CAEP Three-Year Plan: 2022-23 43 Rancho Santiago Adult Education Consortium
Status: Certified
California Adult Education Program
43 Rancho Santiago Adult Education 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) | 36,820 | 28,613 | 29,471 | 30,355 | 31,265 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 17,777 | 14,260 | 14,687 | 15,127 | 15,580 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 32,101 | 25,302 | 26,061 | 26,842 | 27,647 | |
Student Barriers | Low Income (AE 310 - Overall) | 13,557 | 9,387 | 9,668 | 9,958 | 10,256 |
Member Level Metric Targets
* Mandatory for all members
Garden Grove Unified (Reported by Garden Grove Unified School District (GGUSD))
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) | 2,090 | 1,172 | 1,207 | 1,243 | 1,280 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 120 | 123 | 127 | 131 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 66 | 35 | 37 | 38 | 40 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 69 | 64 | 66 | 68 | 70 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 813 | 124 | 150 | 155 | 160 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 1,086 | 487 | 501 | 516 | 531 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 52 | 56 | 58 | 60 | 62 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 81 | 60 | 62 | 64 | 66 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 132 | 36 | 37 | 38 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 167 | 36 | 37 | 38 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 78 | 40 | 42 | 44 |
Orange County Department 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) | 0 | 0 | 0 | |||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
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) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Orange Unified (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) | 0 | 0 | 0 | |||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 1 | 2 | 3 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 1 | 2 | 3 | |||
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 | 1 | 2 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Rancho Santiago CCD (Reported by Rancho Santiago 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) | 26,363 | 26,964 | 27,772 | 28,605 | 29,463 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 4,309 | 4,438 | 4,571 | 4,708 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 781 | 300 | 309 | 318 | 327 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 1,236 | 741 | 763 | 785 | 808 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 4,132 | 2,296 | 2,364 | 2,434 | 2,507 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 5,092 | 832 | 857 | 882 | 906 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 443 | 193 | 198 | 204 | 210 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 8,419 | 4,571 | 4,708 | 4,849 | 4,994 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 1,430 | 1,473 | 1,517 | 1,562 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 3,440 | 3,543 | 3,649 | 3,758 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 1,620 | 1,668 | 1,718 | 1,769 |
Santa Ana Unified (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) | 0 | 0 | 0 | |||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
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) | 0 | 0 | 0 | |||
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 |
---|---|---|---|---|---|---|
Garden Grove Unified | 100% | 100% | 34% | 60% | 60% | 60% |
Orange Unified | 100% | 100% | 41% | 60% | 60% | 60% |
Rancho Santiago CCD | 100% | 100% | 22% | 60% | 60% | 60% |
Objectives
Address Educational Needs
RSAEC will address the educational needs of its region by identifying gaps in services, increasing resources and implementing strategies to increase capacity, expand facility accessibility and develop innovative curriculum and services to serve the consortium’s adult students.
OBJECTIVES TO ADDRESS GAPS IN SERVICES
- In an effort to increase capacity, RSAEC will continue to develop innovative courses and certificate programs that will help create middle-skills workers. RSAEC is working closely with and following the Strong Workforce mission of “More and Better” as well as following the missions of CAEP and WIOA II in creating contextualized based learning for students who need basic skills. In creating more opportunities for ESL and ABE students in the area of career education, RSAEC will better prepare them to enter middle-skills jobs with high-wage potential.
- In the area of instruction, curriculum development, and student services, RSAEC will continue to fund existing CAEP employees and look for ways to expand this valuable resource. To effectively work on all of the gaps identified, full-time faculty and TOSA’s must continue to oversee this important work and develop new curriculum and articulation agreements to meet the needs of the students and Orange County’s Workforce.
- The strategy for increasing capacity in the area of facilities is to continue to open new sites in areas, which are densely populated with underserved students as well as continue to update current facilities to meet the needs of RSAEC’s adult learners. New technology, class materials, infrastructure, furniture, and support staff will be funded to meet the needs at the facilities and to aid students preparing to go into the workforce or continuing in higher education for degree or certificate attainment.
