CAEP Three-Year Plan: 2022-23 42 Northern Alameda Adult Education Collective
Status: Certified
California Adult Education Program
42 Northern Alameda Consortium for Adult Education: 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) | 7,167 | 7,439 | 7,310 | 7,456 | 7,605 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 4,375 | 3,121 | 3,278 | 3,343 | 3,409 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 6,133 | 5,094 | 5,195 | 5,298 | 5,403 | |
Student Barriers | Low Income (AE 310 - Overall) | 2,703 | 2,647 | 2,699 | 2,752 | 2,807 |
Member Level Metric Targets
* Mandatory for all members
Alameda Co. Office of Education (No reporting institution)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 220 | 245 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 154 | 171 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 2 | 3 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 22 | 25 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 2 | 3 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Alameda Unified (Reported by Alameda 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) | 797 | 407 | 550 | 750 | 900 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 24 | 12 | 25 | 30 | 35 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 34 | 6 | 10 | 15 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 71 | 4 | 6 | 8 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 64 | 0 | 0 | 0 |
Berkeley City College (Reported by Berkeley City College)
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) | 721 | 766 | 650 | 700 | 750 | |
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) | 177 | 120 | 120 | 120 | 120 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 167 | 150 | 150 | 100 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 179 | 100 | 100 | 100 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 24 | 0 | 0 | 0 |
Berkeley Unified (Reported by Berkeley Adult School (BAS))
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) | 2,039 | 1,096 | 1,100 | 1,200 | 1,250 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 62 | 39 | 40 | 40 | 40 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 77 | 138 | 0 | 0 | 0 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 77 | 77 | 77 | 77 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 171 | 171 | 171 | 171 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 265 | 265 | 265 | 265 |
College of Alameda (Reported by College of Alameda)
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) | 212 | 156 | 80 | 85 | 125 | |
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) | 17 | 20 | 21 | 44 | ||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 10 | 10 | 10 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 15 | 15 | 15 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Laney College (Reported by Laney College)
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) | 789 | 813 | 800 | 800 | 800 | |
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) | 91 | 42 | 52 | 52 | 52 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 182 | 182 | 182 | 182 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 138 | 100 | 100 | 100 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 13 | 0 | 0 | 0 |
Merritt College (Reported by Merritt College)
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) | 467 | 392 | 390 | 390 | 390 | |
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) | 65 | 41 | 41 | 41 | 41 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 117 | 100 | 100 | 100 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 126 | 100 | 100 | 100 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Oakland Unified (Reported by Oakland Unified School District (OUSD))
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) | 890 | 818 | 1,000 | 1,200 | 1,500 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 11 | 14 | 20 | 30 | 45 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 19 | 0 | 0 | 0 | ||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 26 | 26 | 26 | 26 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 27 | 27 | 27 | 27 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 42 | 42 | 42 | 42 |
Peralta CCD (Reported by Peralta 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) | 2,167 | 2,084 | 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) | 347 | 204 | 0 | 0 | 0 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 469 | 0 | 0 | 0 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 445 | 0 | 0 | 0 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 52 | 0 | 0 | 0 |
Piedmont City Unified (Reported by Piedmont City USD)
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) | 10 | 22 | 50 | 60 | 70 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 10 | 15 | 20 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 5 | 5 | 5 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Member Spending Targets
Member | Percent of 2019-20 Available Funds Spent | Percent of 2020-21 Available Funds Spent | Percent of 2021-22 Available Funds Spent | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|
Alameda Co. Office of Education | 100% | 0% | 0% | 80% | 80% | 80% |
Alameda Unified | 100% | 100% | 54% | 80% | 80% | 80% |
Berkeley City College | 100% | 100% | 38% | 80% | 80% | 80% |
Berkeley Unified | 100% | 100% | 36% | 80% | 80% | 80% |
College of Alameda | 100% | 100% | 57% | 80% | 80% | 80% |
Laney College | 100% | 63% | 0% | 80% | 80% | 80% |
Merritt College | 100% | 94% | 0% | 80% | 80% | 80% |
Oakland Unified | 100% | 100% | 55% | 80% | 80% | 80% |
Peralta CCD | 100% | 100% | 83% | 80% | 80% | 80% |
Piedmont City Unified | 100% | 100% | 54% | 80% | 80% | 80% |
Objectives
Address Educational Needs
Flexibility of Delivery (schedules/ online); CTE-related for jobs/ pathways, including CTE bridge courses
Computer Literacy Classes/Soft Skills (new classes?)- Requisite Skills Development; Co-location of offerings
Improve Integration of Services & Transitions
Increase Supports (eg mental health); Access to counseling for adult learners to improve transitions; Understanding the drivers of student Retention and Completion in the effectiveness of possible strategies. Developing high potential strategies?; Partnerships with CBO's (eg, catalogue active CBOs partner with the likes of Upward Scholars
Improve Effectiveness of Services
Partnerships with WFDB and Employers; Communicate journey to students ("map"); Data capabilities- gather, interpret, inform decisions; Student Management system (re do) to support TLs, referrals, student goal tracking; Iterating consortia operations
Activities & Outcomes
Flexibility of Delivery (schedules/ online)
Objective that Applies to this Activity
Not Entered
Maintain the consortia regionally informed of the course offerings of each member. (Keep the student facing course finder on NAAEC website but create an internal course offering for our membership organized by site and content area to be used for planning and student referral purposes.)
