36 | 37 | 38 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 90 | 113 | 13 | 13 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 36 | 89 | 92 | 95 |
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 |
---|---|---|---|---|---|---|
Escondido Union High | 100% | 100% | 33% | 85% | 85% | 85% |
Palomar CCD | 100% | 100% | 11% | 85% | 85% | 85% |
Poway Unified | 100% | 100% | 52% | 85% | 85% | 85% |
Ramona City Unified | 100% | 100% | 8% | 85% | 85% | 85% |
San Marcos Unified | 100% | 100% | 25% | 85% | 85% | 85% |
Vista Unified | 100% | 100% | 29% | 85% | 85% | 85% |
Objectives
Address Educational Needs
ETCN already has a robust dedicated student support staff that includes Transition Advisors, Career Counselors, and a shared Disability Support Counselor. The support staff provide one-on-one assistance with career planning, class pathways, and class success. They also provide job search skills, assisting with resumes, interviews, and workshops. In addition, support staff assist students in transitioning into community college and finding additional services through our local community-based organizations. Students have the opportunity to meet with a support staff member before they come to school to discuss planning and opportunities. Some sites provide orientations to help the student connect with support staff and ask questions (including about financial support). The front office staff also provide a warm welcome and become a sounding board for our students.
Once the student is in their pathway and in a class, the support team will go to the class and introduce themselves and their services. They will often visit classes throughout the term in order to stay visible. Support team members are also available for student interaction at specified office hours and at various times throughout the day. The support team will also follow up on students to see how they are progressing and may act as a liaison between the teacher and the student. Teachers will also refer students to the support team if they find that they are not succeeding in the class or if they are aware that the student may need additional services.
In order to more fully address the educational needs of its student population, ETCN will need to continue to collect and review data about the student experience. Members will thoughtfully and regularly survey students about educational barriers they face and goals they hope to accomplish, in addition to reviewing data on enrollment, retention, and transfers in order to determine student progress and next steps for instruction.
In addition, ETCN will continue to improve the accessibility of its academic programs. We will work to remove institutional barriers to access and continue collaborative curriculum alignment efforts. Bridge courses in Adult Basic Education (ABE) are currently offered to students who want to earn a high school diploma (or equivalency) in their transition from English as a Second Language (ESL) to Adult Secondary Education (ASE). The next step will be to help those students transition from ASE to college, and in particular help students with developing literacy skills to prepare for the rigors of a college-level program. Curriculum alignment for English courses towards this goal has been a work in progress over several years and will be a particular strategy moving forward.
ETCN will also continue to integrate instructional practices with the practical needs of students. Instructors will continue to provide multiple modalities of instruction (including online, blended, and in-person learning) and identify and share best practices for equity-minded instruction. Members will research, identify, develop and implement career pathways that are either currently in demand or identified as emerging sectors within North County. ETCN will also enhance alignment between programs both to support students who move within the region and to ensure their consistent preparation for higher education.
Finally, ETCN will also continue to look to the broader community for feedback and support as it pursues its objectives. Stakeholders will convene regularly, including in an annual business and Community Forum, consisting of stakeholders to identify gaps and needs in our regional adult education system.
Improve Integration of Services & Transitions
To improve the integration of services and develop partnerships to support student needs, ETCN will continue to define and integrate its organizational and decision-making structures. The Consortium will convene cross-agency Professional Learning Communities (PLCs), in which teachers in similar disciplines will meet across districts to share best practices. As many CTE teachers are the only teacher of that subject in a particular district, meeting with their counterparts in other districts will be crucial for professional development.
ETCN has (and continues to refine) student support services that address barriers to education. Support staff work from all sites to assist students in overcoming barriers, whether by offering bus vouchers, helping students find childcare, or helping students find and secure jobs. The support staff also organize annual field trips to Palomar College, an event called the Path to Palomar Open House, to assist students with the transition from adult schools and show them that college is more accessible than they had thought. Moving forward, the Consortium will identify work and internship programs that could link with adult school programs and help students connect with and get hired for workforce opportunities. This strategy will necessitate regular meetings with business partners and advisors to review labor market needs and make sure they align with the Consortium’s program offerings.
To streamline the student experience, ETCN will also provide adult school students with a single sign-on for email, online classes (CANVAS), and more to aid with communication and make the integration of technology easier and more seamless. Improving flexibility in course scheduling for students will be key to serving busy adults as well and will be an important goal moving forward.
