CAEP Three-Year Plan: 2022-23 48 San Diego Adult Education Regional Consortium
Status: Certified
California Adult Education Program
48 San Diego Adult Education Regional 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) | 27,926 | 17,426 | 17,426 | 19,169 | 21,085 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 16,058 | 9,056 | 9,056 | 9,962 | 10,948 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 19,970 | 11,439 | 11,439 | 12,583 | 13,841 | |
Student Barriers | Low Income (AE 310 - Overall) | 12,272 | 8,695 | 8,695 | 9,565 | 10,521 | |
Student Barriers | Long Term Unemployed (AE 309 - Overall) | 3,537 | 3,625 | 3,625 | 3,988 | 4,386 |
Member Level Metric Targets
* Mandatory for all members
San Diego CCD (Reported by San Diego 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) | 21,989 | 14,630 | 14,630 | 16,093 | 17,702 | |
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 356 | 113 | 113 | 0 | 0 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 374 | 126 | 126 | 139 | 152 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 3,941 | 1,640 | 1,640 | 1,804 | 1,984 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 2,866 | 220 | 242 | 242 | 266 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 217 | 94 | 94 | 103 | 114 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 8,760 | 6,329 | 6,962 | 7,658 | 8,424 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 351 | 0 | 0 | 0 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 1,665 | 1,665 | 1,665 | 1,832 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 949 | 0 | 0 | 0 |
San Diego Unified (Reported by San Diego Unified School District (SDUSD))
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) | 436 | 377 | 377 | 415 | 456 | |
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 25 | 22 | 22 | 24 | 27 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 162 | 103 | 103 | 113 | 125 | |
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) | 172 | 90 | 99 | 99 | 109 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 208 | 105 | 105 | 116 | 127 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 85 | 0 | 0 | 0 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 55 | 55 | 61 | 67 | ||
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 |
---|---|---|---|---|---|---|
San Diego CCD | 100% | 62% | 0% | 50% | 75% | 85% |
San Diego Unified | 100% | 100% | 36% | 65% | 75% | 85% |
Objectives
Address Educational Needs
Grow back CAEP instructional program enrollment to support the adult learner community in the region. This will be accomplished by creating, revising, and diversifying the curriculum and course offerings that provide clear pathways to employment and further education.
This strategy will reflect community need and labor market demand with an emphasis on diversity, equity, inclusion, social justice, and anti-racist lenses.
CAEP Instructional programs will continue to use and require data to assess program need and effectiveness from an adult learner and labor market perspective.
There exists a close correlation to changing demands and needs for Distance Education. This relates to the educational needs and activities that will address potential new, current, and "lost" adult learners. Educational Need activities are also related to improved technology in the classroom and in the workplace of the labor market.
A close lens will be given to student-centered scheduling accomplished through increased data review, internal and external communication, improved schedule development processes as well as data exchange and collaboration between departments.
Finally, Professional Development (PD) for faculty related to onboarding, as well as Distance Education technologies and strategies has been and will continue to be a focus for addressing educational needs. through the lens of Diversity Equity and Inclusion.
Improve Integration of Services & Transitions
Increase and systematize student centered transitional pathways by enhancing and expanding supports and practices to careers and college, both noncredit and credit.
This will be accomplished through various services and student supports such as marketing, outreach, communications, counseling, employment, efforts for credit enrollment such as promise scholarships and "credit by exam" promotions. Along with collaboration with National support agencies and opportunities for noncredit to credit alignment.
Strategy will target student populations, based on adult learner data of current and potential adult learners in the region. See Student Transition Population diagram.
Will include services and student support activities which focus on Member and Partner agency transition populations including SDUSD AE and comprehensive K-12 High School graduates as well as current noncredit learners moving from ABE/ASE/ESL to Non-credit CTE and credit college.
The focus on community partners will include those from public and nonprofit sectors who serve and advocate for unique populations of adult learners in the region.
Improve Effectiveness of Services
Ensuring the success of the regional CAEP Consortium Initiative to work collaboratively and refine the accountability measures to evaluate consortium effectiveness that supports a comprehensive, sustainable models for providing career-focused educational opportunities.
The activities described are meant to address gaps in services and ultimately to fulfill the Vision for the SDAERC which is to: “Maintain a cohesive partnership to develop pathways which support adult learners, including under-represented and low-income populations living in the City of San Diego, to achieve their basic educational skills and credentials as well as academic and occupational goals, through a supportive and guided student-centered approach, that leads to career and college transitions and fosters the ability to be economically self-sufficient.
Activities & Outcomes
New and Updated Courses and Certificates
Objective that Applies to this Activity
Address Educational Needs
SEMP Taskforce #5 by increase the number of new courses and updated course outlines and materials to increase occupational skills gains and workforce preparation. This will also include identifying a structure for creating strategy and identifying programs. Including industry, community and faculty and student voices. Looking at trends in San Diego and gaps. Increase innovation related to special population curriculum needs. And finally ensuring inclusion of curriculum supporting student transitions/transfer.
SDUSD AE Instructors and Program Manager courses and course outlines to improve alignment with Career and College Readiness Content Standards and incorporating a mastery learning model.
Continue ISO staffing personnel and faculty assignments to support curriculum development and approval, integration of DEIA, and instructional technology.
Develop and align annual SDCCE Curriculum Committee priorities. Including supporting comprehensive and responsive equity-minded training and professional development for online educators to support course and content updates.
Continue to explore and support Work Based Learning (WBL), based on Faculty input, including establishment of baseline information for WBL services. Exploring feasibility and implementation of a faculty externship program. Developing modules and activities for collaborative industry WBL projects, and other industry assisted classroom experiences .
Explore tutoring structural options, based on new Ed Code Section 58170, with Faculty input.
Finalize and begin to implement plans and activities for SEMP Taskforce #3: Student Centered Scheduling and SEMP Taskforce #5:
Continuation of Short Term Outcomes
Finalize courses and course outlines with focus on CCR Standards.