The (WG, BTF, DTF) will work together to review and reconcile the semester/ trimester/ quarter dates for each course offering. The NAC will compile all classes by site and organize by content areas for easy reference and referral.
A Consortia Taskforce ( bridge or data?) will continuously review the internal resource for accuracy and begin to note trends in offerings, gaps and share information on institutional waitlists and under-enrollments.
Regional approach goal to course offering.
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)
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
---|
Computer Literacy Classes/Soft Skills
Objective that Applies to this Activity
Address Educational Needs
1. Sponsor a professional development series on imbedding computer literacy in adult education courses. 2. host NAC member specific CANVAS resource gatherings to discuss how its used locally at AS and CC levels to facilitate transitions. ID what is available at each institution- College Flex day- Canvas trainings- invite or incorporate Adult Schools.
1. pick computer literacy topics to explore deeply post pandemic 2. Fall semester Identify the faculty experts in CANVAS to create seminar/ Community of Practice events. Spring semester host events consortia wide.
1. Create and run 2-4 Professional Development session each year. 2. No action- CANVAS seminar/ Community of Practice completed.
1. no action. completed
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
CTE-related for jobs, pathways, and CTE bridge
Objective that Applies to this Activity
Not Entered
Continue to use the BACCC Adult Pathway meetings, the Alameda County Workforce Development Board WIOA Mandated Partners MOU process and PCCD Advisory Boards to learn about and understand the industry and employment needs of our region. Invite appropriate employment and workforce partners to present at the bridge taskforce meetings. The taskforce will discuss and address the instructional needs of these CE programs across the consortia ensuring all bridge courses include an industry voice and are in alignment with potential jobs leading into careers for our student population. Map these bridge programs in the consortia course offering and connect adult school bridge offerings to corresponding college courses.
Develop relationships with regional partners. Invite 1-2 workforce partners to present to the bridge taskforce.
Adult school teachers and PCCD Faculty will continue to meet and discuss academic support necessary to transition to college CTE or Credit programming. Discussions will include but are not limited to curriculum alignment in general college success, math and English, computer literacy, adult ed learners needs, mentorship, CANVAS workshops, ISA agreements, apprenticeships and pre-apprenticeships programming.
Include bridge courses in any CTE program pathway maps, marketing and promotion.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
---|
Increase student support services
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Smaller institutions or institutions who run smaller adult education programs do not have the quantity of students or need to hire a 1.0 FTE or .50 FTE dedicated mental health or counseling position but collectively the numbers would meet the demand for such services. Where institutions are in alignment with the type of supports needed, the consortium office will look for and develop partnerships with organizations providing that additional student support, such as mental health services, and negotiate services that can provide telehealth, in person therapy and group webinars across institutions. This will be targeted to those students who are unable to access these services such as non-credit students at the colleges and all adult school students.
Seek out organizations that provide mental health or other support services. Obtain multiple quotes and select the best option with the input of all the agencies who have requested this service.
Collect and analyze data on students utilizing these services and the outcomes or progress the student in making in their classes each year to ensure the partnership is meeting the needs of our students.
The addition of mental health or other support services have increased the student retention rate in both adult school and non-credit college courses and student success has increased across the consortia by 20%.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
Responsible person(s)
Name |
---|
Co-location of offerings
Objective that Applies to this Activity
Not Entered
Support/ advocacy role. Instructional Services Agreement. ISA- supports the leveraging of all eligible resources of the Adult Schools and PCCD Colleges to create the best Adult Education program available for adult learners. This will provide a stronger coordinated system of instructional and support services for adult learners. the ISA includes fiscal, educational, materials and capital. All current and proposed Adult Education courses would be eligible through the ISA puts forward their funding sources to produce the best ways to generate more dollars that will fund more courses. Colleges will report the FTES from the classes for the purpose of claiming state apportionment. When available and needed, all facility requests are honored by Adult Education participants. The District and partnering adult school will support assessments and collect outcomes data in order to report learning gains in accordance to the California Adult Education Program and Workforce Innovation and Opportunity Act (WIOA) established procedures.
Review ISA agreement and obtain approvals from all invested partners.
Identify where and what classes will be included in this agreement.
none.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
---|
Flexibility of Delivery (schedules/ online)
Objective that Applies to this Activity
Not Entered
Online classes have new tools, more accessible, computer literacy is better. Package online certificates/ degrees and market as such. CHW certificate program will be offered online in F22 and later offered 1 section online and 1 section at BAS. Will add support to these classes as well- CANVAS support training/ workshops, etc.
Package and advertise the online CHW non-credit programs
Fill 2 sections of CHW programs each semester (70 students)
Continue building relationships with CBO's and Adult school to expand to a 3rd cohort
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Computer Literacy Classes/Soft Skills (new classes
Objective that Applies to this Activity
Not Entered
Employers also see this need. Non-credit certificate on requisite skills. Imbed or integrate skills option and also teach these skills in context. HUSV program exploring non-credit certificate in basic technology skills for human services.
Faculty research and development of course/certificate/ workshop series in requisite basic computer skills.