- RSAEC will engage in a full-scale marketing campaign to increase awareness of the CAEP programs offered by RSAEC members. This strategy will involve mailers, radio ads, increased social media presence, new signage, outreach events and the creation of a registration exit poll. The goal is increase capacity by delivering information on student services, tuition-free, non-fee-based courses, and certificate programs to the region.
- Due to the challenges of returning to in-person classes after the Covid-19 closures, strategies to address student needs as well as continuing with a mix of learning modalities including, online, hybrid, hyflex, remote live and in-person class offerings will be a top priority. The strategies to meet the needs of RSAEC students as the nation and region emerge from the pandemic include incorporating additional remote, online and blended learning opportunities into the scheduling as well as the return to in-person instruction and support services. In addition, RSAEC will continue to offer additional student support services through increased counseling hours and locations, as well as textbook and computer loaner programs. In addition, the college campuses will offer weekly food pick-up at food pantries located at SCC and SAC.
Improve Integration of Services & Transitions
RSAEC will improve the integration of services and transitions by identifying objectives and key strategies in the areas of seamless transitions and student acceleration.
OBJECTIVES TO ADDRESS SEAMLESS TRANSITIONS
- Create contextualized-based curriculum to enable ESL and ABE students to seamlessly transition into higher-level career education courses and programs for certificate and/or degree completion.
- Continue to hold industry roundtables in the area of Healthcare/Medical Occupations so that much needed programs can be developed in this area. Meet and collaborate with community and industry partners so that the curriculum being developed leads to industry recognized certifications and/or licenses. Continue to develop healthcare curriculum that allows students to follow a path to employment success by incorporating stackable certificates that lead to higher wages or higher degree/certificate attainment.
- Increase the number of online and/or face-to face courses and programs in career education that transition students into a higher-level certificate or degree program. Work collaboratively with the credit faculty to create articulation agreements within career education so that students can seamlessly transition into a pathway, which will lead to employment.
- RSAEC will continue to work on implementing AB705 with each member’s credit college counterparts. AB705 has changed how colleges place students and has opened up new challenges for students who still require help in English and math basic skills. RSAEC will continue to address new ways to assist students transitioning from noncredit/adult education courses to college credit courses such as creating college preparatory classes and/or support classes where needed.
- Continue to investigate other Adults with Disabilities Programs and Services as well as best practices used at other consortia. Develop new courses and certificates to serve this population with career and educational transition goals with an emphasis on directly engaging students with coursework and support services which will lead to Competitive Integrated Employment.
OBJECTIVES TO ADDRESS STUDENT ACCELERATION
- In the area of contextualized-based learning, one of RSAEC’s goals is to continue to create new opportunities for ESL students to benefit from co-enrolling in career education courses. The strategy is to create contextualized courses and to provide resources so that curriculum provides scaffolding, which leads to student success.
- Continue the work on creating stackable certificates, which will allow students to increase their skills and obtain certificates within 6-12 months. In addition, revise current career education programs to incorporate stackable certificates recognizing milestones, which will motivate students to complete their chosen career pathway.
- With the re-opening of school campuses post COVID-19 closures, RSAEC members will continue to work collaboratively to incorporate remote and distance education modalities into the CAEP program areas, including ASE, ABE, ESL, Citizenship, Adults with Disabilities, and short-term career education. At RSCCD, the goal will be to continue to encourage instructors to sign-up and complete the Online Teaching Certification. Within the consortium, efforts will be made to increase professional development in the area and to add the distance education component to revised curriculum.
Improve Effectiveness of Services
RSAEC will continue to improve the effectiveness of services by building on successful past practices and looking for new and innovative ways to leverage resources. In addition, RSAEC will incorporate consortium-wide professional development to assure that all students are receiving equitable educational and support services.