Introduce mastery learning model to support literacy gains.
Continue to review current courses that are no longer in demand, being offered, or have low enrollments.
Identify and obtain tools to foster continuous improvement in course delivery and content.
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
Continuation of Intermediate Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
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: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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Career Pathways & Bridge Programming
Objective that Applies to this Activity
Address Educational Needs
Increase Workforce Preparation certificate offerings, including short-term “Career Bridge” Workforce Prep Certificates that combining Introductory CTE with College and Career Readiness (CCR) courses. This will be accomplished by increasing interdisciplinary work across instructional programs student services, marketing and outreach efforts. Support interdisciplinary program development and communications for Career Bridge Programs between various Instructional and Counseling Faculty and Classified Staff, including outreach.
Continue with current approved Career Bridge offerings and promotions to transition populations from ASE, ESL and SDUSD graduates.
Increase instructional collaboration, including with SDUSD AE, between College and Career Readiness (CCR) course and areas high schools to promote Career Bridge Planning graduating high school seniors.
(Faculty, Curriculum Analyst/Committee, Vice President of Instruction, Instructional Deans in partnership with SDUSD AE)
Align with plans and activities for SEMP Taskforce #4: Transitions and the Student Journey.
Support interdisciplinary program development and communications for Career Bridge Programs between various Instructional and Counseling Faculty and Classified Staff, including outreach. Increase instructional collaboration, including with SDUSD AE, between College and Career Readiness (CCR) course and areas high schools to promote Career Bridge Planning graduating high school seniors.
Continuation of Short Term Outcomes
Develop new Career Bridge offerings
Analyze data and make improvements on supporting transition populations to understand and sign up for Career Bridge Programs through internal and external campaigns
Continuation of Intermediate Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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High School Equivalency Programs
Objective that Applies to this Activity
Address Educational Needs
Expand and Improve High School Equivalency (HSE) offerings, including potential new offerings by SDUSD AE. Improve HSE ability to respond to community needs and achieve certification outcomes.
Align with plans and activities for SEMP Taskforce #1: Onboarding and Taskforce #4: Transitions and the Student Journey, in particular for students without a secondary school degree in other instructional programs.
SDUSD explore developing new HSE Instructional offerings and new course options.
Develop revised courses and materials for English and Spanish HSE.
Utilize JECC to vet HSE course options and changes for both institutions.
Attend state HSE trainings and review best practice models.
Review data on HSE course and program completions and attainment of certificates.
Continue Testing Center operations and assess based on needs of student population and completion outcome data.
Assess data on rate and timelines for HSE course completion measured by the number of students who satisfied completion requirements.
Create new Online Skills courses and modules as well as a new online ASE orientation.
Conduct mentoring of faculty so that learners will benefit from improved instruction and additional resources, which will help them succeed in and complete the course.
SDUSD explore developing new HSE Instructional offerings and new course options.
SDUSD will develop revised courses and materials for English and Spanish HSE.
Attend state HSE trainings and review best practice models.
Review data on HSE course and program completions and attainment of certificates.
SDCCE will continue Testing Center operations and assess based on needs of student population and completion outcome data, including geographic needs of students served..
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
Continuation of Intermediate Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
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 ASE (AE 400 - ASE)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
Responsible person(s)
Name |
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Digital Equity and Inclusion
Objective that Applies to this Activity
Address Educational Needs
Ensure all regional adult learners, before and after enrollment, will be prepared, equipped, and skilled to engage in Adult Education programming and post-enrollment success.
Align and integrate Digital Equity and Inclusion Workplan with plans and activities for SEMP Taskforce #1: Onboarding and SEMP Taskforce #2: Marketing/Outreach and SEMP Taskforce #4 Transitions and the Student Journey
See comprehensive Digital Equity and Inclusion Workplan which includes key plan elements: 1) Data 2) Assessment of needs as part of onboarding for pre-course placements 3) Digital learning platforms 4) Mapping of existing and development of cross program digital learning for apportionment courses and/or workshops (non-apportionment) 5) Develop a plan for campus facilities space for learning and tutoring centers 6) Exploring development of tutoring models 7) Technology Access Project (TAP) 8) Digital navigator model and WBL models 9) Community partnerships 10) policy and advocacy
Develop outcomes for each of the elements and assign personnel and workgroups under the Access Retention and Completion (ARC) Committee at SDCCE for each of the Digital Equity Plan Elements.
Align and integrate Digital Equity Workplan with plans and activities for SEMP Taskforce #1: Onboarding and SEMP Taskforce #2: Marketing/Outreach -and SEMP Taskforce #4 Transitions and the Student Journey
Develop outcomes for each of the elements and assign personnel and workgroups under the Access Retention and Completion (ARC) Committee at SDCCE for each of the Digital Equity Plan Elements.
Continuation of Short Term Outcomes
Develop and incorporate new Digital Equity workplan outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Continuation of Intermediate Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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Open Educational Resources
Objective that Applies to this Activity
Address Educational Needs
Increase the presence of OER in CAEP Instructional programs by raising awareness of OER and generating broad participation by programs, faculty, and students; coordinating initiatives to assist faculty with locating and adapting OER into curriculum; and training, educating, and guiding faculty in open content production, utilization and publishing.
Continue to support an OER/Zero Textbook Faculty Coordinator.
Continue to build out the Canvas OER Resource Site.
Identify additional funding or faculty development support.
Determine model for staffing and needed Nonpersonnel items to support OER Project and allocate resources.
Continuation of Short Term Outcomes
Develop and incorporate new OER Project plans
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
Continuation of Intermediate Outcome
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
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: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - 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 |
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Career Pathways & IET
Objective that Applies to this Activity
Address Educational Needs
Develop career pathways for adult learners seeking to explore different career opportunities and efforts to better prepare, both current and prospective students, for college.
Faculty work on creation and approval of new Introductory courses and pairing with CTE courses for enhanced career pathway options.
Clearly document and communicate academic and career pathways in a way that is easy for students to understand.
