CAEP Three-Year Plan: 2022-23 41 Pasadena Area Consortium
Status: Certified
California Adult Education Program
41 Pasadena Area Consortium: Certified
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
* Mandatory for all consortia
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Number of Adults Served (AE 200 - Overall) | 4,922 | 2,699 | 3,855 | 3,970 | 4,090 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 2,975 | 1,513 | 1,647 | 1,695 | 1,748 |
Member Level Metric Targets
* Mandatory for all members
Pasadena Area CCD (Reported by Pasadena 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) | 3,664 | 2,000 | 3,573 | 3,680 | 3,791 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 323 | 100 | 110 | 120 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 1,009 | 444 | 225 | 232 | 239 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 25 | 30 | 35 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 182 | 20 | 30 | 40 |
Pasadena Unified (Reported by Pasadena 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) | 231 | 160 | 190 | 210 | 230 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 59 | 40 | 50 | 60 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 14 | 15 | 20 | 25 | ||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 16 | 18 | 30 | 35 | 40 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 20 | 30 | 40 |
Temple City Unified (Reported by Temple City 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) | 270 | 51 | 100 | 150 | 200 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 33 | 30 | 40 | 50 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 32 | 35 | 50 | 65 | ||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 3 | 5 | 10 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 10 | 20 | 30 |
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 |
---|---|---|---|---|---|---|
Pasadena Area CCD | 100% | 100% | 64% | 90% | 95% | 95% |
Pasadena Unified | 100% | 100% | 26% | 90% | 95% | 95% |
Temple City Unified | 100% | 100% | 13% | 90% | 95% | 95% |
Objectives
Address Educational Needs
As noted in Section 2 of the PAC Three Year Plan, significant gaps exist between the enrollment of current PAC students receiving adult educational services and the large number of English Learners, high school dropouts, and non-citizens who live in the region. The consortium under-enrollment for these priority populations is a substantial educational need for the region.
How large are regional under-enrollment gaps? Specifically, for English Learners, (as noted in Section 2) the six primary cities served by the consortium have almost 100,000 residents over the age of 5 who “Speak English < Very Well.” Removing from that total the number of individuals who are aged 6-17 (based on a review of census data we assume approximately 15%) that leaves approximately 85,000 residents who are English Learners in the region served by PAC schools. Only 1,600 PAC ESL students achieved over 12 hours of ESL instruction. Thus, the under-enrollment gap would be over 80,000 individuals who could use English Language acquisition programs.
However, a more immediate and critical educational need the consortium has identified concerns student persistence. This is not student persistence as defined by the state and federal government, which is the percentage of students who complete a pre- and post-test. This is the gap between consortium students who register at PAC schools and receive some services and the percentage of those students who persist to achieve 12+ hours of instruction.
Table 4 below depicts this student persistence data over three years.
Table 4 – Student Persistence – Total Difference and % Difference between Services and CAEP
CAEP Outcomes | Services | |||||
Year | 2018-19 | 2019-20 | 2021-20 | 2018-19 | 2019-20 | 2020-21 |
Total | 3,057 | 2,718 | 1,413 | 4,497 | 4,183 | 2,401 |
No. Difference | 1,440 | 1,465 | 988 | |||
% Difference | 32.0% | 35.0% | 41.1% |
In the 2020-21 school year, approximately 4 in 10 PAC students registered at PAC schools and then do not persist to complete 12 hours of instruction. PAC stakeholders need to determine why this is occurring.
Other educational needs are clear from analysis of the PAC Annual Data Report (ADR). More than 39,500 residents over the age of 25 do not have a high school diploma and only about 2% of that number achieved over 12 hours of instruction from consortium schools. Over 64,000 residents in the region PAC serves are foreign born and non-citizens.
Thus, this Plan presents strategies to deal with three significant regional educational needs: Below are the most critical educational needs identified by PAC stakeholders:
- Student persistence rates to 12+ hours of instruction are too low.
- PAC enrollment of priority adult populations is too low compared to regional needs.
PAC stakeholders identified the following SMART goals to address these regional educational needs.
- By the end of the 2024-25 school year 75% of PAC students registered in programs will persist to 12+ hours of instruction.
- By the end of the 2024-25 school year PAC members will be serving an enrollment over 4,000 students for CAEP programs.
Below are some of the strategies members will pursue:
- Create consortium-wide TOPSpro Enterprise Coordinator meetings so there is a forum for sharing best practices that result in improved consortium student persistence and enrollment.
- Improve data collection protocols at consortium wide TE meetings.
- Share effective orientation and placement practices at TE meetings.
- All consortia members create student incentives such as awards, certificates, and formal recognition.