OBJECTIVES TO ADDRESS LEVERAGING RESOURCES
- RSCCD will continue to leverage resources with SAUSD, GGAE and OUSD in order to offer classes at their facilities. The unified school districts will provide the facilities and RSCCD will provide instruction and services. GGAE will leverage resources and classrooms that are equipped for career education courses such as automotive repair, welding, and computer skills so that GGAE students can earn career education certificates tuition-free. RSCCD will continue to provide classes at SAC-SCE and SCC-SCE during OUSD and GGAE’s summer closure.
- RSAEC will continue to leverage resources with the Department of Rehabilitation (DOR). Since 2017-18, DOR has been co-located at one of the consortium sites, giving students with disabilities access to job placement and student support services. DOR clients are able to enroll in adult education programs to increase their skills in order to explore and find new career pathways.
- RSAEC will continue leveraging resources with the Santa Ana Work Center, which is one of three Workforce Development Boards located in Orange County. Since 2017-18, the Santa Ana Work Center has been co-located at one of the consortium sites, which gives students access to career planning, counseling, and job placement services.
- RSAEC will continue to leverage funding with various initiatives such as WIOA Title II, Strong Workforce Program, Student Equity and Achievement Program, Cal Perkins, CalWorks, LCFF, and others. Working together on common objectives will allow RSAEC to reach more students without duplicating effort. Leveraging of both funds and services is an integral part in the continuing efforts to break down silos so that it becomes second nature for different departments, schools, and districts to work together to achieve common goals.
OBJECTIVES TO ADDRESS PROFESSIONAL DEVELOPMENT
- Collaborate consortium-wide through professional development workshops that focus on training instructors and counselors in online and remote instruction and conferencing. To continue to support distance education modalities, more professional development will be provided to incorporate online resources such as ZOOM, CANVAS, Google Classroom, and Cranium Cafe.
- Collaborate consortium-wide through professional development workshops that focus on training classified staff to assist students remotely with questions regarding admissions and records, completing course registrations, and requesting transcripts and program certificates. With more students remaining online, RSAEC’s classified staff will need to continue assisting students remotely through online resources such as ZOOM, Jabber and Cranium Cafe.
- Continue to support consortium-wide professional development by funding keynote speakers for the bi-annual professional development weeks taking place in the fall and spring.
- Continue to fund state-wide conferences as well as CAEP approved national conferences to provide training to faculty/instructors, staff and administrators to promote and implement CAEP programs. In addition, continue to fund consortium-wide local professional development training and workshops in all of the CAEP program areas.
- Investigate and provide opportunities for faculty/teachers and classified/clerical staff to participate in equity training. In the area of curriculum, provide professional development opportunities to assist instructors to look at course materials with a greater awareness of social injustices such as updating history curriculum to portray a more accurate version of events. In addition, provide trainings to enhance our student services so that all employees are able to assist our students with an equity lens in place.
Activities & Outcomes
GGAE and SAC Career Education Pathways
Objective that Applies to this Activity
Improve Integration of Services & Transitions
INPUTS: In order to accomplish our set of activities, we will need the following:
- Students
- Faculty
- Staff
- Administration
- Facilities
- Equipment
- Registrar
- Outreach
- Research/Data
- RSAEC Members
- RSAEC Community Partners
- Industry
- Technology
ACTIVITIES: In order to address our problem or asset we will accomplish the following activities
- Identify/hire staff
- Update/maintain facilities
- Meet/collaborate with CAEP consortia
- Meet/collaborate with community and industry partners
- Align courses in pathways
- Schedule classes
- Promote classes
- Research and implement the Guided Pathways Initiative
- Hold outreach events
- Create student educational plans to incorporate career class opportunities
- Leverage resources to offer Community College Career Education courses at GGAE
OUTPUTS: We expect that once accomplished, these activities will produce the following evidence or service delivery
- Increase number of CTE classes offered at GGAE
- Increase the number of community college CTE classes offered at GGAE
- Increase the number of pathways with aligned courses
- Increase the number of outreach events
OBJECTIVES:
Objective 4: Plan to address the gaps in services
Objective 5: Plan to employ approaches proven to accelerate a student’s progress toward their academic/career goals
Objective 6: Plan to address consortium-wide professional development
Objective 7: Plan to leverage funding, resources and facilities
ASSUMPTIONS:
- Will the target population be aware of the career education programs offered at GGAE?