Develop communications and marketing internal and external processes for promotions of Introductory CTE courses.
Conduct "pre-college" outreach related to Career Pathways
Continue to implement and Improve successful Integrated Education and Training (IET) and VESL Models between WIOA II programs (ESL/ASE/ABE) and CTE Programming.
Adjust the tracking of WIOA II "co-enrollment" reports from PRIE with data about concurrent and sequential enrollment by specific course.
Support enhanced interdisciplinary program development
Improve guided educational planning for ESL students transitioning to CTE courses.
Develop and implement career modules in ESL/ASE/ABE programming for traditional AE learners to have access to contextualized, zero-cost modular lessons to gain the necessary skills to succeed in the targeted career education programs.
Clearly document and communicate academic and career pathways in a way that is easy for students to understand.
Develop communications and marketing internal and external processes for promotions of Introductory CTE courses.
Conduct "pre-college" outreach related to Career Pathways
Continue to implement and Improve successful Integrated Education and Training (IET) and VESL Models between WIOA II programs (ESL/ASE/ABE) and CTE Programming.
Continuation of Short Term Outcomes
Increase access to new populations of students
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
Continuation of Intermediate Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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High School Diploma Programming & Partnerships
Objective that Applies to this Activity
Address Educational Needs
The one common CAEP program area between member agencies is a the Adult Education Joint High School Diploma (HSD) program offered collaboratively by SDUSD and SDCCE. The Joint HSD was established in 1980 and is governed in accordance with State Ed Code and SDUSD Board and Administrative Policy.
As part of the instructional model at SDUSD the creation and expansion of lessons and curriculum to provide clear pathways to employment and further educational pathways.
Align with plans and activities for SEMP Taskforce #1: Onboarding and Taskforce #4: Transitions and the Student Journey, in particular for students without a secondary school degree in other instructional programs.
JECC to report on meetings, agenda topics, and priorities for the year.
Review and update the District to District MOU to ensure the inclusion of language and data sharing between SDUSD Adult Education and SDCCD Noncredit Member agencies that adheres to FERPA. This will allow enhanced collaboration across multiple CAEP programs for the purpose of member agency data on placement, progress/completion and transitions.
SDUSD AE to implement professional development plan to include CASAS, CalPro and OTAN trainings to support data driven instruction using instructional reporting tools within TOPS Pro Enterprise and other systems.
SDUSD: High School Diploma Career Pathways will Implement the use of Strengths Inventory assessments and career planning for targeted students to High School Diploma Career Pathways (SDUSD)
SDUSD: Purchase, implement and train instructors and personnel using the Beable technology platform.
This may include exploration and implementation of processes for coordinated student services guidance and advising between member agencies specifically to support noncredit CTE and/pr Credit transitions as appropriate.
Leading to the development of consistent career guidance that support learners in choosing, entering, and staying on a pathway.
Explore how CTE courses may be included and promoted as an elective component of for the Joint HSD.
Engage with Joint HSD Faculty between both institutions on a regular basis , at least once per semester.
Annual review of Joint HSD student outcome data as well as process data. One aspect is to share information regarding the concurrent enrollment and any waivers between member agencies. Ensure waver process is clear and is reciprocal between both member agencies.
Conduct an annual assessment of policies and procedures for the student transcript review, status and access. Make efforts to improve the timeliness for the review of Joint HSD transcripts and issuing the conference of HSD Certificates through Student Services personnel assignments.
Explore noncredit Dual Enrollment opportunities with the State Dual Enrollment Academy to determine opportunities for dual enrollment with regional K-12 programming. For example regional partnership with SDCOE and Juvenile Court Community Schools (JCCS)
Review, Assess, and Update WIOA II Continuous Improvement Plan (CIP) Goals related to HSD programming.
Align with plans and activities for SEMP Taskforce #1: Onboarding and Taskforce #4: Transitions and the Student Journey, in particular for students without a secondary school degree in other instructional programs.
JECC to report on meetings, agenda topics, and priorities for the year.
Develop a workplan
Continuation of Short Term Outcomes
Analyze data and make improvements on supporting transitioning SDUSD students from SDUSD to SDCCE so that understand and sign up for Career Bridge Programs through internal and external campaigns
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
Continuation of Intermediate Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
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 ASE (AE 400 - ASE)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - 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 |
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Instructional Modalities & Distance Education
Objective that Applies to this Activity
Address Educational Needs
Continuously improve the quality of distance education through supporting staff development and student supports with an expectation that data will inform and lead to quality and continuous improvement with a focus on student outcomes. Which will inform changes might be required to lead to improvements. Continue to develop, implement, and evaluate multi-tier, responsive and comprehensive professional development plan and DE Mentor team across CAEP instructional programs to keep up with emerging DEI best practices Continue to support online course design training and content development (including DesignPLUS) with faculty support, and ICOM course design. Continue to support Design Plus Technologist to support faculty development. Continue support to provide comprehensive and responsive equity-minded training and professional development for online educators. Conduct an Online Equity/Cultural Curriculum Audit Faculty team.
Support new and improved modalities to increase and maximize access and retain students while being to include fully online, hybrid, HyFlex and fully onsite courses which are offered at a variety of times informed by data and student demand.
Finalize and begin to implement plans and activities for SEMP Taskforce #3: Student Centered Scheduling and SEMP Taskforce #5: Program Development and Innovation.
Evaluate and support multiple instructional modalities (on campus, HyFlex, hybrid, fully online) that best support student access and success. New courses developed using faculty assignments. Engage in participatory guidance regarding program offerings/modalities through data collection such as internal and external focus groups, surveys.
ICOM will continue to convert more courses to Distance Education to be professionally developed both asynchronous and synchronous e.g. continue to be flexible, likely with an increased number of hybrid and HyFlex.
Transition instructional courses back to campus based on data collected regarding learner needs and as determined by Program Managers, in the post- closed campus covid recovery environment. This will be with a focus on schedule format and times based on learner needs.
Support instructional programs with Instructional Aides to support classroom management, student engagement, and learning modalities.
