CAEP
Annual Plan

Produced: Aug 9, 2024, 02:58 AM UTC - By Francisco Suarez

41 Pasadena Area Consortium
CONSORTIUM APPROVED

2024-25

Plans & Goals

Executive Summary

As Pasadena Area Consortium (PAC) members approach the final year of implementing the Three Year Plan that started in Program Year 2022-23, members are excited to acknowledge the attainment of some Three Year Plan goals, but continue to focus on achieving Three Year Plan goals not yet met.

A more notable consortium accomplishment from 2023-24 is that PAC Services enrollment has wildly surpassed pre-pandemic levels. Regional Need #2 in the PAC 2023-24 Annual Plan called for members to continue to increase enrollment and member efforts paid significant dividends. In 2023-24, total PAC CAEP Program unduplicated Services enrollment was 84.6% higher than pre-pandemic enrollment in 2018-19 (8,302 up from 4,497) and it was 25.5% higher than the previous Program Year, 2022-23 (8,302 up from 6,614). Each PAC member experienced 2023-24 enrollment significantly higher than 2018-19 pre-pandemic levels: compared to 2018-19 enrollment, 2023-24 Services enrollment was 91.0% higher for PCC, 21.2% higher for PUSD, and 102.3% higher for TCUSD.

More importantly, PAC members have significantly increased the member and consortium number of Participants, defined by the state as students who stay enrolled in CAEP Programs to earn 12 hours of attendance. In 2023-24, total PAC CAEP Program unduplicated Participant enrollment was 38.7% higher than pre-pandemic enrollment in 2018-19 (4,240 up from 3,057) and it was 19.9% higher than the previous Program Year, 2022-23 (4,240 up from 3,537). Each PAC member experienced 2023-24 Participant enrollment higher than 2018-19 pre-pandemic levels: compared to 2018-19 enrollment, 2023-24 Participant enrollment was 38.3% higher for PCC, 29.6% higher for PUSD, and 72.3% higher for TCUSD.

The PAC 2023-24 Fiscal Management component of the Annual Plan required members to leverage other funding streams to ensure Annual Plan strategies, activities, and SMART goals would be successfully achieved and PAC members achieved this. 2023-24 was the first program year in which all three PAC members had Workforce Innovation and Opportunity Act (WIOA) Title II Adult Education and Family Literacy Act (AEFLA) funds available for grant programs and these funds allowed members to strengthen pursuit of Annual Plan goals. PUSD and TCUSD, new WIOA Title II recipients, are more experienced with WIOA Title II grant requirements and now all PAC members are better prepared to leverage these funds to attain 2024-25 Annual Plan goals. In addition to WIOA Title II funding, PCC and PUSD were recipients of state ELL Healthcare Pathways Grant funds to transition English Learners into CTE Healthcare employment. These funds strengthen PAC efforts to improve employment outcomes for students.

All PAC members continue to serve as strong regional workforce development partners. Robust PAC discussions with regional workforce agencies and PAC analysis of regional EDD Labor Market Information (LMI) labor market data were critical components of PAC members completing the ELL Healthcare Pathways grant application. Los Angeles County depicts the sizeable labor shortages that exist in Healthcare jobs targeted by the grant and PAC members are strengthening programs to address these Healthcare jobs. PAC members are also exploring increased marketing efforts and improved AJCC partnerships to become part of a regional solution to these labor shortages in Healthcare.

PAC members are proud of consortium-wide increased enrollment, increased non-CAEP funding, and continued strong relationships with regional workforce development agencies. However, PAC members recognize significant work remains.

Though PAC enrollment has significantly surpassed pre-pandemic levels, gaps still exist in the region served by PAC members that demonstrate tremendous need for CAEP programs. In 2023-24, PAC members served nearly over 8,300 regional adults in CAEP programs, but regional needs for these programs are profound. The primary cities served by PAC members have nearly 100,000 residents over the age of 5 who "Speak English < Very Well" and nearly 40,000 residents over the age of 25 without a high school diploma or equivalency. PAC members have a vision of providing services and programs to close these gaps for all regional adults. Finally, though PAC members have fostered stout partnerships with workforce development agencies, members recognize the need to strengthen CTE programs and improve processes to track employment data from these programs. This needs to be accomplished in the 2024-25 Program Year.

Funding allocations for member institutions were consistent for this Annual Plan to be a success. Board deliberations over 2024-25 CAEP Allocations were informed by student enrollment and participation, existing funding sources, and member carryover. Members will leverage CCD apportionment, WIOA Title I training fees, and Title II AEFLA funding to ensure Annual Plan strategies, activities, and SMART goals will be successfully achieved.