Course/certificate/workshop series offered
none.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
CTE-related for jobs, pathways and CTE bridge
Objective that Applies to this Activity
Not Entered
Interest in working with CIS program to build a bridge to address the gap that exists in CIS 5 course. Pilot to isolate 5-10 students to receive support. Meet bi-monthly for feedback on what's working. Potential to expand to MM Art, etc.
Partner with dean and CIS faculty to develop and implement a plan to address gaps for adult learners in CIS 5 courses. The intervention would include embedded tutoring to provide just in time learning support as well as targeted learning aids.
Plan developed and piloted
Develop a formal bridge program for returning adults to enter CIS pathway
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Co-location of offerings
Objective that Applies to this Activity
Not Entered
Continue TL colocation at BAS. Counseling class will continue. Next step learning center will refer students to the counseling class. One section of CHW certificate will continue to be offered at BAS if there is student demand. BCC has an interest in exploring the co-location of offerings consortia wide in WG. Potential to offer English or Math bridges by Adult Schools. Backwards referral idea.
Co-locate in-person offerings for CHW certificate or English/math bridge at BAS according to student demand
Determine student demand and expand the program accordingly
Expansion of bridge program in Math and English Bridge to lower barrier in transition between adult schools to community college
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Flexibility of Delivery (schedules/ online)
Objective that Applies to this Activity
Not Entered
Develop new courses, possibly with CIS or Medical Assisting. This will fill classes and allow for expanded FTEF. Non-credit Business English course at Lao Center. Offer CA Preschool Learning Foundations-Eng Lang Development. Variety of courses in child development certificate programs - ESOL / English Intro to Early Childcare education, Family providers. Continue to explore creating non-credit pathways. Another option is ESL-Cannabis. Identify gaps and needs in programs.
Course development: which courses to mirror. Meet w/ESOL faculty and staff tp determine availability for course development. Identify and speak to gaps and need as we focus on course development.
Implementation of courses.
Higher retention and completion.
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 |
---|
Computer Literacy Classes/Soft Skills (new classes
Objective that Applies to this Activity
Not Entered
Tap into current programs that address basic skills using CANVAS, keyboarding, etc. And/or develop a course that integrates these learning experiences. Potential to imbed these in English classes. Internet/ research skills.
Identify the gaps and needs in opportunities for students to hone skills in keyboarding and the use of the Canvas platform, and create classes where non exist if needed.
Review existing classes to assess gaps and needs.
Make classes available to students to increase their skills and make employment more accessible.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
Peer to Peer Mental Health Ambassador
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Berkeley City College will create a new course called HUSV 510 A/B Mental Health Ambassador training I and II. This course will be packaged into the non-credit Community Heath Worker Program and will provide mental health and health services to over 70 students who are unable to access the college provided services as non-credit students. This success incubator model is specific and equitable offering services to students who would otherwise not be eligible.
Pilot the new course in the Fall 2022.
none
none
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
CTE-related for jobs/ pathways and CTE bridge cour
Objective that Applies to this Activity
Not Entered
Contextualized ESOL courses in CIS or Medical Assisting. Child Development courses lead to certificates offered in English and Spanish. Implementation of Non-credit Bridge to Healthcare courses/certificates to support DHTI Partnership
Courses are already in place; we need to ensure that these courses are filled.
Ensure that we meet the enrollment requirements.
Higher retention and completion leading to job opportunities.
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 |
---|
Co-location of offerings
Objective that Applies to this Activity
Not Entered
Faith-based location near Castlemont high school- Office hours for TL at that site. Lao Family Center for ESOL and other classes. TL will return to Eastmont Mall- Alameda County Social Services office hours. TL will also have an office at ACOE new East Oakland site, Parole Office hours will resume as well. Opportunity to host Opportunity Academy students on Campus- can speak with ACOE.
Since sites are already in place, the goal is to maximize attendance through marketing, through advertisement including social media, recruiting, and onboarding.
Maximize our potential to recruit and further serve the community.
Expand our presence in the community and address immediate and long term needs.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
Responsible person(s)
Name |
---|
Flexibility of Delivery (schedules/ online)
Objective that Applies to this Activity
Not Entered
Offering courses in evenings - noncredit Bridge to Credit (Basic English). Adjusting how many hours this will run. Bring back Saturday classes. Offering F2F, mix of Asynch and Synch, online, hybrid, etc. Maintain a range of modalities
Offer courses in the evening. Confirm in CORs the maximum-minimum each class can be offered, and adapt for evening classes to make them more manageable.
Review enrollment, persistence, and retention data to reassess which modalities and schedules work best.
Review enrollment, persistence, and retention data to reassess which modalities and schedules work best.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Computer Literacy Classes/Soft Skills (new classes
Objective that Applies to this Activity
Not Entered
Develop course work- workplace communication Business etiquette- verbal communication, customer service like. Possibly a Learning Resources or ESOL program area. LRNRE 235 Professional Skills for Career Technical Students. Collaborate with APASS (Asian Pacific Islander...) program- connect ESOL and CTE. Offering ESOL Computer Literacy course and runs every year. Develop LRNRE Computer Literacy course too.
Pilot workplace communication course through contract ed. Ask APASS counselors to increase embedded counseling to more sections of ESOL courses. Offer English for Technology every semester.
Faculty submits new course for curriculum approval process. Offer English for Technology every semester.