- All consortia members staff set SMART goals for student persistence and monitor goal progress.
- Consortia students set personal SMART goals and monitor their progress.
- Improve targeted marketing efforts.
- Reach out to Community Based Organizations and district parents to increase ESL enrollment.
The PAC will pursue these & other strategies.
Improve Integration of Services & Transitions
PAC stakeholders have identified three areas of focus regarding integration of services and transitions.
PAC members recognize that they should align workforce efforts with Workforce Development Board (WDB) America’s Job Centers of California as is required in California Ed Code 84906. Members have made good inroads to aligning to Workforce Development Board efforts. The PAC K-12 members have successfully placed a number of CTE programs on the California Employee Training Provider List (ETPL), have partnered with AJCCs for cohort CTE enrollments, and participated in roundtable discussions to understand the programs workforce partners are looking for. However, these partnerships are nascent and tremendous room for growth exists. This Plan outlines strategies to improve alignment with the workforce development system.
Another area where PAC members can improve is transitions to employment. Aligning efforts with the WDB Local Area Plans and leveraging AJCC Title I funds means that PAC members need to improve employment outcomes for all CTE students / AJCC clients. Part of improving employment outcomes requires improvement in data collection and reporting efforts across the consortium. So strategies herein will also focus on improving employment data and outcomes.
Finally, the PAC ADR points out that consortium members still need to address subpar totals of students who transition to postsecondary educational opportunities.
To recap, the three areas of need with integration of services and transitions are:
- Improve nascent relationships with workforce system for better alignment.
- Employment placement data and outcomes are too low.
- The number of PAC students transitioning to postsecondary education is too low.
PAC stakeholders identified the following SMART goals to address these regional educational needs:
- Create a Workforce Development Action Plan by fall 2022 and and implement all Action Steps of the plan to improve alignment with the workforce development system.
- By the end of the 2023-24 school, all PAC CTE program completion rates will be 75% and employment rates will be above 70%.
- By the end of the 2024-25 school year, PAC members will achieve a 15% increase in postsecondary transitions from 2020-21 levels.
Strategies to achieve this include:
Improve Effectiveness of Services
The PAC Three Year Plan process allowed stakeholders to identify areas where members can improve effectiveness of services provided to PAC students. Many of those gaps are specifically identified in the two previous sections: Address Educational Needs and Improve Integration of Services & Transitions. The gaps identified call for specific strategies which will result in PAC members improving the effectiveness of services. However, additional gaps are identified in this section and subsequent strategies are noted to address these additional gaps.
The Three Year Plan revealed the consortium-wide need for improved data collection and dissemination to drive continuous improvement. As previously noted in Section 2 of the Plan, data gaps complicate the consortium's ability to identify the exact number of students served by PAC members in the CAEP Program areas and other important metrics. This gap needs to improve in the coming three years.
While the need to improve student persistence was previously identified, PAC student performance has also been identified as a significant need. Tables 5 through 7 show that Gains in Educational Functioning Level (EFL) as a percent of total enrollment dramatically dropped due to the pandemic. EFL Gains are measured through the Comprehensive Assessment System for Adult Students (CASAS) pre- and post-test results and by students earning a high school diploma/equivalency.
Table 5 - PCC Measurable Gains by Total Enrollment over Three Years
Program | 2018-19 | 2019-20 | 2020-21 | ||||||
Total Enrolled | No. w/ Gain* | Percent | Total Enrolled | No. w/ Gain* | Percent | Total Enrolled | No. w/ Gain* | Percent | |
ESL | 1,690 | 633 | 37.5% | 1,426 | 298 | 20.9% | 451 | 73 | 16.2% |
ABE | 408 | 136 | 33.3% | 378 | 43 | 11.4% | 238 | 15 | 6.3% |
Total | 2,098 | 769 | 36.7% | 1,804 | 341 | 18.9% | 689 | 88 | 12.8% |
Table 6 - PUSD Measurable Gains by Total Enrollment over Three Years
Program | 2018-19 | 2019-20 | 2020-21 | ||||||
Total Enrolled | No. w/ Gain* | Percent | Total Enrolled | No. w/ Gain* | Percent | Total Enrolled | No. w/ Gain* | Percent | |
ESL | 58 | 18 | 31.0% | 39 | 13 | 33.3% | 13 | 0 | 0% |
ABE | 210 | 37 | 25.4% | 169 | 22 | 22.5% | 40 | 8 | 20.0% |
Total | 268 | 55 | 26.6% | 208 | 35 | 24.5% | 53 | 8 | 15.1% |
Table 7 - TCUSD Measurable Gains by Total Enrollment over Three Years
Program | 2018-19 | 2019-20 | 2020-21 | ||||||
Total Enrolled | No. w/ Gain* | Percent | Total Enrolled | No. w/ Gain* | Percent | Total Enrolled | No. w/ Gain* | Percent | |
ESL | 45 | 15 | 33.3% | 152 | 32 | 21.1% | 4 | 0 | 0% |
ABE | 54 | 26 | 48.2% | 8 | 1 | 12.5% | 0 | 0 | 0% |
Total | 99 | 41 | 41.4% | 160 | 33 | 20.6% | 0 | 0 | 0% |
* Gain could be either achieving one Educational Functioning Level (EFL) or HSD / HSE
In addition to EFL Gains, high school graduation rates as a percentage of total enrollment is another area that consortium stakeholders have identified as area where effectiveness of services needs to improve.