- Is the target population willing to participate/enroll in career education courses at GGAE?
- Will the funding/resources be adequate and available?
Will the program completion outcome also be the goal of the target population?
External Factors:
- Limited funding to support multiple CTE courses without fees.
- Innovative programs can be difficult to garner start-up support.
- Available facilities and equipment may not match needs/interests of the target population.
We expect that once accomplished, these activities will produce the following evidence or service delivery
- Increase awareness of career education classes and career pathways at GGAE
- Increase the number of students enrolled in CTE classes and career pathways at GGAE
We expect that if accomplished these activities will lead to the following changes in 1-3 years
- Increase the number of CTE classes completed at GGAE
We expect that if accomplished these activities will lead to the following changes in 3-5 years
- Increase the number of CTE certificates completed at GGAE
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)
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
Responsible person(s)
Name |
---|
Expansion of Distance Education Support Services
Objective that Applies to this Activity
Improve Effectiveness of Services
In order to accomplish our set of activities, we will need the following:
- Students
- Faculty
- Staff
- Administration
- Facilities
- Admissions and Records
- Research/Data
- RSAEC Members
- RSAEC Community Partners
- Industry
- Subject Matter Experts
- Technology
- Equipment
OBJECTIVES
Objective 4: Plan to address the gaps in services
Objective 5: Plan to employ approaches proven to accelerate a student’s progress toward their academic/career goals
Objective 6: Plan to address consortium-wide professional development
ACTIVITIES: In order to address our problem or asset we will accomplish the following activities
- Professional development
- Research best practice models
- Identify/hire staff
- Curriculum team writing opportunities
- Online teacher training
- Identify classes for online delivery
- Create distance education addenda for curriculum approval
- Develop a face-to-face online orientation workshop
OUTPUTS: We expect that once accomplished, these activities will produce the following evidence or service delivery
- Teachers enrolled in online certification classes
- Written distance education addenda
- Offering of face-to-face orientations
Assumptions:
- Will students have access to technology?
- Do online classes have less rigor than face-to-face classes?
- Will students want to take online classes?
- Will students be successful?
External Factors:
- Competition from other schools/online-training agencies.
- Competition between online and face-to-face offerings.
- Increase the number of students with increased awareness of online classes
- Increase the number of instructors who are certified to teach online
- Increase the number of distance education addenda approved locally and/or by the State Chancellor’s Office
- Increase the number of students enrolled in face-to-face online orientation workshops
- Increase the number of online sections offered on community college and adult education platforms
- Increase the number of students enrolled in online classes
- Increase the number of online course completions
- Increase the number of online program completions
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- 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 |
---|
Adult Education/Noncredit Transition to Credit
Objective that Applies to this Activity
Improve Integration of Services & Transitions
In order to accomplish our set of activities, we will need the following:
- Students
- Faculty
- Staff
- Administration
- Registrar(s)
- Admissions and Records
- Research/Data
- RSAEC Members
- RSAEC Community Partners
- Industry
- Subject Matter Experts
- Articulation Agreements
- Technology
- Equipment
- Facilities
- Outreach
OBJECTIVES
Objective 3: Plan to create seamless transitions into postsecondary education or the workforce
Objective 4: Plan to address the gaps in services
Objective 5: Plan to employ approaches proven to accelerate a student’s progress toward their academic/career goals
Objective 6: Plan to address consortium-wide professional development
Objective 7: Plan to leverage funding, resources and facilities
ACTIVITIES: In order to address our problem or asset we will accomplish the following activities
- Identify/hire staff
- Update/maintain facilities
- Meet/collaborate with CAEP consortia
- Meet/collaborate with community and industry partners
- Align courses in pathways
- Research and implement the Guided Pathways Initiative
- Established Pathways within Specific Program Areas
- Create student educational plans to incorporate career pathway opportunities as well as traditional pathways
- Incorporate pathways to AA degrees, transfer degrees and credit certificates
- Schedule classes
- Promote classes
- Hold outreach events
- Leverage resources
OUTPUTS: We expect that once accomplished, these activities will produce the following evidence or service delivery
- Increase the number of
- Increase awareness in the credit programs and offerings
Assumptions:
- Will the target population be aware of the educaitonal opportunities?