Offer English for Technology every semester.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - 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 |
---|
CTE-related for jobs/ pathways and CTE bridge cour
Objective that Applies to this Activity
Not Entered
5 Year project with Lao Family. VESOL and CTE Bridge. Opportunity to open other CTE bridge with Mark Martin.
Ongoing - contract education with Lao FDC. Align with Mark Martin's program on curriculum and cross-recruitment. Package and promote VESL credit and non credit certificates.
Ongoing - contract education with Lao FDC. Evaluate and reassess course offerings to meet student outcomes. Track VESL certificates and evaluate offerings are meeting student needs and outcomes.
Ongoing - contract education with Lao FDC. Evaluate and reassess course offerings to meet student outcomes. Explore adapting VESL certificates to contract education or other community-employer-based programs.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - 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 |
---|
Co-location of offerings
Objective that Applies to this Activity
Not Entered
5 Year Project with LAO. VESOL and CTE Bridge are co-located with Lao. Also offering OACE GED/ Spanish GED at Laney. Offering OACE Bankworks at Laney. Expanding to other OACE basic skills courses for students that need shorter/ targeted skills on Laney Campus.
Ongoing - classes offered at Lao FDC. Renew MOU with OACE to offer GED and other courses on campus. Integrate OACE into the campus community, to increase referrals to OACE for basic skills from Math and English.
Ongoing - classes offered at Lao, and OACE classes offered on campus. Identify 1-3 CBOs to expand contract ed. Cross train faculty and counseling team to refer students to OACE for basic skills. Review AB705 data to evaluate OACE-basic skills process.
Ongoing - classes offered at Lao, and OACE classes offered on campus. Evaluate expanded contract education offerings and consider collaboration with other departments to expand content and certificates available to students. Review AB705 data to evaluate OACE-basic skills process.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - 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 |
---|
Flexibility of Delivery (schedules/ online)
Objective that Applies to this Activity
Not Entered
PAS has expanded their online offerings for CTE. The HS diploma program in now offered in-person and online. There is exploration of ESL offerings which will be scheduled responsive to student need and availability.
Pilot 1 - 2 ESL class(es) & 1 additional CTE class
Develop leveled ESL class program
Review and adjust ESL program based on community needs
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Computer Literacy Classes/Soft Skills (new classes
Objective that Applies to this Activity
Not Entered
PAS has expanded their offerings to include stand alone computer classes.
Review and expand computer offerings
Offer industry certifications in computers
none
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
---|
CTE-related for jobs/ pathways and CTE bridge cour
Objective that Applies to this Activity
Not Entered
Explore, learn, look into the potential- currently all CE classes are computer classes ( Python Coding, Microsoft Office, Google Suite). There is an interest in offering ESL classes to the Piedmont Community. These could be specific and might focus on caregivers.
Review and expand computer offerings
Offer industry certifications in computers
N/A
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
---|
Flexibility of Delivery (schedules/ online)
Objective that Applies to this Activity
Not Entered
Working to create flexibility of delivery through offering blended learning. Various modalities. Offering PD to promote culture change to offer instruction in times and places based on student needs. Implementing CANVAS system to assist in various modalities. Looking at OWL camera device to offer real time distance learning environment.
15 teachers will have participated in focused professional learning activities to support blended learning practices.
N/A
Nearly all BAS classes can be accessed through in-person or by teleconference, synchronously or asynchronously.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Computer Literacy Classes/Soft Skills (new classes
Objective that Applies to this Activity
Not Entered
Exploring License to system called Northstar- digital literacy skills. This will allow BAS to use it to screen students understanding of tech, staff who are not digital natives.
60% of students earning a high school diploma or equivalent or demonstrating a measurable skill gain in intermediate ESL will have passed three digital literacy assessments.
N/A
Digital literacy skills will be integrated into instruction across BAS
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Access to Counseling to Improve Transitions
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Advocate for and seek opportunities to bundle adult education college counseling needs with existing college programming such as Career Education or Dual Enrollment. This position would begin to support adult education students transitioning into the colleges by focusing on student retention, offer courses targeting adult school students interested in transitioning to the college and provide workshops for an adult education population. The overall goal is to imbed college counseling into the adult education transition process at each Peralta College.
Hire a 1.0 FTE adult education and K12 Dual Enrollment counselor at Berkeley City College for the Spring 2023 semester. Using this same model, identify another bundled opportunity at another Peralta College to begin scaling this program to all 4 Peralta Colleges.
Hire a second 1.0 FTE adult education counselor bundled with another Peralta college such as Merritt College, Laney College or College of Alameda.
Collect/analyze data on student transitions with support of counseling services. Work with Academic Senate, Student Services, etc. to hire up to two other 1.0 FTE counseling positions.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - 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 |
---|
Access to Counseling to Improve Transitions
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Being able to connect with the Transition Liaisons is a huge help in navigating the college application and enrollment process. AOA wants to reconnect with newer staff. Students must complete a Individualized Learning Transition Plan (ILTP). BAYAC volunteers supports students with college enrollment process.
100% of students at AOA will complete a transition plan to better address college and career planning. AOA will reestablish their partnership with Peralta community college liaisons in order to better transition graduating students into community college. !00% of graduating students will have completed their FAFSA and would enroll in community college.
All graduating students will have completed their FAFSA, Dream Act forms, or other financial aid forms in preparation for transitioning into community college.