Finally, the pandemic dramatically diminished opportunities for Professional Development and the consortium needs to improve PD opportunities.
To recap, the areas where PAC members will improve the effectiveness of services (in addition to those previously mentioned)are:
- Improve data collection and dissemination to drive continuous improvement.
- Improve CASAS EFL Gains for ESL and ASE programs.
- Improve PAC high school diploma/equivalency rates as percentage of total enrollment
- Increase Professional Development opportunities to address I-III above.
PAC stakeholders identified the following SMART goals to address these regional educational needs:
- By the end of 2022-23 and for all program years afterwards, PAC members will implement data collection systems to ensure enrollment and persistence data is correct and accurate.
- By the end of the 2024-25 school, PAC ESL programs will demonstrate EFL Gains of 40% as a percentage of total enrollment.
- By the end of the 2024-25 school, all PAC high school diploma/equivalency completion rates will be 10% higher than 2021-22 rates.
- Create a PAC Professional Development Plan by fall 2022 and and implement all Action Steps of the plan to improve Professional Development and achieve Goals I-III above.
Below are some of the strategies members will pursue to improve effectiveness of services:
- Create consortium-wide TOPSpro Enterprise Coordinator meetings so there is a forum for sharing best practices that result in improved consortium student performance.
- Improve PAC data collection protocols at consortium-wide TE meetings.
- Improve CASAS testing procedures for all PAC ESL/ASE students.
- Implement Professional Development Plan to improve curriculum and instruction.
The PAC will pursue these & other strategies.
Activities & Outcomes
PAC TOPSpro Enterprise Coordinator meetings
Objective that Applies to this Activity
Improve Effectiveness of Services
All PAC individual member institution Data Coordinators will meet on a bi-monthly basis to share best practices and improve PAC data collection protocols. Key deliverables will include member quarterly Data Integrity Reports and CAEP Summary Tables that reflect accurate enrollment, participant, and performance data. Best practices will include strategies to improve pre- and post-testing numbers and and increase the number of students who complete 12+ hours of instruction.
By the end of the 2022-23 program year, PAC Data Coordinators will implement data collection protocols to ensure enrollment and persistence data is 100% correct and accurate.
Throughout the 2023-24 program year, PAC Data Coordinators will implement data collection protocols to ensure enrollment and persistence data is 100% correct and accurate.
Throughout the 2023-24 program year, PAC Data Coordinators will implement data collection protocols to ensure enrollment and persistence data is 100% correct and accurate.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Increase student enrollment
Objective that Applies to this Activity
Address Educational Needs
PAC member institutions will use generalized and targeted marketing efforts to increase student enrollment in ESL, ASE, and CTE programs. Key deliverables will include online and social media ads, traditional marketing collateral, and flyers to community members and district parents for the K-12 members.
By the end of the 2022-23 program year, PAC members will use targeted marketing to increase ESL, ASE, and CTE student enrollment by 3% over 2021-22 levels.
By the end of the 2023-24 program year, PAC members will use targeted marketing to increase ESL, ASE, and CTE student enrollment by 3% over 2022-23 levels.
By the end of the 2024-25 program year, PAC members will use targeted marketing to increase ESL, ASE, and CTE student enrollment by 3% over 2023-24 levels.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Set & Meet Annual Goals for Student Persistence
Objective that Applies to this Activity
Address Educational Needs
All PAC individual member institution stakeholders will set SMART goals for student persistence, implement protocols to improve persistence, and monitor goal progress throughout the year. Key deliverables are monthly Data Integrity Reports and CAEP Summary Tables that show improved retention and persistence.
By the end of the 2022-23 program year, 65% of all PAC student who register for a CAEP program will complete 12+ hours of instruction.
By the end of the 2023-24 program year, 70% of all PAC student who register for a CAEP program will complete 12+ hours of instruction.