Support instructional programs with Project Assistants for non-classroom supports for instructional project management.
Finalize and begin to implement plans and activities for SEMP Taskforce #3: Student Centered Scheduling and SEMP Taskforce #5: Program Development and Innovation.
Continue DE Mentor Plans
Continuation of Short Term Outcomes
Incorporate new DE Mentor plans
Assign Faculty Mentors and Plans
Assess Outcomes of faculty mentorship program
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
Continuation of Intermediate Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
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 ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - 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 |
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Instructional PD (FELI/Passport/Other)
Objective that Applies to this Activity
Address Educational Needs
Offer member agency and consortium Professional Development (PD) opportunities for CAEP instructional programs and that continues to develop, implement, and evaluate multi-tier, responsive and comprehensive professional development plans across all units to ensure relevance with emerging best practices including those that strengthen the commitment to effective students experience.
Continue FELI training. Offer in collaboration with SDUSD AE and community agencies referring potential students to SDCCE, including Career Bridge programming.
Continue Passport Training for new Adjuncts, Contracts and Classified positions. Continue Classified professional training to support programming.
Design, develop, implement, and evaluate equity framework for digital learning environments.
Each Instructional program develop Professional Development plans and priorities for the year.
Continue FELI training. Offer in collaboration with SDUSD AE and community agencies referring potential students to SDCCE, including Career Bridge programming.
Continue Passport Training for new Adjuncts, Contracts and Classified positions. Continue Classified professional training to support programming.
Design, develop, implement, and evaluate equity framework for digital learning environments.
Each Instructional program develop Professional Development plans and priorities for the year.
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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Instructional Materials Equipment
Objective that Applies to this Activity
Address Educational Needs
For new and existing CAEP Instructional Programs upgrade classroom equipment to be aligned with new DE modalities as well as industry skills.
Supplies and materials for CAEP programs and courses with up-to-date and relevant supplies to support instruction including consumable items needed for students with financial need.
Review and analyze institutional technology plans for needed classroom equipment upgrades or new equipment, including those for HyFlex classroom supports.
Review and analyze program equipment needs and upgrades for CAEP instructional programs, including a focus on industry standards and innovative instructional practices using technology.
Analyze costs and timelines for equipment needs and allocate funds based on priorities of Institutional and Instructional Program technology needs and plans for equipment upgrades and/or new equipment. This shall be done with a focus on availability of resources, program size, past investments and opportunities for growth.
Assess need and support purchase of supplies - develop plans by CAEP program.
Review and analyze past supplies and book loaning costs and procedures.
Assign personnel to support quotes, requisitions and processing program supplies and equipment.
Review and analyze institutional technology plans for needed classroom equipment upgrades or new equipment, including those for HyFlex classroom supports.
Review and analyze program equipment needs and upgrades for CAEP instructional programs, including a focus on industry standards and innovative instructional practices using technology.
Implement an accountability focused book loaning program with written procedures and processes.
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability.
Continuation of Intermediate Outcomes
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 ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
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Current Student Transitions: Foundational AE
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Foundational AE students, from both member agencies, in ABE/ASE/ESL/DSPS CAEP Instructional programs supported to transition to Noncredit CTE and Credit programs. The will include a focus on WIOA II instructional programs and efforts to systematize cross programmatic transition collaborations between instructional courses and providing student supports offerings by the Office of Student Services, including Counseling efforts to enhance and increase the number of students transitioning to CTE and credit College.
Finalize and begin to implement plans and activities for SEMP Taskforce #4 Transitions and the Student Journey including those to increase connections and systemic processes between Member Agencies, Community Partners, and internal CAEP Instructional program student transitions.
Align with the finalized plans and activities for SEMP Taskforce #1: Onboarding
Student Service collaborations between VESL courses and CTE courses based on student career pathway interests.
Implement data reports and conduct comprehensive, collaborative data analysis of the WIOA course students transitioning into CTE. This is called the "Co-Enrollment" Report. Additionally develop, implement and actively analyze other PRIE Transition Reports. Data analysis will be for the purpose of determining trends for transitions, best practices as well as areas for continuous improvement.
Enhance services and students supports for ABE/ASE/ESL/DSPS students to transition to CTE. Include more opportunities for collaborative student supports between instructional faculty and counseling as well a Classified employees so that all personnel are knowledgeable and can actively support transitions.
Promise Scholarship will endeavor to increase the number of FASFA Workshops conducted annually.
Facilitate the process of the credit College Promise outreach team working with students before credit college application.
Update CAEP Student Transition Population diagram.
Develop communication mechanisms, processes and written procedures to enhance collaborations between Student Services, Counseling, and Career Planning for students transitioning from foundational AE programs to CTE and credit, in partnership with Instruction. This includes consistent information sharing of course options and onboarding supports to transition to non-credit CTE and credit Colleges.
Finalize and begin to implement plans and activities for SEMP Taskforce #4 Transitions and the Student Journey including those to increase connections and systemic processes between Member Agencies, Community Partners, and internal CAEP Instructional program student transitions.
Align with the finalized plans and activities for SEMP Taskforce #1: Onboarding
Continuation of Short Term Outcomes
Streamline the Promise program process and increase number of students participating to 50 annually within the next three years.
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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 |
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Consortium Partner Agency Transitions
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Increase transitions from SDUSD, both AE/HSD students and comprehensive HS graduates from low college going High Schools to enter SDCCE CTE and other CAEP instructional programs as part of post high school education transition and career plans.
This will be done by implementing services and student supports focused on student centered needs that lead to transition from SDUSD to SDCCE.
This strategy may also include charter and alternative secondary school settings in the region such as Juvenile Court and Community School graduates , SDUSD TRACE program completers and the other secondary school Charters.
Determine and utilize a common and systemic methodology to track data to know the rates and success of transitions of students between member agencies.
Develop a process to share enrollment and outcome details required by Community Partner MOUs, including those receiving public workforce funding.