All graduating students will received college counseling or career counseling either through Peralta college or though new partnership with Grand Canyon University.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
Responsible person(s)
Name |
---|
Student Retention and Completion Strategies
Objective that Applies to this Activity
Improve Integration of Services & Transitions
The consortium will host professional development trainings on retention and completion to aid us in the development of high yielding strategies. This professional development series will explore the economic, geographic and housing factors that affect a students participation in our region. These professional development sessions will focus on understanding the drivers of student retention and completion and effective strategies that contribute to high retention and completion rates. These sessions may include but are not limited to tutoring, childcare, providing resources like Chromebooks and hotspots, employing social media, case loading and/or imbedding support services intro adult education programming.
Research and offer 1-2 Professional Development opportunities in the 22/23 school year.
Offer 2-4 professional development opportunities per year.
Review retention and completion data with with the team to implement appropriate learned strategies for adult education learners.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
Student Retention and Completion Strategies
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Laney College will add a follow up step in the ESOL enrollment process that targets ESOL students who went through the Guided Self Placement (GSP) process but did not end up enrolling in an ESOL course. Enrollment data shows that 50% of the students who participate in the Guided Self Placement process do not end up enrolling in an ESOL course.
Clarify the roles and responsibilities in this ESOL student enrollment process between the ESOL Student Enrollment Support position and/or Transition Liaison and the Welcome Center staff. Pilot this initial process in the 22/23 academic year.
Develop metrics to regularly and accurately review and evaluate ESOL student enrollment with persistence and retention data.
Respond to changes in enrollment process and trends in student enrollment and adapt ESOL student Enrollment Support.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Student Retention and Completion Strategies
Objective that Applies to this Activity
Improve Integration of Services & Transitions
To address retention, the Berkeley Adult School data taskforce will focus on data accuracy in collection and reporting to pinpoint where a student becomes disengaged and how this can be addressed in the retention funnel.
The Berkeley Adult School data taskforce will establish data collection protocols that will provide data in confidence by June 2023.
The Berkeley Adult School will use student participation data to develop a process for implementing interventions to increase student retention by June 2024.
none
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Increase Student Support Services
Objective that Applies to this Activity
Improve Integration of Services & Transitions
The College of Alameda (COA) Transition Liaison Project Manager will help navigate, advocate and provide access to the student support services offered on campus including the mobile pantry. COA is looking to centralize all of the campus funded and leveraged CBO support services into one location and hire a Basic Needs Coordinator to manage it all.
Once the Basic Needs Coordinator is hired, the Transition Liaison will facilitate coordination with the basic needs coordinator on the Mobil pantry resources.
A seamless transition for adult education students to access the mobile pantry.
none
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to ASE (AE 500 - Overall)
Responsible person(s)
Name |
---|
Partnerships with CBOs
Objective that Applies to this Activity
Improve Integration of Services & Transitions
The College of Alameda is looking to re-establish a partnership with the San Leandro Juvenile center and other CBO partners.
Re-engagement with CBO's by setting up introductory meetings and attending events.
none
The long term goal is to re-engage with CBO's and have a strong pipeline and pathway.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
---|
Partnerships with CBO's
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Berkeley City College (BCC) would like to establish that all partnerships moving forward offer paid work experience opportunities, develop clear objectives and include mentorship. BCC will also continue the Upward Scholars partnership and try to replicate these supports inside the college.
Expand the number of students supported by Upward Scholars from 15 to 20 in the 22/23 academic year.
Continue to expand the partnership with Upward Scholars.
none
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
---|
Partnerships with CBOs
Objective that Applies to this Activity
Improve Integration of Services & Transitions
There is an opportunity to partner with and offer targeted courses to the Young Adult Program (YAP) serving OUSD students with disabilities, ages 19-21. The Laney College Transition Liaison Project Manager and adult ed can offer those pre- steps prior to enrollment.
Continue offering dual enrollment classes for YAP OUSD students. Explore opportunities to expand offerings to adults with disabilities who hava aged out of OUSD, for example, regional centers.
Continue offering dual enrollment classes for YAP OUSD students. Identify and pilot 1-3 partner to offer to adults with disabilities who have aged out of OUSD, for example, regional centers.
Continue offering dual enrollment classes for YAP OUSD students. Evaluate and reasses partnerships and consider further expansion.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Partnerships with CBOs
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Review and catalog current partnerships with CBOs. Seek new partnerships where appropriate.
Catalogue current CBO partnership and post to the NAAEC website.
Analyze data from current partnerships to decide with whom new partnerships are needed. Enter into new partnerships where appropriate.
Host CBO convening with members (town hall) to invite them in on planning, goals, etc.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Partnerships with CBOs
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Piedmont Adult School (PAS) has resource binders full of services/ CBOs that offer needed services. Getting to know each provider better and being able to facilitate a warm hand off would be more helpful that a catalogue. PAS is currently connected to local CBOS- transitional housing location, OUSD parent resource specialist and parole board to offer services to other clients. An idea might be to replicate the same resource fair/ presentation idea: host zoom call quarterly- share resources between agencies.
Explore online resource fair
Develop systematic way for students to connect with resources on a semester by semester basis
none
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- 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)
Responsible person(s)
Name |
---|
Partnerships with CBO's
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Merritt College will continue its partnerships with IT Biz, DHTI, Lao Center and expand non-credit courses that are currently offered to different sites.