Finally, ETCN will work to enhance its outreach efforts within the broader community. This will include bolstering marketing and enrollment campaigns, in addition to developing strategies for managing business and community partnerships, both consortium-wide and at individual member sites.
Improve Effectiveness of Services
Improving the effectiveness of services starts with the regular collection and analysis of meaningful data. ETCN will implement an easy-to-use data consolidation and visualization tool (i.e., a data dashboard) to monitor and adjust programs based on real-time data and to provide reports to stakeholders. This will aid the Consortium in comparing year-end accomplishments to goals mapped out at the beginning of the year and determining the efficacy of strategies employed to meet them.
ETCN will also work to develop new partnerships with businesses, industries, community organizations, and community colleges as we help students in our CTE programs reach their personal and academic goals. These partners are key stakeholders who advise on trends, provide feedback on curricula, and help inform what students should know to be competent in a particular occupation or career. Moving forward, ETCN will bring employers into classrooms to discuss what their companies are looking for in candidates and what is new in their industries. During the COVID pandemic, it has been difficult to provide students with facetime with industry partners, and ETCN will need to rebuild connections with past employers and build new partnerships with local industries.
ETCN will need to work to hire qualified instructors. Hiring CTE teachers has been a systemic problem, as the pay rate for a CTE teacher is typically much lower than what they would receive as an industry professional. Strategies to address this include going directly to employers to recruit instructors, posting "now hiring" signs, and posting job notifications on multiple platforms (including platforms not only related to education employment, such as Indeed and Monster). In order to attract and retain these instructors, ETCN aims to provide more professional development opportunities, including providing all staff with the ETCN Professional Development Website that will serve as a central location for all opportunities for professional learning.
Finally, ETCN will implement data dialogue protocols to improve student achievement and outcomes. Once every three months, representatives from member districts will convene to review data pertaining to student persistence and measurable skills gains, labor market information in comparison to training programs offered, student satisfaction surveys, and teacher surveys on instructional competencies and technology integration. These new protocols will assist in decision-making and inform the creation of professional development opportunities and professional learning communities using Community of Practice principles.
Activities & Outcomes
Implement data dialogue protocol
Objective that Applies to this Activity
Improve Effectiveness of Services
ETCN will implement data dialogue protocols to help formalize the process of data analysis. Representatives from member districts will convene every three months to review data in order to improve student achievement and outcomes.
- Meetings are calendared, and agendas will include data dialogue
- Increase in the amount of documentation during meetings, summaries will include data reviewed, action items, and implications for teaching and learning
- Staff responsibilities are clearly assigned with due dates
- Data is regularly incorporated into our decision-making processes
- Data dialogue is implemented to evaluate student achievement as measured by professional development, PLC artifacts, and implementation protocols
- Our ability to measure our progress and identify gaps in service that may need solutions improves year over year.
- Targeted data-driven professional development opportunities are created that can be redeveloped and reshaped by new data over time.
- Learning tools and protocols are created that will evolve over time to meet the changing needs of instructors and students
N/A
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Assess and improve Professional Development
Objective that Applies to this Activity
Improve Integration of Services & Transitions
ETCN will create an annual Professional Development plan based on results from an annual survey that will encourage communication between staff and administrators and promote a better understanding of what training will be needed. With the increase in targeted professional development opportunities, adult education staff and faculty will be better equipped to maintain high levels of service, which will support strong retention rates and transitions to post-secondary education and/or career.
- Twice yearly, member district equity teams will convene in order to showcase promising practices and discuss obstacles
- Staff participation in training related to Diversity, Equity, and Inclusion, integration of technology, and classroom instructional strategies are promoted
- Regular access and use of the ETCN Professional Development Website will serve as a central location for all opportunities for professional learning
- Annual Professional Development Plans will be created and adopted.
- Consortium-wide PD focusing on Equity, Anti-Bias, and Trauma-Informed practices are being held
- Professional Development and Annual Teacher Survey results will be reviewed to determine the effectiveness of our current programs and additional areas of need
- ETCN will offer a consortium-wide PD focusing on Equity, Anti-Bias and Trauma-Informed Practices
- All training will be calendared and promoted to appropriate staff
N/A
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - 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 |
---|
Quarterly Goal Review
Objective that Applies to this Activity
Address Educational Needs
Once every three months, a follow-up meeting will occur to review our SMART goal progress, celebrate wins, and identify areas that are not moving forward as expected. When gaps exist, we will amend the goal or institute any needed changes to help meet it.