By the end of the 2023-24 program year, 75% of all PAC student who register for a CAEP program will complete 12+ hours of instruction.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
Responsible person(s)
Name |
---|
Set & Meet Annual Goals for Student Performance
Objective that Applies to this Activity
Improve Effectiveness of Services
All PAC individual member institution stakeholders will set SMART goals for student performance (as measured by CASAS EFL Gains and number of HSD/HSE earned), implement protocols to improve performance, and monitor goal progress throughout the year. Key deliverables are monthly CAEP Tables 4 that show improved student performance and graduation rates.
By the end of the 2022-23 program year, PAC students will demonstrate EFL Gains of 20% of total enrollment and an increase in HSD/HSE of 3% rates over 2021-22 levels.
By the end of the 2023-24 program year, PAC students will demonstrate EFL Gains of 30% of total enrollment and an increase in HSD/HSE of 3% rates over 2022-23 levels.
By the end of the 2024-25 program year, PAC students will demonstrate EFL Gains of 40% of total enrollment and an increase in HSD/HSE of 2% rates over 2023-24 levels.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
Responsible person(s)
Name |
---|
Workforce Development Action Plan
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Create a Workforce Development System Action Plan by fall 2022 and and implement all Action Steps of the Plan to improve alignment with the workforce development system. Key deliverables will be the Action Plan, receipt of WIOA Title I fees from Individualized Training Agreements, evidence of industry roundtables, and increased Employment Verification Letters (EVLs).
By the end of the 2022-23 program year, all PAC CTE program completion rates will be above 70% and employment placement rates will be above 65%.
By the end of the 2023-24 program year, all PAC CTE program completion rates will be above 75% and employment placement rates will be above 70%.
By the end of the 2024-25 program year, all PAC CTE program completion rates will be above 75% and employment placement rates will be above 70%.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
Responsible person(s)
Name |
---|
Increase transitions to postsecondary institutions
Objective that Applies to this Activity
Improve Integration of Services & Transitions
By the end of the 2022-23 program year, all PAC members will improve data collection systems to better report postsecondary transitions and strengthen consortium-wide strategies to improve these transitions. PCC Counselors will coordinate with K-12 counselors and staff to implement a number of strategies such as K-12 school information sessions, registration assistance, guided PCC tours where possible, and one-on-one academic counseling. PCC will provide contract courses for one K-12 school to increase transition opportunities. Also, members will explore possible program articulations/pathways to increase postsecondary transitions Key deliverables will be quarterly CAEP Summary Tables showing increased transitions.
By the end of the 2022-23 program year, PAC postsecondary transitions will equal 40 students or higher.
By the end of the 2023-24 program year, PAC postsecondary transitions will equal 50 students or higher.
By the end of the 2024-25 program year, PAC postsecondary transitions will equal 60 students or higher.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Professional Development
Objective that Applies to this Activity
Improve Effectiveness of Services
Create a robust PAC Professional Development Plan by winter 2022 and and implement all Action Steps of the Plan to improve curriculum and instruction to ensure all activities in the plan are successful. Key deliverables will be the Professional Development Plan and evidence of conferences attended and in-house Professional Development meetings.
By the January of the 2022-23 program year, the PAC will complete the creation of its Professional Development Plan and will have implemented some of the key elements of the plan.
By the end of the 2023-24 program year, the PAC will hold one consortium-wide conference addressing critical instructional gaps and will have faculty attending at least two other outside professional development opportunities.
By the end of the 2023-24 program year, the PAC will hold one consortium-wide conference addressing critical instructional gaps and will have faculty attending at least four outside professional development opportunities.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - 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 |
---|---|---|
Pasadena Area CCD | $711,000 | Certified |
Pasadena Unified | $746,170 | Certified |
Temple City Unified | $284,327 | Certified |
Totals | $1,741,497 | 3/3 Certified |
Current Board deliberations over 2022-23 CAEP Allocations were informed by student enrollment and participation, existing funding sources, and member carryover. The 2022-23 negotiations created parameters and processes that can be successfully duplicated over the next three years to ensure allocations are efficient and fair. Members will leverage apportionment, WIOA Title I training fees, and Title II funding, to ensure strategies, activities, and SMART goals will be successfully achieved.
Certification
Pasadena Area CCD - Member Representative
Dr. Francisco Suarez - Dean
- fsuarez2@pasadena.edu
Anthony Brown - Accountant
- abbrown@pasadena.edu
- (626) 525-7711
Ibrahim Naeem - Operations Manager
- ianaeem@pasadena.edu
- (626) 585-3003
Pasadena Unified - Member Representative
Brian Stanley - Principal
- stanley.brian@pusd.us
- (626) 720-2466
Temple City Unified - Member Representative
Robert Westgate - bwestgate@tcusd.net
- (626) 548-5101