Review and update the District to District MOU to ensure the inclusion of language and data sharing between SDUSD Adult Education and SDCCD Noncredit Member agencies that adheres to FERPA. This will allow enhanced collaboration across multiple CAEP programs for the purpose of member agency data on placement, progress/completion and transitions.
Utilize, share and integrate the use of data for efficient, accurate placement of students into programs and services between member institutions. Explore through state pipeline.
Develop a model for Student Navigator(s) to facilitate student transitions between SDUSD AE and comprehensive school graduates to SDCCE CTE programs. Assign Points of Contact for transitions and onboarding for Member Agency Partners. Specially for SDUSD AE.
Hire, train and support Student Navigators. See Outreach Activity.
Create a communication plan for transition options between Member Agencies and community partner agencies.
Finalize and begin to implement plans and activities for SEMP Taskforce #4 Transitions and the Student Journey
Align with the finalized plans and activities for SEMP Taskforce #1: Onboarding
Continuation of Short Term Outcomes
Focus on efforts for adult learners who may have departed the K-12 System without a HSD by collaboration on a process and communication to students and their advisors in reviewing all options for secondary school completion and supports to re-engage in school as well as opportunities to move into their Career Pathway of choice through noncredit CTE programming.
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
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 ASE (AE 400 - ASE)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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Outreach Services & Transition Navigators
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Create and Enhance Recruitment and Outreach Efforts, within and between Member Agency Institutions. Expand outreach to current and prospective adult learner communities through increasing access to and awareness of CAEP instructional programs, opportunities leading to career employment, and/or other transitional pathways. Outreach efforts will use culturally-sensitive and adult learner centered recruitment strategies to develop and implement best practice strategies to increase access and awareness and that ultimately that leads to enrollment in noncredit CAEP Instructional programs and student supports.
Evaluate, revise, and update annual SDCCE outreach plans and align new activities, including priorities and measurable targets by program and that includes events and staffing assignments, related SEMP Taskforce plans.
Continue and expand CAEP funding for SDCCE Outreach position(s) focused on integration, alignment and communications with Consortium efforts and plans. A focus on outreach between CAEP partner agencies in particular SDUSD AE. This includes assigning Points of Contact to work with Consortium partner agencies.
Incorporate the use of regional data of adult learner target populations (see Transition Population diagram) as well as use of labor Market Information targeting for promoting programming and conducting outreach efforts.
Expand Outreach services to provide direct support in collaboration with CAEP Instructional programs, subject matter experts. Conduct training with outreach staff on programs, including written talking points, scripts, and collateral materials.
Explore options for using more technology mechanisms to conduct outreach efforts that also enables the ability to collect and analyze data on outcomes of outreach that can be used for assessing effectiveness of efforts..
Annually review data from outreach efforts and revise outreach efforts as necessary dependent on results of recruitment of targeted populations Collaborate with CAEP Instruction Services , including with SDUSD AE, to increase coordinated outreach strategies and efforts.
Engage in methods to collaborate and promote community partners for the purpose of increasing awareness of CAEP Instructional programming. Continue to build and document relationships with community partners that will assist to increase access and awareness of CAEP programs, and ultimately lead to enrollments.
Develop and conduct a survey of learners to assess outreach efforts, feedback and effectiveness.
Finalize and begin to implement plans and activities for SEMP Taskforce#2: Marketing and Outreach.
Align with the finalized plans and activities for SEMP Taskforce #1: Onboarding
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
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: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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Targeted Marketing & Communications
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Develop a strategic internal and external communications plan that targets adult learners to be aware and enroll into CAEP programs. Employ innovative marketing efforts with appropriate levels of infrastructure that ultimately leads to course enrollment and alignment with transitional pathways. These efforts will be aligned with SDCCE Public Information Office to collaborate on priorities for internal and external communications with a focus on student access, success and diversity, equity and inclusion of the needs of the adult learners in the region.
Engage in collaborative discussions and transparent communications on marketing plans and efforts with CAEP Partner Agencies, Program leadership, faculty, counseling and campus contacts. This includes revamping and updates for website look and feel, technology, and content maintenance. Will also include marketing collateral materials
Incorporate the use of regional data of adult learners (see Transition Population diagram) as well as use of Labor Market Information to develop targeted marketing efforts for CAEP Instructional and Student Support programs. This includes developing new branding campaigns.
Innovate and develop an annual marketing plan in collaboration with CAEP Instructional programs and subject matter experts, both internal and external.
Explore best practices, and take action on innovative media and marketing techniques to conduct marketing efforts that enables the ability to collect and analyze data on outcomes for marketing investments that can be used for assessing effectiveness.
Engage in methods to collaborate and promote community partners for the purpose of increasing awareness of CAEP Instructional programming. Continue to build and document relationships with community partners that will assist to increase access and awareness of CAEP programs, and ultimately lead to enrollments.
Finalize and begin to implement plans and activities for SEMP Taskforce#2: Marketing and Outreach
Align with SEMP Taskforce #1
Analyze costs and timelines for marketing efforts and campaigns and allocate CAEP funds based on priorities of Institutional and Instructional Program needs . Focus on availability of resources, program size, past investments, past data on effectiveness, and opportunities for program growth.
Develop a mechanism to regular assess Marketing Return on Investment investments.
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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Career and College Transition Programming
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Support student success by promoting career development, self-exploration, and employment strategies for students and recent graduates. Through job search assistance, coaching, and employer engagement assisting students to define educational or career pathways to reach their academic and career potential. This includes a focus on gaining experience from various job opportunities by participating in employer spotlights, career fairs, hiring events, and employer informational activities.
Finalize and begin to implement plans and activities for SEMP Taskforce#1: Student Onboarding and SEMP Taskforce #4 Transitions and the Student Journey.
Continue braided funding for existing and possible new CCT position(s) focused on integration, alignment and communications with Consortium efforts, and plans, including those with Member Agency SDUSD AE.
Support Job Placement by identifying and using relevant tools for student job search.
Activate social media platforms to aid in an employment search.