Regional Planning Overview

In the Three Year Plan, PAC members created meaningful metrics to address regional needs for adults in employment, English language acquisition, and diploma/equivalency achievement.

Activities in the 2024-25 Annual Plan to meet these metrics will result in the continued aggregation and dissemination of quality consortium data, increased enrollment, higher student participation, persistence and performance, and better instruction from professional development.

These Activities include:

  • All PAC individual member institution Data Coordinators will continue to meet on a quarterly basis to share best practices. 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 increase the number of participants (students who complete 12+ hours of instruction).
  • PAC member institutions will use generalized and targeted marketing efforts to increase student enrollment in ESL, ASE, and CTE programs.
  • All PAC individual member institution stakeholders will set SMART goals for student participation and persistence, implement protocols to improve participation and persistence rates, and monitor goal progress throughout the year.
  • 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.
  • By the end of the 2024-25 program year, PAC members will strengthen consortium-wide strategies to improve transitions to post-secondary.
  •  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.

Meeting Regional Needs

Regional Need #1

Gaps in Service / Regional Needs

PAC enrollment of priority adult populations in CAEP Programs is too low compared to regional needs.

How do you know? What resources did you use to identify these gaps?

PAC stakeholders analyzed the population characteristics of the major cities served by PAC member institutions to identify regional gaps and better understand the communities we serve. These population characteristics were gleaned from 2020 Census data. According the Census data, 99,755 regional residents over the age of 5 "Speak English < Very Well," and 39,585 regional residents over the age of 25 do not have a high school diploma/equivalency.

How will you measure effectiveness / progress towards meeting this need?

PAC CAEP Program Services enrollment was 8,302 and the consortium is looking to increase this enrollment by 3%. 

Quarterly TOPSpro Enterprise Data Coordinator meetings will allow continuous monitoring of program Services enrollment and data will be reported to PAC member Representatives quarterly at PAC Executive Board meetings. Best practices will be shared at quarterly TE Data Coordinator meetings and Board meetings.

Regional Need #2

Gaps in Service / Regional Needs

The number of PAC Participants needs to increase and the PAC Participation rate must improve.

How do you know? What resources did you use to identify these gaps?

PAC stakeholders analyzed the PAC Annual Data Report culled from TOPSpro Enterprise CAEP Summary Tables and noted that significant gaps existed between Services enrollment and Participation enrollment. PAC members collectively have increased the number of Participants 38.7% from pre-pandemic levels. However, significant gaps in individual and collective Participation rates exist. Currently, the Participation rate for the consortium is 59.6%, which means that 4 in 10 students who enroll in PAC CAEP Programs do not stay enrolled long enough to earn 12 hours of instruction. 

Though PAC members wish to increase Services enrollment, the more important goal is to increase Participation enrollment. Improving Participation rates is akin to "picking low-hanging fruit." The student Service enrollment has dramatically increased, but the Participation enrollment has not increased accordingly. If PAC members increased the Participation rate to 62.6%, based on 2023-24 Services enrollment, that would mean an increase of 250 participants. Finding strategies that increase this rate is an important gap for the consortium to address in  2024-25.

How will you measure effectiveness / progress towards meeting this need?

PAC CAEP Program Participation enrollment was 4,240 in 2023-24 and the consortium is looking to increase this enrollment by 3%.

Quarterly TOPSpro Enterprise Data Coordinator meetings will allow continuous monitoring of program Participation enrollment and data will be reported to PAC member Representatives quarterly at PAC Executive Board meetings. Best practices will be shared at quarterly TE Data Coordinator meetings and Board meetings.

Regional Need #3

Gaps in Service / Regional Needs

PAC Persistence and student Performance Outcomes need to improve.

How do you know? What resources did you use to identify these gaps?

PAC stakeholders analyzed the PAC Annual Data Report culled from TOPSpro Enterprise CAEP Summary Tables and noted that significant gaps existed in CASAS pre- and post-test EFL gains and student attainment of high school diplomas. A record number of PAC HSD students earned diplomas in 2023-24.  However, as with Participation, graduation rates could improve to increase that number consortium-wide.

EFL Gains for students in CAEP programs (primarily ESL and ASE) are significantly below the state averages and expectations

How will you measure effectiveness / progress towards meeting this need?

PAC CAEP Program student performance measured by EFL gains need to increase by 3% and graduation rates need to improve 4%.