- Is the target population willing to participate/transition/enroll in a two or four-year program?
- Will established pathways lead to success?
External Factors:
- Lack of awareness in offerings.
- Competition with established for-profit agencies and other schools/agencies.
- Availability of full-time instructors to address the curricular needs.
- Increase collaboration between the credit and noncredit/adult education departments
- Create educational plans specific to transition
- Increase dual-enrollment awareness for adult high school and GED/HiSET students
- Increase the number of noncredit/adult education and credit faculty working together
- Increase the number of educational plans to increase the awareness of credit pathway opportunities
- Increase transitions between noncredit/adult education ESL students to ASE programs
- Increase transitions between noncredit/adult education students to short-term career education programs
- Increase transitions between noncredit/adult education students to credit programs
- Increase the number of dual-enrolled GED/HiSET students with credit course completions
- Increase the number of high school diplomas and equivalency certificates
- increase the number of short-term career education certificates
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Increase Healthcare Pathways
Objective that Applies to this Activity
Address Educational Needs
In order to accomplish our set of activities, we will need the following:
- Students
- Faculty
- Staff
- Administration
- Facilities
- Equipment
- Registrar
- Outreach
- Research/Data
- RSAEC Members
- RSAEC Community Partners
- Long-term nursing facilities
OBJECTIVES
Objective 3: Plan to create seamless transitions into postsecondary education or the workforce
Objective 4: Plan to address the gaps in services
Objective 5: Plan to employ approaches proven to accelerate a student’s progress toward their academic/career goals
Objective 6: Plan to address consortium-wide professional development
Objective 7: Plan to leverage funding, resources and facilities
ACTIVITIES: In order to address our problem or asset we will accomplish the following activities
- Identify/hire staff
- Update/maintain facilities
- Meet/collaborate with CAEP consortia
- Meet/collaborate with community and industry partners
- Align courses in pathways
- Schedule classes
- Promote classes
- Research the Guided Pathways Initiative
- Hold outreach events
- Create student educational plans to incorporate career class opportunities
- Leverage resources to offer Community
OUTPUTS: We expect that once accomplished, these activities will produce the following evidence or service delivery
- Increase the number of instructors eligible to teach healthcare courses
- Increase awareness in the healthcare support worker program
Assumptions:
- Will students want to take courses in Healthcare?
- Will the certificates lead to jobs?
External Factors:
- Lack of facilities for clinical rotations.
- Lack of instructors who meet both the Department of Health and Community College minimum qualifications to teach.
- Competition with established for-profit agencies.
- High start-up costs.