Develop and implement communications strategies to share information with all CAEP instructional program and counseling faculty.
Utilize and assess effectiveness of communications strategies and use of innovative student friendly technology for CCT programs and services, including employment opportunities and college Promise programming. For example the possible use of district Handshake software.
Collaborate and communicate CCT programming and opportunities with Instructional Deans and faculty as they align with CTE industry advisory boards.
Finalize and begin to implement plans and activities for SEMP Taskforce#1: Student Onboarding and SEMP Taskforce #4 Transitions and the Student Journey.
Continue braided funding for existing and possible new CCT position(s) focused on integration, alignment and communications with Consortium efforts, and plans, including those with Member Agency SDUSD AE.
Support Job Placement by identifying and using relevant tools for student job search.
Continuation of Short Term Outcomes
Invite San Diego Employers to participate in the round table
Work with employers to create new processes for working with students to support job readiness.
Increase the number of workshops, employer spotlights and job shadowing by 20% per year to support student employment.
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
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)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
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Career Planning, Guidance and Educational Plans
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Develop and maintain shared and consistent career guidance that support learners in choosing, entering, and staying on a pathway within and across member agencies.
Institutionalize career counseling and career assessment before educational plans development to increase student persistence in classes.
Increase collaborative efforts to provide student centered career guidance and counseling supports between programs and member agencies. This may include
Collaboratively explore the possibilities for student centered processes to effectively incorporate career plans in the development of student education plans
Explore, create and implement processes for coordinated student services guidance and advising between member agencies to support program enrollment, with emphasis on CTE programming
Utilize data including the state's Adult Education to Workforce Dashboard Tool create and support Career Pathways. SDCCE will complete the input of Noncredit CTE course information into Regional repository.
Finalize and begin to implement plans and activities for SEMP Taskforce #4 Transitions and the Student Journey.
Align with the finalized plans and activities for SEMP Taskforce #1: Onboarding
Continuation of Short Term Outcomes
Develop a career planning process infrastructure to support implementation of career education planning by 2023/24
Participate and/or host annual student service and counselor convenings which involves cross member agency and instructional representation to accomplish greater transitional career pathways information sharing and collaborations.
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
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)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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Credit by Exam
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Develop new and improve pathways between noncredit and credit programs often referred to as "Credit by Exam" by continuous improvement and evaluation of data for the existing processes at SDCCD as well as utilizing national frameworks for noncredit and credit pathway alignment.
Participate in (Association of CC Trustees) Noncredit and Credit Alignment Lab (NCAL)
Conduct assessments, develop workplan and participate in Community of Practices planning meetings to then analyze data and use to develop guidelines to inform and implement stronger alignments between noncredit and credit CTE programming.
Engage in and evaluate student focus group data and feedback.
Review and analyze District Transition Data reports and Credit By Exam information and data
Conduct assessments, develop workplan and participate in Community of Practices planning meetings to then analyze data and use to develop guidelines to inform and implement stronger alignments between noncredit and credit CTE programming.
Engage in and evaluate student focus group data and feedback.
Review and analyze District Transition Data reports and Credit By Exam information and data
Participate in (Association of CC Trustees Noncredit and Credit Alignment Lab.
Analyze NCAL project accomplishments to determine how to use as a model for other Credit by Exam partnerships between SDCCE and credit colleges.
Continuation of Intermediate Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
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)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
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SDWP/LWDB Collaborations
Objective that Applies to this Activity
Improve Integration of Services & Transitions
As required by WIOA II and as aligned with SDCCD/SDWP Joint Partnership Committee strengthen partnership opportunities and develop a structure to support collaborative activities. This includes engaging in productive working relationship to jointly address workforce needs in the region including advocacy for racial equity in employment in the region.
Advocate for systems and processes for SDUSD Adult Education and SDCCE Noncredit Referrals and Recruitment.
Assign staff to actively engage to ensure the continuation of programming and process awareness between the Metro region Adult Education entities, SDCCE and SDUSD.
Include in marketing efforts contacts with AJCC and Youth WIOA I contacts for CAEP instructional program recruitment and offerings.
State advocacy for support in WIOA II, CAEP and WIOA I (CalJOBS) MIS data system sharing agreements.
Examine and determine how SDCCE CCT programming opportunities Job Placement & Employability collaborations.
Increase connections between WIOA II and WIOA I collaborations for co-enrollments. (CDE directive)
Determine SDCCD/SDWP Joint Partnership Committee Plans and objectives for year.
State advocacy for support in WIOA II, CAEP and WIOA I (CalJOBS) MIS data system sharing agreements.
Examine and determine how SDCCE CCT programming opportunities Job Placement & Employability collaborations.
Increase connections between WIOA II and WIOA I collaborations for co-enrollments. (CDE directive)
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
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: English Language Learner (AE 305 - Overall)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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Consortium Governance Effectiveness
Objective that Applies to this Activity
Improve Effectiveness of Services
Engage in continuous improvement activities to ensure SDAERC effectiveness and accountability. This will be accomplished by actively collecting and analyzing quantitative data and feedback of consortium effective operations. Include areas of accountability related to measures of evaluation, funding analysis, governance and collaboration, membership, planning, and reporting. regular analysis of these aspects of consortium accountability will inform adjustments as needed.
Support staffing that assists with Consortium administrative, planning and fiscal management and reporting efforts, including new positions as determined appropriate.
Conduct CAEP Road Shows and other mechanisms for sharing Strategic Plan with internal constituencies and meeting and governance structures as well as with regional consortium partner agencies.
Conduct Annual Consortium Effectiveness Survey and analyze feedback to help improve related areas of SDAERC accountability and effectiveness.
Update SDAERC Bylaws using the new state Certification Fiscal Administrative Declaration (CFAD) questions as a guide.
Review SDAERC membership representatives. This includes those of funded member agencies, as well as consideration for representation from partner agencies involved with adult learner services in the region. This will be don't in part to ensure involvement from all public, nonprofit, and workforce entities that serve as conduits for transitioning adult learners.
