CAEP Three-Year Plan: 2022-23 50 Delta Sierra Adult Education Alliance (DSAEA)
Status: Certified
California Adult Education Program
50 Delta Sierra Adult Education Alliance (DSAEA): 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) | 5,739 | 3,585 | 6,435 | 6,499 | 6,564 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 3,194 | 1,464 | 3,299 | 3,332 | 3,365 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 4,847 | 3,133 | 5,422 | 5,476 | 5,531 | |
Student Barriers | Low Income (AE 310 - Overall) | 1,661 | 1,191 | 1,834 | 1,853 | 1,871 | |
Student Barriers | Long Term Unemployed (AE 309 - Overall) | 1,516 | 968 | 2,126 | 2,147 | 2,169 |
Member Level Metric Targets
* Mandatory for all members
Calaveras Co. Office of Education (Reported by Calaveras County Office of Ed - AEBG Stanislaus Mother Lode)
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) | 24 | 28 | 32 | 33 | 34 | |
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 ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 13 | 19 | 20 | 21 | ||
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 |
Lincoln 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) | 71 | 72 | 73 | |||
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 ESL (AE 400 - ESL) | 17 | 18 | 19 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - 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 |
Lodi Unified (Reported by Lodi Unified School District (LodiUSD))
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) | 652 | 333 | 626 | 632 | 639 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 21 | 63 | 64 | 65 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 97 | 13 | 120 | 121 | 123 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 53 | 25 | 54 | 5 | 56 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 13 | 14 | 15 | 16 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 50 | 51 | 52 | 53 |
Manteca Unified (Reported by Manteca Unified School District (MUSD))
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) | 776 | 393 | 719 | 726 | 734 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 80 | 81 | 82 | 83 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 209 | 104 | 211 | 213 | 215 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 13 | 22 | 33 | 34 | 35 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 12 | 13 | 14 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 27 | 34 | 35 | 36 |
River Delta Joint 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) | 25 | 26 | 27 | |||
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 ESL (AE 400 - ESL) | 5 | 6 | 7 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - 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 |
San Joaquin Co. Office of Education (Reported by San Joaquin County Office of Education)
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 | 25 | 25 | 25 | ||
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 ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - 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 |
San Joaquin Delta CCD (Reported by San Joaquin Delta 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) | 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 ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - 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 |
Stockton Unified (Reported by Stockton School For Adults)
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) | 2,150 | 1,406 | 2,612 | 2,638 | 2,644 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 200 | 222 | 224 | 227 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 682 | 191 | 946 | 956 | 965 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 80 | 81 | 113 | 114 | 115 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 60 | 90 | 91 | 92 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 118 | 221 | 223 | 226 |
Tracy Joint Unified (Reported by Tracy Unified School District (TUSD))
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) | 633 | 390 | 639 | 646 | 652 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 26 | 27 | 28 | 29 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 118 | 44 | 166 | 167 | 169 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 38 | 37 | 38 | 39 | 40 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 22 | 26 | 27 | 28 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 35 | 25 | 27 | 28 |
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 |
---|---|---|---|---|---|---|
Calaveras Co. Office of Education | 100% | 46% | 0% | 85% | 85% | 85% |
Lincoln Unified | 0% | 100% | 95% | 85% | 85% | 85% |
Lodi Unified | 100% | 100% | 57% | 85% | 85% | 85% |
Manteca Unified | 100% | 100% | 25% | 85% | 85% | 85% |
River Delta Joint Unified | 100% | 65% | 0% | 85% | 85% | 85% |
San Joaquin Co. Office of Education | 100% | 12% | 0% | 85% | 85% | 85% |
San Joaquin Delta CCD | 100% | 67% | 0% | 85% | 85% | 85% |
Stockton Unified | 100% | 100% | 68% | 85% | 85% | 85% |
Tracy Joint Unified | 100% | 100% | 7% | 85% | 85% | 85% |
Objectives
Address Educational Needs
Adult Pathway Mapping and Design