- A timeline showing all continuous improvement activities will be established
- Quarterly Goal Review Meetings will be calendared and attended, during which discussions of achievements, areas for growth, and action plans will occur
- All changes will be documented, and staff responsibilities and completion timelines will be set
- Preparation for 2023-2024 Continuous Improvement Plan submission will take place
- 2023-2024 strategies and activities will be submitted by the official annual plan deadline
N/A
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - 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 |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Escondido Union High | $2,552,718 | Certified |
Palomar CCD | $2,598,426 | Certified |
Poway Unified | $1,811,271 | Certified |
Ramona City Unified | $41,028 | Certified |
San Marcos Unified | $110,979 | Certified |
Vista Unified | $3,332,845 | Certified |
Totals | $10,447,267 | 6/6 Certified |
100% of funds reported for 2019-20 have been fully expended by the Consortium and its member districts. Each member district has been able to leverage funds from sources other than CAEP in order to provide services, support, and instruction to adults in our region. These additional funding sources include Community College apportionment, K12 District Local Control Funding Formula (LCFF), Workforce Innovation and Opportunities Act (WIOA), Perkins, and other grants and donations.
The Consortium intends to allocate funds to member districts in the same way it has in prior years; that is, it will provide each member district the same allocation received for the prior year and a proportionate amount of Cost of Living Adjustment (COLA), if there is one. WIOA funds follow the state’s allocation model; i.e., the funds are distributed to member districts based on performance (percentage of payment points achieved in a particular prior year), and each payment point is based on the dollar amount used by the state. When the Consortium identifies carry-over, member districts discuss priorities to redistribute those funds. In the past, carry-over has been distributed to specific members with identified needs or has been allocated to each member proportionately. Member districts with carry-over funds themselves have not been eligible to receive distributions from consortium carry-over held with the fiscal agent.
The Consortium has opted to use all of the metrics in the WIOA grant to measure progress toward activities in its plan, which has helped to ensure that funds are leveraged to implement the strategies and activities outlined to achieve the outcomes of the plan. Additionally, the Consortium members have aligned the goals and objectives (or objectives and activities) of multiple plans to ensure that funds from all sources are leveraged to achieve common outcomes. For example, the Consortium created a Goals Crosswalk that aligns the goals of its CAEP Three-Year and Annual Plans with the WIOA Continuous Improvement Plan, the goals of the Perkins Comprehensive Local Needs Assessment, and, where applicable, the WASC action plans of individual agencies and/or the Local Control and Accountability Plans of districts leveraging funds through the Local Control Funding Formula (LCFF).
Certification
Escondido Union High - Member Representative
Tom Allison - Co-Principal
- tallison@euhsd.org
- (760) 737-8021
Stacey Adame Escondido Adult School - Co-Principal
- sadame@euhsd.org
- (760) 737-8003
Palomar CCD - Member Representative
Suzanne Sebring - Director, Occupational and Noncredit Programs
- ssebring@palomar.edu
- (760) 744-1150 ext: 3758
Dr. Mireya Gutierrez-Aguero - STEM Center Supervisor
- mgutierrez-aguero@palomar.edu
- (760) 744-1150 ext: 3748
Dr. Nora Kenney PhD - Transitions Program Coordinator
- nkenney@palomar.edu
- (760) 744-1150 ext: 3287
Poway Unified - Member Representative
Kathleen Porter - Executive Director, Career Technical, Adult and Alternative Education
- kporter@powayusd.com
- (858) 668-4016
Ramona City Unified - Member Representative
Mrs. Erin Kent - Secretary, Ramona
- ekent@ramonausd.net
- (760) 787-4302
Pauline Leavitt - Principal
- pleavitt@ramonausd.net
- (760) 787-4300
Melissa Satterlee - Fiscal Services Manager
- msatterlee@ramonausd.net
- (760) 787-2024
San Marcos Unified - Member Representative
Cyndi Etnyre - Office Manager
- cyndi.lafon-etnyre@smusd.org
- (760) 290-2538
Shauna Wright - Accountant
- shauna.wright@smusd.org
- (760) 752-1236
Garth Phillips - Interim Principal
- garth.phillips@smusd.org
- (760) 290-2555
Vista Unified - Member Representative
Vista Adult School Elizabeth O'Shea-West - Prinicipal
- elizabethosheawest@vistausd.org
- (760) 758-7122