Develop and sustain new community partnerships to support adult learners and meet Consortium objectives. Develop strategies to support collaborative actions between members agencies as outlined in SEMP and Strategic and Annual plans. Including engaging on a regular basis with member partner agencies, constituencies in the Region such as those in the public sector (City and County), Local Workforce Development Board (LWDB), and Community Based Organizations.
For CAEP Resource Requests and Budget Allocations, update the procedures, processes and forms. Institute a process for increased avenues to inform and engage the Consortium in its duty for CAEP Funding fiscal accountability.
Stay engaged in the leadership of the CAEP Super Region as one of the largest consortia in San Diego County. Continue and enhance regular SDAERC information sharing and communications. This may include forming task groups, committees as well as regular consortium communications. Such as newsletters, website and other mediums.
Advocate for Adult Education and Noncredit Education across the state of California, including the Community College System, alignment with WIOA I Career Center Workforce Services, Strong Workforce Program (SWP) CTE programming, Disability services, as well as other advocacy efforts directly tied to the needs of adult leaner in the region.
Update SDAERC Bylaws using the new state Certification Fiscal Administrative Declaration (CFAD) questions as a guide. Review SDAERC membership representatives.
Resource Requests and Budget Allocations, update the procedures, processes and forms.
Develop and sustain new community partnerships to support adult learners and meet Consortium objectives
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
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: English Language Learner (AE 305 - Overall)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
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Strategic Enrollment Management Planning (SEMP)
Objective that Applies to this Activity
Improve Effectiveness of Services
SDCCE will sustain SEMP process to re-envision and redesign the institution with the lens of addressing barriers and gaps in services. The SEMP will focus efforts to address systemic challenges facing member Agency SDCCE so that it can build back to the future.
See references to SDCCCE SEMP Taskforce throughout the strategic plan related to Addressing Education Needs and Integration and Transition. The SEMP taskforce have not finalized the key strategies and actions but will have these drafted and approved by end of Summer 2022 or Fall 2022.
The most critical short term activities that have seem to risen in the SEMP process are those related to improving effectiveness of the key student experience measures most related to SEMP Taskforce #1: Onboarding; SEMP Taskforce #2: Marketing and Outreach; and SEMP Taskforce #4: Transitions and the Student Journey. As the plans and activities are developed from the SEMP, it will be ensured these are tied to SDAERC actions, communications and reporting as appropriate.
The most critical short term activities SEMP Taskforce #1: Onboarding; SEMP Taskforce #2: Marketing and Outreach; and SEMP Taskforce #4: Transitions and the Student Journey.
As the plans and activities are developed from the SEMP, it will be ensured these are tied to SDAERC actions, communications and reporting as appropriate.
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
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: English Language Learner (AE 305 - Overall)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- 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 |
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Student Onboarding
Objective that Applies to this Activity
Improve Effectiveness of Services
SDCCE Student Onboarding Taskforce #1 is the only SEMP taskforce that wasn't directly references under the two state categories of 1) Addressing Educational Needs or 2)Integration and Transition as its a critical area of gaps in service leading to improving effectiveness for SDCCE for all CAEP programming. Although onboarding effects many areas of the plan, it is actual mechanism for enrollment into CAEP course that has proven challenging, in particularly many areas arose due to the COVID pandemic environment and the drastic reduction in student enrollments in courses. The student enrollment and onboarding process will focus on the whole continuum of SDCCE onboarding beginning with orientation, application, assessment, intake form, education planning and through to point of actual enrollment in academic courses. The new onboarding enrollment processes will to support student access, retention and success. Vice Presidents. Manager and Leads. SEMP taskforce members.
Finalize and begin to implement plans and activities for SEMP Taskforce #1: Student Onboarding. Align with SEMP Taskforce #2: Marketing and Outreach as well as SEMP Taskforce #4: Transitions and the Student Journey. Adopt a new student application process and technologies that meet MIS and reporting requirements. This may include movement to non-credit CCCApply. Revise, as needed, and develop new orientation processes and technologies. This may include both online and in-person protocols.
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
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: English Language Learner (AE 305 - Overall)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
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Data, Research and Analysis
Objective that Applies to this Activity
Improve Effectiveness of Services
Continue to improve and enhance "data driven decision making" for CAEP Instructional Program and CAEP Projects. Note: This was a goal from last three year CAEP plan. This will include an emphasis on CAEP instruction program data, analysis, and research that leads to action and supports achieving CAEP strategic plan outcomes including emphasis on student outcomes tracking and institutional-level professional development.
Develop the formation of SDCCE Planning Research and Institutional Effectiveness (PRIE) Department Annual Research and Project Agenda. This will be done with input and the specific lens of all CAEP Instructional programs. Data and research will include analysis which leads to action planning helping to improve accountability and effectiveness of CAEP programming.
Align PRIE and other regional data, research and analysis, with the CAEP strategic and annual plans as well as the finalized plans and activities for SEMP Taskforce groups. this includes: building and maintaining a data infrastructure that supports enrollment management, DEI, student outcomes, and other Consortium priorities.
Coordinate institutional effectiveness activities for SDCCE self-reflection and planning, including integrated planning.
Provide SDCCE employees with resources and trainings to enhance institutional effectiveness
Conduct surveys and research which focuses on the needs of key target groups of adult learners and use data to answer the question and take action on what would increase effectiveness related to student engagement, participation and completion including the Transition student populations of adult learners (see Diagram).
Support CTE and ABE/ASE/ESL programs with data analysis related to transitions strategies and activities. Engage in regular information information sharing, dialogue and analysis.
CAEP Instructional programs, including those of member organization, will partner with PRIE to host PD opportunities that take data into action and ultimately improve students outcome in all CAEP instructional programs.
Explore how to use Tops Pro Enterprise as a consortium, and SDCCE as an institution for WIOA II programs as a compliment to PRIE data and research and required MIS data collected.