In order to provide coordinated and responsive educational opportunities to the dynamic needs of Industry and employers in the North San Joaquin Valley the DSAEA will conduct ongoing adult pathway mapping and design. The goal of this effort is to create a high quality workforce and provide economic opportunity to area residents. DSAEA members will convene faculty and employers to develop responsive curriculum and coordinated pathway programs
Outcomes of the process include
- Labor Market Analysis describing the future regional occupations for priority sectors validated by an employer panel
- Career Pathway Map showing progression of certificates, jobs and wages, and associated educational programs
- Faculty / Employer Process to review the data and design integrated career pathways across priority sectors from adult schools to Delta College and to 4-years
- Updated Programs, Pathways and Certificates reflecting current and future needs
Innovation and Effectiveness: ABE/ASE and Short-Term CTE
The DSAEA will support ongoing educational innovation and effectiveness across the ABE, ASE and CTE program areas by convening and engaging teams of teachers to explore best practices and provide professional development. Potential innovative best practices to be explored include:
- Integrated Education and Training
- Dual Enrollment
- Contextualized Teaching and Learning
- Contextualized HSE
- Curriculum Alignment
- Infusion of Career Development in all educational levels
- Peer Support / Cohorts
- Individualized / Differentiated instruction
- Work-Based Learning
- Digital Inclusion & Hybrid approaches
Digital Inclusion
The DSAEA will support access to education, community assets and careers by promoting digital literacy, access to technology, and connectivity to broadband internet services. The strategy of digital inclusion will ensure there is a continued focus on providing adult learners with the skills and tools they need to succeed in school, the workplace and their community. While in-person instruction has returned and is the preferred modality for adult education digital literacy remains a required skill for the workplace and community life in general - life during and after the covid-19 pandemic has highlighted this reality. Furthermore - many of the students DSEA serve are lacking digital literacy and access. Areas of focus include:
- Access- Addressing inequities in access to technology and connectivity
- Training - Providing targeted digital skills development training
- Professional Development- Research and implement best practices through professional development
This strategy will develop Digital Resilience in students which the Digital US Coalition defines as “having the awareness, skills, agility, and confidence to be empowered users of new technologies and adapt to changing digital skill demands. Digital resilience improves capacity to problem-solve and upskill, navigate digital transformations, and be active participants in society and the economy.”
With increased digital skills and digital resilience students will be able to:
- Apply for jobs online
- Use basic operations software at work
- Use technology for continuous learning
- Work online
- Access health, financial, government or other services online
- Monitor water or electricity use online
- Participate in children’s schools’ communications systems
- Engage with civic issues online
- Access resources to be an informed citizen
The DSAEA will identify and review best practices for local implementation that are effective and flexible. Digital literacy skills need to be
- Integrated & Applied Immediately
- Relevant and Current
- Designed & Defined for Use in Multiple Contexts
- Forward Looking
Improve Integration of Services & Transitions
Strategic Partnerships and Participant Recruiting
DSAEA will develop Strategic Partnerships with community organizations and public partners to recruit students who are ready - and resourced - to participate in our Bridge programs. Key partner roles:
- Prescreen participants and build their motivations and expectations
- Connect students to resources to help them succeed in intensive bridge programs - child care, transportation, income-supports, etc., to support persistence and completion
- Coordinate case management and transition advising with DSAEA
- Provide career development programming aligned to DSAEA Bridges
- Help to elevate community expectations of Adult Education to see DSAEA schools as on-ramps to good jobs
Logistics, Industrial Maintenance and Manufacturing Pathway Bridge
The DSAEA will continue to collaborate with industry and community groups to design a bridge for Logistics/Industrial Maintenance/Manufacturing pathways using dual enrollment, work-based learning, career development, and contextualized math and English. The Logistics, Industrial Maintenance and Manufacturing Pathway Bridge program will draw on the learnings and products of the Adult Pathway Mapping and Design team.
Allied Health Pathway Bridge
The DSAEA will continue to collaborate with industry and community groups to design a bridge for the Allied Health pathways using dual enrollment, work-based learning, career development, and contextualized math and English. The Allied Health Pathway Bridge program will draw on the learnings and products of the Adult Pathway Mapping and Design team.