Continue to create a smoother transition process, etc. CCCApply, FAFSA application process.
Expand our CBO base.
Create non-credit programing for these specific organizations
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Increase Student Support Services
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Alameda County Office of Education- Opportunity Academy (AOA) is trying to connect with CBOs such as La Familia, YEP, etc. who offer case management services, refer students to these agencies and track their progress. AOA will also increase specialized tutoring services, offering intensive/inclusive support services for ESL, FY/HY- get ed mentors for students extended through 21st birthday. These activities also align with AOA's LCAP 3 Year Plan.
AOA will continue to collaborate and partner with the SEL department of ACOE to provide professional development for all staff in order to provide student with strategies they can use to reduce mental health crisis.
AOA will have a MOU in place with community based organization that provide wrap around services to reduce barriers to education.
AOA Administrator will leverage its partnership with YEP, Next Step Learning Center, La Familia, Civicorps, REACH, and any future partnerships with community based organizations to provide wrap around services to those students who many be experiencing barriers such as housing, transportation, or finances, that will hinder student access to college and career opportunities, earning their High School Diploma, participating in job readiness and/or internships, apprenticeships, dual enrollment, etc
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
---|
Student Retention and Completion Strategies
Objective that Applies to this Activity
Improve Integration of Services & Transitions
The graduation rate is high at AOA, students are invested as they are a part of the instructional design for their learning and pathway. Communicate through the lens of career before college to resonate with adults who are seeking employment and a better living. Still seeking ways to stabilize our community.
100% of students will have an education pathway specifically designed for each student. Each students will complete their individualized learning and transition plans which will include plans for college and career. The school will connect students to college and career resources that will best meet each student's goals.
The school will retain 5% more students yearly to complete their high school diploma for graduation.
The school will retain 10% more students yearly to complete their high school diploma for graduation.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
Responsible person(s)
Name |
---|
Student Retention and Completion Strategies
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Can always improve retention. CASAS data shows that AAS is doing better than state average. Varies by program - ESL lower levels 1-3 attendance is strong. Higher levels have dropped off. Childcare in the morning assists in retention/ completion. HiSET/ HSD retention is low. Unsure of exact reasons. Developing plan to address student needs.
During the 2021-22 school year, key ABE/ASE staff & teachers at our local adult schools have begun meeting quarterly online to strategize around issues affecting our HSD/E programs, including retention. During the 2022-23 school year, continue with these monthly meetings if they seem helpful. Also, AAS has bimonthly HSD/E meetings to review data and strategize around HSD/E issues, including retention; continue with these meetings.
Continue with ABE/ASE internal data meetings as well as regional ABE/ASE adult ed meetings.
Continue with ABE/ASE internal data meetings as well as regional ABE/ASE adult ed meetings.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
Responsible person(s)
Name |
---|
Partnerships with CBOs
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Open to other and new partnerships. Currently has a solid relationship with Alameda Reads - library literacy program. Upward Scholars will meet this year with counselor.
Establish another partnership with a community org during the 2022-23 school year. Prioritize organizations that work with similar populations as our students.
By 2025, have 2-5 established partnerships with community orgs. Prioritize orgs that work with similar populations as our students.
none
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Increase WFDB and Employer Partnerships
Objective that Applies to this Activity
Improve Effectiveness of Services
Strengthen partnership with Oakland and Alameda County WFDB through AJCC Mandated Partners MOU. Better align CAEP efforts with SWF efforts. Invite employers where appropriate to the Bridge Taskforce and other convenings to ensure our CE discussions are informed by labor market and employer data.
Review Mandated Partners MOU in detail with Working Group & Cabinet. Discuss need for employers at Bridge Taskforce. Review labor market data to inform CE offerings. Develop list of potential employers to collaborate with.
Seek alignment with AJCC MOU and NAC plans. Attend SWF college meetings. Backwards develop CE bridge with employer at the table.
Develop 1-3 aligned adult ed to college CE program that are industry led and employer contributed.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Communicate journey to students ("map")
Objective that Applies to this Activity
Improve Effectiveness of Services
Design a student journey map for virtual display and physical display in alignment with college district's CE map.
Gather all college and workforce journey maps in the region. Seek designer quotes. Hire contractor to work with NAC on the map.
Map design completion. Make map available to students. Reiterate the map where necessary annually.
Reiterate map on annual on-going basis for consistency and accuracy of data.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Data Capabilities- gather, interpret, inform
Objective that Applies to this Activity
Improve Effectiveness of Services
Attend CAEP data trainings for TE. Launchboard, etc. Host annual convening to review Collective outcomes. Use data to inform CAEP annual plans. Conduct a college course coding review to identify where adult ed classes exist in the non-credit course offerings. This will identify where CE deans can leverage CAEP grant dollars and identify programs and courses with a successful pipeline from non-credit and those that may benefit from a stronger non-credit component. This course coding review will also assist PCCD IR department with logic/coding for transitions and other metrics to be included in Adult Ed Data dashboard.
Develop trainings calendar, seek opportunities for PD. Develop meeting calendar for annual data review session. Meet w/PCCD IR. Conduct a college course coding review to map out transitions from non-credit to CTE and credit programming.
Data taskforce evolution. Work with CE Deans at each college to understand where adult ed programming lives in each of their non-credit programs, which programs have a successful pipeline fed by non-credit programming and which program areas do not.