Develop Annual Research and Project Agenda. This will be done with input and the specific lens of all CAEP Instructional programs. Data and research will include analysis which leads to action planning helping to improve accountability and effectiveness of CAEP programming.
Align PRIE and other regional data, research and analysis, with the CAEP strategic and annual plans as well as the finalized plans and activities for SEMP Taskforce groups
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
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: English Language Learner (AE 305 - Overall)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- 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 |
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Member to Member Agency Student Transition Data
Objective that Applies to this Activity
Improve Effectiveness of Services
As a long standing gap between member agencies, developing a methodology for data sharing, collection, reporting and analysis of students between member and partner agencies.
Review and update the District to District MOU to ensure the inclusion of language and data sharing between SDUSD Adult Education and SDCCD Noncredit Member agencies that adheres to FERPA. This will allow enhanced collaboration across multiple CAEP programs for the purpose of member agency data on placement, progress/completion and transitions.
Develop protocols and agreements with community based partners based on MOU for serving adult learners to share student outcome information that align with FERPA. For example: Second Chance DOL Project and Somali Bantu Association EDD/IET Project.
Explore ability to use the data collected through the State Adult Education pipeline to inform career pathways. .
Finalize and begin to implement plans and activities for SEMP Taskforce #4 Transitions and the Student Journey. Also see Strategic Plan strategy and outcomes related to Integration and Transitions.
Review and update district to district MOU to include Noncredit and AE.
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
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 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 |
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(PD) to Support CAEP Goals & Activities
Objective that Applies to this Activity
Improve Effectiveness of Services
To support SDAERC strategies, host and sponsor member agency and consortium professional development efforts.
Utilize cross-departmental and cross-organizational approaches for planning professional development that align to CAEP strategies and priorities.
Include PD that leads to skills for all classifications towards the efficient use of modern educational technology tools that increases effectiveness of systems, processes and procedures. in particular those that impact the best use of employee human resources and ultimately the student experience.
Plan SDCCE Classified employee PD, such as the STAR Conference as well as other PD that directly and intentionally aligns with eliminating gaps, improving effectiveness of SDDCCE CAEP programs and moving forward the CAEP strategies and activities. Including an emphasis on SEMP goals and activities.
Use State CAEP Webinars and PD as a way to engage and address gaps using a cross-program and Consortium member agency team approach.
Utilize cross-departmental and cross-organizational approaches for planning professional development that align to CAEP strategies and priorities.
Plan SDCCE Classified employee PD, that directly and intentionally aligns with eliminating gaps, improving effectiveness of SDDCCE CAEP programs and moving forward the CAEP strategies and activities
Use State CAEP Webinars and PD as a way to engage and address gaps using a cross-program and Consortium member agency team approach.
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
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: English Language Learner (AE 305 - Overall)
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
Responsible person(s)
Name |
---|
Personnel for Accountability Consortium/Programs
Objective that Applies to this Activity
Improve Effectiveness of Services
Increase accountability for consortium financial oversight and communications. Consortium Director.
Continue to support Instructional administrative capacity to perform supports for CAEP instructional programs (see list of priorities for program assistants).
Provide Consortium accounting supports related to the increased reporting and accountability associated with CAEP and the SDAERC.
Assess and hire for additional personnel positions related to CAEP instructional programs, or student supports as well as administrative staffing activities that arise as gaps effecting effectiveness of CAEP instructional programs, student supports or consortium level effectiveness arise.
Review the use of technology for CAEP Instructional programs and identify gaps for effectiveness that action can be taken.
Assess and hire for additional personnel positions related to CAEP instructional programs, or student supports as well as administrative staffing activities that arise as gaps effecting effectiveness of CAEP instructional programs, student supports or consortium level effectiveness arise.
Review the use of technology for CAEP Instructional programs and identify gaps for effectiveness that action can be taken.
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
Continuation of Short Term Outcomes
Analyze, revise and prioritize investment of CAEP resources based on outcomes and accountability
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 |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
San Diego CCD | $28,397,518 | Certified |
San Diego Unified | $1,724,832 | Certified |
Totals | $30,122,350 | 2/2 Certified |
While the new PY 22/23 Member Agency CAEP Budgets have not been submitted. Both member’s institutional level beginning of the year budget processes are currently being developed. For both member agencies will align budgets with CAEP strategies and activities.
This includes hiring/assigning Personnel or Nonpersonnel related costs to support the Strategic Enrollment Managing Plan (SEMP). This may include contracts for technology and consulting supports. Additionally there will be personnel to support Consortium and member agency accountability for financials, data reporting and analysis, and consortium administration. Professional Development will also be key item for budget development. Additionally there will be nonclassroom Instructional salaries for new course work and course alignment, and funding for non-personnel instructional materials and equipment, and finally allocations for outreach and marketing.
There will be a continuation of contract classified (non instructional/nonfaculty) positions related to CAEP instructional program coordination and accountability related to Consortium administration. There are also currently SDCCE CAEP funds allocated for approved contract classified positions for instructional program supports, research/data and finally financial overnight.
Other Sources of funding that will support CAEP Strategic Plan and related Institutional strategies may be used in a "braided" and "leveraged" approach. This includes the following funds for both agencies, as applicable: WIOA II AEFLA, Strong Workforce, and CalWORKs. For SDCCE will also include funds such as "Apportionment" General Funds, Student Equity and Achievement Program (SEP, SSSP, BSI) and HEERF.
see all Attachments in the supporting documentation section of NOVA including:
- Transitions Populations
- Outcomes & Indictors
- Strategic Plan Presentation to Consortium
- Consortium Effectiveness Report (2022)
Certification
San Diego CCD - Member Representative
Kelly Henwood - Special Projects Manager
- khenwood@sdccd.edu
- (619) 388-4896
Michelle Fischthal - Vice President of Instruction
- mfischth@sdccd.edu
San Diego Unified - Member Representative
Nate Sachdeva - Program Manager
- nsachdeva@sandi.net
- (619) 813-6490
Sarah Vielma - Director, College, Career and Technical Education
- svielma@sandi.net