English Learner Advancement
The English Learner Advancement Strategy will convene a team of teachers and administrators to address the unique needs of English language learners, immigrants and refugees through inter-segmental alignment, robust partnerships, contextualization, and immigrant integration. Activities include:
- Identifying implementation options and priorities under the ELA Strategies:
- Offering Delta College ESL 82 the Adult Schools, starting with Stockton School for Adults (in person) and a second adult school (virtual)
- Developing CTE pathways for English Language Learners at Delta College
- Exploring innovative best practice educational options for English Learners
DARTE Learning Community
The Directing Adults on the TrAC for Employment (DARTE) Learning Community leverages SB554 to allow students who are in the process of earning their high school diplomas to dual enroll at an adult school to finish transfer-level math and English college courses at the same time. DARTE is also open to any other returning adult who simply wants to finish a certificate or degree, or transfer to a four-year college. DARTE is a small cohort model designed for the working adult. The Cohort is paired with dedicated counselors, instructors and tutors that work closely with students to help them reach their goals. Participating students are also provided with free laptops and books. The classes in the 14 unit program are staggered and can be completed over the course of two semesters. The program started in the Fall of 2020 with 5 students and has grown to a cohort size of 30 in the Fall of 2021. This program build on a successful system supporting adult school transition. Based on an internal review of Delta College student data tracking prior education an estimated 350 adult school students are transitioning to Delta College on an annual basis and 95 of those achieve an AA/AS or transfer to 4-Year Universities.
Career Development, Integrated Transition and Support Services
1. Career Development Linked to Community and Regional Assets
DSAEA will adapt adult pathway bridge best practices to customize a career development program tailored to adults and the DSAEA Pathway-Bridge system.
2. Integrated Transition and Support Services
DSAEA will provide accountability and support to participants through coordinated transition and wraparound support services. Integrated transition and support services place participants at the center of a support network dedicated to their success. DSAEA members have Transition Specialists that provide this type of support at each school site. Members will collaborate with partner agencies on a coordinated case management approach to support participants no matter where they are on their educational journey. The consortium will explore the potential for an Integrated Resource Team to provide these services. The integration of navigation services will connect and coordinate transition specialists, case managers and others in similar roles across organizations and the region. Services may be provided individually or participants may be grouped into a cohort.
Improve Effectiveness of Services
Student Data and Accountability
The DSAEA will support continuous improvement and accountability through ongoing review of student performance data and community needs. The Student data and accountability team will support the development of reliable and meaningful data and related processes to showcase consortium progress on the strategies in this plan.
The team will inventory existing tools and data processes members are using to make informed decisions on goals, instruction, and attainable outcomes to create success as well as identify professional development needs to support consistency and quality. This process will support the implementation and ongoing refinement of a data analysis and improvement cycle that principals and staff use regularly to review performance and implement continuous and strategic improvements. Key needs this process can address include:
- Ongoing consistent peer-supported steps for completing key data analyses tasks on priority items
- Reviewing and interpreting agency data -- Identifying the implications and opportunities based on the community needs and program effectiveness data
- A framework and timeline for data review to support planning, continuous improvement and budgeting. The framework will also address roles for teachers, transition staff, and paraprofessionals and staffing for the data analysis role.
- Big picture planning
Data review will be based in part on the Student Journey and related milestones:
- Connecting and Entry
- Progress
- Transitions
- Completions
- Outcomes after Exit
A key outcome of this strategy and the data team is to support meaningful conversations about how the consortium can best serve students. Example discussion questions include:
- Are we serving the appropriate population?
- Are we providing the appropriate services?
- Where are the gaps in service among members?
- Are our goals and targets tangible?
- Do they fit our consortium’s big picture?
- What will our intermediary indicators be to ensure that we are on track?
- How can we support one another?
Consortium Management and Learning
The DSAEA will support ongoing management and learning through member participation and leadership.
- Steering Committee Facilitation
- Reporting (quarterly, annual plans, etc.)
- Oversight of 3YP implementation
- Delta Strategy Coordination and Implementation
- Community Needs Assessment
Key roles are described below:
Consortium Facilitation Team
The consortium facilitation team comprises the Adult Education Co-Chair, the Community College Co-Chair and the Regional Fund Holder. The team develops and implements collaborative processes for the Consortium. The facilitation team supports the consortium and is not a decision-making group. The team provides overall direction to consortium operations and compliance including overall support and guidance for implementing the concepts in the 3-year plan, steering committee facilitation, data and fiscal reporting, CFAD, Annual Plan submittal, budgeting etc. Representation on the consortium facilitation team rotates annually on the fiscal year calendar.