We expect that if accomplished, these activities will lead to the following changes in the next year
- Increase the number of students enrolled in healthcare courses
- Increase in the number of students enrolled in the healthcare support worker program
We expect that if accomplished these activities will lead to the following changes in 1-3 years
- Increase the number of healthcare courses completed
We expect that if accomplished these activities will lead to the following changes in 3-5 years
- Increase the number of healthcare certificates completed
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)
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
Responsible person(s)
Name |
---|
Increase Capacity to Maximize Student Completions
Objective that Applies to this Activity
Improve Effectiveness of Services
- In order to accomplish our set of activities, we will need the following:
- Students
- Faculty
- Staff
- Administration
- Outreach
- Admissions and Records
- Research/Data
- RSAEC Members
- RSAEC Community Partners
- Marketing Company
- Publications Team
- Funding
- Technology
- Social Media Platforms
OBJECTIVES
Objective 4: Plan to address the gaps in services
Objective 6: Plan to address consortium-wide professional development
Objective 7: Plan to leverage funding, resources and facilities
ACTIVITIES: In order to address our problem or asset we will accomplish the following activities
- Engage in a full-scale marketing campaign
- Participate and incorporate the Vision for Success Campaign
- Hold outreach events
- Produce student success stories
- Create a registration exit poll
OUTPUTS: We expect that once accomplished, these activities will produce the following evidence or service delivery
- Generation of ads, brochures, campaigns
- Students attend and gather information from outreach events
- Completion of exit polls
Assumptions:
- Will the target population be able to access/view the campaign/ads?
- Is the target population willing to enroll in the programs provided?
- Will the funding/resources be adequate and available?
- Will the long-term outcome also be the goal of the target population?
External Factors:
- Programs are offered at multiple schools/training facilities and the target population has choices.
- Consider the current and underlying perception of adult education among the target population.
- Increase awareness in the community
- Number of people reached through the marketing campaign
- Number of hits on social media platforms
- Number of hits on RSAEC landing page
- Number of hits on RSAEC member website(s)
- Number of incoming phone calls
- Number of additional student enrollments as a result of the campaign
- Number of students who increase from 1-11 hours to 12+ hours of attendance
- Number of course completions
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)
Responsible person(s)
Name |
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Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Garden Grove Unified | $2,542,329 | Certified |
Orange County Department of Education (Optional) | $0 | Draft |
Orange Unified | $11,174 | Certified |
Rancho Santiago CCD | $19,290,058 | Certified |
Santa Ana Unified (Optional) | $0 | Draft |
Totals | $21,843,561 | 3/5 Certified |
RSAEC’s planned allocations align with the AB104 Guidelines and all past governance decisions that have been made by the executive members. The consortium is dedicated to the objectives, strategies, activities and outcomes set forth in the 3-year plan, which include increasing capacity to maximize student completion rates, increasing adult education and noncredit transitions to credit programs, expanding access and support services to students by offering flexible learning options such as online or hybrid courses, increasing career education opportunities and pathways for students at Garden Grove Adult Education, and increasing educational opportunities in healthcare pathways. To reach these new goals, RSAEC will rely on the foundation that was built through the previous 3-year plans. RSAEC will continue to look at avenues to support the leveraging of funds between the consortium members. One area that members will be concentrating on over the next three years will be to leverage CAEP, Strong Workforce and Perkins allocations to support the collaborative efforts to grow career pathway opportunities between Garden Grove Adult Education and Santa Ana Continuing Education. Many of the allocations being used by the consortium are long-term and stem from RSAEC’s first priorities. The allocation to fund the nine full-time faculty and one full-time TOSA, who were hired to oversee the work involved with the various strategies, will continue over the next three years. Similarly, the allocation to support new regional centers and student support services is still as vital today as it was eight years ago.
Certification
Garden Grove Unified - Member Representative
M'Liss Patterson - Director
- mpatterson@ggusd.us
- (714) 663-6305
Orange County Department of Education - Member Representative
Fatinah Judeh - Coordinator
- fjudeh@ocde.us
- (714) 349-3073
Orange Unified - Member Representative
Lisa Green Orange Unified School District - Interim Executive Director Curriculum, Instruction, Secondary School Support
- lgreen@orangeusd.org
- (714) 628-5446
Rancho Santiago CCD - Member Representative
Chrissy Gascon - Executive Director, Adult Education Block Grant
- gascon_christine@sccollege.edu
- (714) 628-5969
Eden Quimzon - Interim Executive Director
- quimzon_eden@sccollege.edu
- (714) 628-5944
Santa Ana Unified - Member Representative
Ryan Murray - Coordinator of Special Education
- ryan.murray@sausd.us
- (714) 972-7100