Quarterly TOPSpro Enterprise Data Coordinator meetings will allow continuous monitoring of student performance and data will be reported to PAC member Representatives quarterly at PAC Executive Board meetings. 

Regional Need #4

Gaps in Service / Regional Needs

Regionally, Healthcare is suffering from labor shortages. PAC members need to address this gap.

How do you know? What resources did you use to identify these gaps?

Robust PAC discussions with regional workforce agencies and PAC analysis of regional EDD Labor Market Information (LMI) labor market data informed PAC members of regional labor shortages and future growth in the Healthcare labor markets. PAC members are working to transition English Learners into these industries to address tight labor markets.

How will you measure effectiveness / progress towards meeting this need?

Members will be responsible for tracking individual CTE program employment outcome data. Data will be shared quarterly at PAC Board meetings to measure employment outcomes progress.

Address Educational Needs

2024-25 Strategies

Set and Monitor Goals for Increased Student Participation Enrollment

Activity that Applies to this Strategy

Set & Meet Annual Goals for Student Persistence

Metrics that Apply to this Activity/Strategy

  • All: Adults who Became Participants (AE 202 - Overall)

If there is to be success in achieving this strategy, members must set and continually monitor participation enrollment goals. To that end, below are PAC SMART goals for Participation

Each PAC member and the consortium as a whole has a SMART goal to improve Participation totals and rates based on the PAC 2023-24 Fall Annual Data Report.

  • By the end of the 2024-25 Program Year, the PAC consortium will increase collective Participation enrollment from 4,240 to 4,390 and improve Participation rates from 59.6% to 61.7%.
  • By the end of the 2024-25 Program Year, PCC will increase Participation enrollment from 3,707 to 3,807 and improve its Participation rate from 59.4% to 62.4%.
  • By the end of the 2024-25 Program Year, PUSD will increase Participation enrollment from 359 to 389 and improve its Participation rate from 67.5% to 70.5%.
  • By the end of the 2024-25 Program Year, TCUSD will increase Participation enrollment from 174 to 194 and improve its Participation rate from 50.6% to 53.6%.

Strategies to achieve these gains will include:

  1. Front load counseling at registration so students are encouraged to stay for at least 12 hours before making the choice to drop a class.
  2. Create student incentives such as awards, certificates, and formal recognition to improve attendance and increase
    Participation rates. (Research demonstrates student recognition increases engagement which should lead to increased Participation.)


Set and Monitor Goals for Increased Student Persistence

Activity that Applies to this Strategy

Set & Meet Annual Goals for Student Performance

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)

By increasing student Persistence rates, performance rates should have a corresponding increase. If there is to be success in achieving this strategy, members must set and continually monitor student Persistence goals. Each PAC member has a SMART goal to improve Persistence based on the PAC 2023-24 Fall Annual Data Report. To that end, below are PAC member SMART goals for student Persistence:

  • By the end of the 2024-25 Program Year, PCC will increase its Persistence rate from 49.8% to 52.8%.
  • By the end of the 2024-25 Program Year, PUSD will increase its Persistence rate from 32.8% to 40.8%.
  • By the end of the 2024-25 Program Year, TCUSD will increase its Persistence rate from 64.2% to 67.2%.

Strategies to achieve these gains will include:

  1. Analyze pre- and post-testing protocols at each member and improve these protocols at each site based on each school's specific operational conditions.
  2. Involve counselors and support staff in improving these protocols.
  3. Plan and implement campaigns to inform students the critical importance of not dropping or disappearing without taking a post-test.

Set and Monitor Goals for Student Performance

Activity that Applies to this Strategy

Set & Meet Annual Goals for Student Performance

Metrics that Apply to this Activity/Strategy

  • Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
  • Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)

If there is to be success in achieving this strategy, members must set and continually monitor student Performance goals. Each PAC member has a SMART goal to improve Performance based on the PAC 2023-24 Fall Annual Data Report. To that end, below are PAC member SMART goals for student Performance:

  • By the end of the 2024-25 Program Year, PCC will increase student attainment of EFL Gains accordingly:
    • Increase the total number of ESL students with an EFL Gain to 620 students and increase from ESL EFL Gain rates from 25.1% to 28.1%.
    • Increase the total number of ASE students with an EFL Gain to 154 students and increase from ASE EFL Gain rates from 47.1% to 50.1%.
    • Increase graduation rates from 29.4% to 32.4%
  • By the end of the 2024-25 Program Year, PUSD will increase student attainment of EFL Gains accordingly:
    • Increase the total number of ESL students with an EFL Gain to 20 students and increase from ESL EFL Gain rates from 36.8% to 39.8%.
    • Increase the total number of ASE students with an EFL Gain to 85 students and increase from ASE EFL Gain rates from 33.3% to 36.3%.
    • Increase graduation rates from 23.1% to 26.1%
  • By the end of the 2024-25 Program Year, TCUSD will increase student attainment of EFL Gains accordingly:
    • Increase the total number of ESL students with an EFL Gain to 65 students and increase from ESL EFL Gain rates from 37.2% to 40.2%.
    • Increase the total number of ASE students with an EFL Gain to 5 students and increase from ASE EFL Gain rates from 20.0% to 35.0%.
    • Increase graduation rates from 20.0% to 33.3%

Strategies to achieve these gains will include:

  1. Ensure ESL faculty are prepared to address new CASAS exams.
  2. Ensure ESL curriculum addresses new CASAS exams.
  3. Ensure that first instruction is best instruction.
  4. Provide faculty with EFL Gain performance data so that they can take ownership of CASAS exam results.
  5. Provide ASE students with adequate counseling to successfully overcome barriers to successfully attaining a diploma.

Improve Integration of Services & Transitions

2024-25 Strategies

Increase Student Transition to Postsecondary Institutions

Activity that Applies to this Strategy

Increase transitions to postsecondary institutions

Metrics that Apply to this Activity/Strategy

  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

By the end of the 2024-25 program year, all PAC members will strengthen consortium-wide strategies to improve postsecondary transitions. 

PCC Counselors will coordinate with K-12 counselors and staff to implement a number of strategies such as:

  1. K-12 school information sessions
  2. Registration assistance
  3. Guided PCC tours where possible
  4. One-on-one academic counseling.

Increase PAC CTE Completion and Employent Rates

Activity that Applies to this Strategy

Workforce Development Action Plan

Metrics that Apply to this Activity/Strategy

  • Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)

In order to improve CTE completion rates, PAC members need to improve the quality of these programs and in order to improve employment rates, PAC members need to improve protocols for gathering and aggregating placement data.  

To improve these outcomes, PAC members need to:

  1. Create and participate in industry round tables or advisory boards to analyze CTE program curriculum for effectiveness in teaching industry standards
  2. Engage in successful community outreach with a large number of employers and partner with these employers to meet their labor needs and to provide PAC students pathways to employment.
  3. Analyze job development processes and ensure that robust processes exist to get students hired.
  4. Strengthen partnerships with regional workforce agencies.
  5. Members need to ensure proper personnel and operational processes are in place for strong data collection .

Improve Effectiveness of Services

2024-25 Strategies

Continue Using Effective Data Collection Protocols

Activity that Applies to this Strategy

PAC TOPSpro Enterprise Coordinator meetings

Metrics that Apply to this Activity/Strategy

  • 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)

Three years ago, PAC members had significant data corruption issues.

Quarterly TOPSpro Enterprise Data Coordinator meetings have created a forum for sharing best practices which have resulted in improved consortium student participation, persistence, and enrollment.


Professional Development

Activity that Applies to this Strategy

Professional Development

Metrics that Apply to this Activity/Strategy

  • 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)

Create PAC Professional Development opportunities for consortium faculty. PD should instructional strategies to increase student Participation, Persistence, and Performance.

Fiscal Management

A narrative justifying how the planned allocations are consistent with the annual adult education plan which is based on your CAEP 3-year plan.

Funding allocations for member institutions were aligned to achieve the Annual Plan goals. Board deliberations over 2024-25 CAEP Allocations were informed by student enrollment and participation, existing funding sources, and member carryover. The2024-25 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 CCD apportionment, WIOA Title I training fees, and Title II AEFLA funding to ensure Annual Plan strategies, activities, and SMART goals will be successfully achieved.

An approach to incorporating remaining carry-over funds from prior year(s) into strategies planned for 2024-25.

All PAC members are on pace to properly expend CAEP funds and avoid any carry-over amount that exceeds the 15% required by the state and internal PAC fiscal  agreements,

Certification

Pasadena Area CCD - Member Representative

Approved by Dr. Francisco Suarez

08/08/2024 07:58 PM PDT

Pasadena Unified - Member Representative

Approved by Epifanio Cruz

08/07/2024 07:52 PM PDT

Temple City Unified - Member Representative

  • Assistant Superintendent of Ed Services
  • rlohman@tcusd.net
  • (626) 548-5023
Approved by Richard Lohman

08/07/2024 11:22 AM PDT