Overall improvement of data gathering (systems); use of data in decision making (plans/goals/outcomes); tracking. Work with PCCD IR Department to include the course coding and other CAEP metrics into a Adult Education Dashboard accessible to all adult school partners and the public.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - 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 |
---|
Student Management System
Objective that Applies to this Activity
Improve Effectiveness of Services
Implement a student management system to support our data input and tracking of student transitions, referrals and progress.
Seek software platforms to meet the needs of our Collective. Host demo meetings for members, IR and IT department. Decide on a platform. Develop data tracking metrics to be used across the board and tracked.
Hire contractor, implement system, host user trainings.
Analyze data and reiterate where appropriate.
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)
- 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 |
---|
Iterating Consortia Operations
Objective that Applies to this Activity
Improve Effectiveness of Services
Continue to improve upon consortium operations to enhance member transparency, student outcomes, and partnership evolution.
Reiterate member effectiveness process. Hire fiscal support contractor. Train w/fiscal agent finance team. Report monthly on fiscal status to Working Group
Finalize member effectiveness process for annual use. Hire part-time support (not contractor). Review and reiterate processes as appropriate
Review and reiterate processes where appropriate.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Partnerships with CBOs
Objective that Applies to this Activity
Improve Integration of Services & Transitions
AOA has established relationships i.e. LaFamilia, Host sites, etc.
AOA will continue its partnerships with number of community based organizations providing students with resources necessary to complete their high school diploma.
AOA will seek additional partnerships with community based organizations to provide necessary supports to address housing, food, and other insecurities.
AOA will increase its partnerships with CBOs by 1 per year.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
---|
Access to counseling to improve transitions
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Counseling is offered at AAS. Will need to strengthen relationship with TL moving forward.
COA TL and/or Laney TL will begin making campus visits to AAS during the 2022-23 school year.
By 2023-24, COA TL or Laney TL will begin offering office hours at AAS during the school year, ideally twice per month.
COA TL and/or Laney TL feels like a regular member of AAS community, students have easy access to her.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Computer Literacy Classes/Soft Skills
Objective that Applies to this Activity
Not Entered
Partnerships with 5 orgs that offer soft skills and CE pathway bridging. Could develop MOU with Tech exchange to build computer literacy courses.
AOA will reach out to Tech Exchange to determine what programming in their organization they could offer to AOA students related to computer literacy skill building.
AOA will have a MOU in place or other agreement in place by the Spring of 2023 with Tech Exchange or other community based organization or community college offering basic computer literacy skills.
At the end of the 3-year plan is the goal of AOA to have at least 10% of it students taking and completing a soft skills program or computer literacy program.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
---|
CTE-related for jobs/ pathways and CTE bridge pro
Objective that Applies to this Activity
Not Entered
Desire to develop ECE co-op (connect with Merritt's program). OA CE faculty to participate in Bridge taskforce. OA continues to receive funding from K12 SWP grant that provides CTE related internship opportunities for youth 18 years and older. As well, all summer bridge programming is available for all students through the K12SWP grant at all the Peralta colleges and Chabot college.
10% of AOA's total school population will have completed one of the 3 CTE pathways offered at the school including ECE, Education training, or human services by the end of school year 2022-23
AOA will begin the conversation with Merritt college in developing a ECE co-op program for AOA students needed childcare in order to attend school, internships, or work.
At the end of the 3 year plan is it is the goal of the school to have in place a partnership with an ECE program that will be able to serve AOA students with direct ECE training and internships and childcare services on a sliding scale.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
Responsible person(s)
Name |
---|
Co-location of offerings
Objective that Applies to this Activity
Not Entered
Desires to have a presence on a college campus. Small group instruction offered. Dual-enrollment would increase for students to work on high school diploma and college courses concurrently. Benefit of working on diploma vs. GED students are able to build the skill they are working on versus be taught to the test.
AOA will establish a MOU or contract with one of the 4 Peralta campuses to establish an AOA site on one of the college campuses.
By June 2023, AOA would like to go before the Alameda County Board of Education with a material revision allowing AOA to establish a site at one of the 4 Peralta College Campuses.
At the end of the 3 year plan, AOA will have a full partnership with the Peralta Colleges that will allow students to earn their high school diploma and concurrently enroll in community college course work.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
Responsible person(s)
Name |
---|
Flexibility of Delivery (schedules/ online)
Objective that Applies to this Activity
Not Entered
Offerings and modality shifts have happened all year and will continue. 2 days Face to face and 2 days online- re-shift; small class sizes- re-shift. Student surveys to determine what preferences are and use data to make future planning decisions. Maintain open ear to address variability of students/ factors.
Moving forward, our ESL class in 2022-23 will be mostly all in-person, with morning classes starting at 9am and evening starting at 6pm, for 3 hours @4 days per week. 3 ESL classes will maintain a hybrid model, employing 3 days a week in person and 1 day a week online. Our CTE classes will continue to be offered using a HyFlex model, and our HSD/E classes will also be offered using a HyFlex model.
Continue to survey students to ensure our programmatic schedule and modalities fit the needs of as many learners as possible.
Continue to survey students to ensure our programmatic schedule and modalities fit the needs of as many learners as possible.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Computer Literacy Classes/Soft Skills
Objective that Applies to this Activity
Not Entered
Two tiered computer literacy course is currently offered. This could be cut depending on budget. Other soft skills - ESL department runs the Civic modules and employment module houses the soft skills often discussed. Cultural mannerisms, expectations of workplace, etc. @Levels 2-6.
Currently exploring employing a 3 tier Computer literacy class for 2022-23, beginning with a basic computer literacy course, and then offering our two-tiered Modern Office Technology Series which build upon those foundational skills. Our EL Civics modules in our ESL classes will continue to focus on soft skills in the employment unit.
Continue with digital literacy classes and EL Civics modules.
Continue with digital literacy classes and EL Civics modules.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
CTE-related for jobs/ pathways and CTE bridge
Objective that Applies to this Activity
Not Entered
Interest in bringing back Optometric Training course (4 week intensive) with added support for ESL as needed (I-BEST). MOT 1 and MOT 2 feeds into the Optometric training course. Open to more opportunities in CTE.
Relaunch Optician Training course in the 2022-23 school year; work with consortia to explore other local partnership that could evolve into new ibest classes (CTE & ESL) course offerings.
Based on consortia help during 2022-23 school year, launch a new IELCE with IET course (ESL & CTE) in the 2023-24 school year.
Continue with new course which was launched during the 2023-24 school year; review and revise course as needed.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Alameda Co. Office of Education | $981,904 | Certified |
Alameda Unified | $1,069,047 | Certified |
Berkeley City College | $0 | Certified |
Berkeley Unified | $3,598,526 | Certified |
College of Alameda | $0 | Certified |
Laney College | $0 | Certified |
Merritt College | $0 | Certified |
Oakland Unified | $2,529,263 | Certified |
Peralta CCD | $0 | Certified |
Piedmont City Unified | $378,966 | Certified |
Totals | $8,557,706 | 10/10 Certified |
The CAEP funds received to the operation of the consortium will continue to fund appropriate staffing of the department. We will continue to invest in collective outreach/marketing efforts on behalf of the members. Our goal to increase professional development opportunities will be a focus over the next few years as new representatives for members rotate in and out. Additionally, we will be working to strengthen relationships with the college departments that significantly overlap with our efforts, such as Strong Workforce, Career Education and Noncredit programming. As we seek to implement a consortium wide tracking system, some of our funds will certainly be allocated to that tremendous effort. All member allocations will continue to fund the adult school operations as their primary source of funding to staff the classrooms with teachers and the school with appropriate management and staff. The adult education programming will continue to be the focus of the allocation to serve the adults in our region who need and access our programs and services. As other grant opportunities become available we will seek to secure those funding opportunities to help expand and maintain our levels of programming and service. We are working with the college district's Career Education committee to access Strong Workforce and noncredit funding that can be leveraged with our CAEP dollars.
Certification
Alameda Co. Office of Education - Member Representative
Monica Vaughan - Chief of Schools
- mvaughan@acoe.org
- (510) 670-4590
Tracey Burns - tburns@acoe.org
Alameda Unified - Member Representative
Pasquale Scuderi - pscuderi@alamedaunified.org
Dr. Lisa Gonzalves - Interim Principal
- lgonzalves@alamedaunified.org
- (510) 522-3858
Berkeley City College - Member Representative
Dr. Angelica Garcia - President
- angelicagarcia@peralta.edu
- (650) 738-4437
Lisa Cook - Dean of Liberal Arts and Social Sciences
- lrcook@peralta.edu
- (510) 981-2939
Berkeley Unified - Member Representative
Ruben Aurelio - Associate Superintendent
- rubenaurelio@berkeley.net
- (510) 644-6257
Thomas Reid - Priincipal
- thomasreid@berkeley.net
- (510) 644-6130
College of Alameda - Member Representative
Nathaniel Jones III - President
- nathanieljones@peralta.edu
- (410) 952-3652
Paula Armstead - Associate Dean
- parmstead@peralta.edu
- (510) 748-5255
Laney College - Member Representative
Dr. Rudolph Besikof - President
- rbesikof@peralta.edu
- (510) 464-3236
Elizabeth Maher - Dean of Liberal Arts
- emaher@peralta.edu
- (510) 917-1919
Merritt College - Member Representative
Dr. David Johnson - President
- dmjohnson@peralta.edu
- (510) 436-2501
Chriss Foster PhD - Professor English/Psychology
- cfoster@peralta.edu
- (510) 434-3897
Marie Amboy - Dean, Allied Health and Public Safety
- mamboy@peralta.edu
- (510) 436-2515
Oakland Unified - Member Representative
Matin Abdel-Qawi - Network Superintendent
- matin.abdel-qawi@ousd.org
- (510) 879-4118
Kim Jones - Interim Director
- kim.jones1@ousd.org
- (510) 273-2310 ext: 2311
Peralta CCD - Member Representative
Dr. Stephanie Droker - Interim Deputy Chancellor
- sdroker@peralta.edu
- (510) 466-7218
Shemila Johnson - srjohnson@peralta.edu
- (510) 466-7247
Piedmont City Unified - Member Representative
Randall Booker - rbooker@piedmont.k12.ca.us
- (510) 594-2614
Ms. Shannon Fierro - Director of Adult Piedmont Adult School
- sfierro@piedmont.k12.ca.us
- (510) 594-2791