To address the educational needs of the service area, DSAEA will conduct an annual community needs assessment. The needs assessment will include outreach and engagement with the public and with partner agencies as well a review of demographic data compiled in the CAEP Fact Sheets and other local and regional agency needs assessment documents.
The community needs assessment process helps confirm existing offerings are relevant and informs that design of new programs and services as needed.
Strategy Leads
DSAEA leaders plan activities and provide leadership for the strategies identified in this plan. Each strategy has a “Lead” providing overall leadership and project management and a “Co-Lead” in a support role. In consultation with the Steering Committee the leads will develop a strategy work plan. The Leads and Co-Leads will implement the strategy work plan with teachers, counselors, transition staff, partners, etc. Their primary role is to plan, organize and facilitate strategy implementation work and document results.
Activities & Outcomes
Adult Pathway Mapping and Design
Objective that Applies to this Activity
Address Educational Needs
- Review of Labor Market Information
- Employer Input
- Career Pathway Design
Labor Market Assessment
Identify stable/high growth occupations with middle/high wages as targets for career pathways including adult bridges (Funding: CCC, CAEP, WIOA, CERF)
Teacher/Faculty Design Process
Facilitate faculty engagement with Labor Market Assessment (development; interpretation) and design curriculum update framework to inform career pathways.
Adult Pathway Bridge Pilots
Test bridge aimed at Delta College certificate with industry support using best practices (IET, contextualized Math/English, dual enrollment, WBL, embedded career development and transition services, and wraparound support). See Logistics/ Manufacturing and Allied Health Bridges below.
- Ongoing sustainable system and approach to Adult Pathway Mapping and Design
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - 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)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Innovation and Effectiveness: ABE, ASE and CTE
Objective that Applies to this Activity
Address Educational Needs
- Best Practices Review
- Organizational structure: Ongoing Planning with defined Teams
- Identify and provide needed Professional Development
- List of best practices resources (professional development, reports, presentation, conferences)
- Organizational structure for teacher engagement (ABE/ASE, short-term CTE)
- Alignment between adult school and Delta College programs through teacher/faculty collaboration
- Faculty and steering committee input on a consortium-wide schedule of professional learning and planning activities
- Ongoing implementation of teacher engagement
- Implementation of 2-3 focus areas for professional learning
- Ongoing sustainable system and approach to instructional innovation and effectiveness
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Digital Inclusion
Objective that Applies to this Activity
Address Educational Needs
The DSAEA will support access to education, community assets and careers by promoting digital literacy, access to technology, and connectivity to broadband internet services through the following activities:
- Inventory of Existing Best Practices
- Implement tools, techniques and instruction methods
- Refine and Institutionalize Approach Based on Feedback
Planning Year
- Inventory of existing digital inclusion methods
- Review of best practices for digital inclusion for adult students
- Identification of community partners working on Digital Inclusion topics for coordination and resource leveraging
Initial Implementation
- Continue to provide hybrid and online class offerings to meet student demand
- Conduct early digital inclusion assessment and provide support as needed
Standing Digital Inclusion Team
- Increased Student Digital Resilience
- Digital literacy
- Digital access
- Refined Implementation
- Improved student educational and economic outcomes
- Ongoing sustainable system and approach to digital inclusion
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 |
---|
Strategic CBO Partnerships and CBO Recruiting
Objective that Applies to this Activity
Improve Integration of Services & Transitions
To support the development of strategic partnerships and participant recruiting DSAEA members will build and maintain active partnerships with community organizations and public agencies that coordinate and integrate programs and services (referral, case management, support services). Key areas of collaboration include:
- Reviewing Partnering Best Practices
- Developing Planning Tools and Models
- Developing a database of Contacts
- Bridge Participant Recruiting and Referral Framework for recruiting and preparing participants before they arrive at adult schools
- Braided Funding Model for CalWORKS, WIOA and other funding for Bridge participants (supportive services, advanced payments, etc.)
- Consistent engagement of community and public agency partners in Bridge programs (El Concilio/CalWORKS, WIOA, Ready to Work, California Human Development)
- Partner co-design of career development aligned to DSAEA Bridges
- Implementation and refinement of Participant Recruiting Framework for Logistics, Industrial Maintenance and Manufacturing Bridge and Allied Health Bridge
- Implementation and refinement of Braided Funding Model for Logistics, Industrial Maintenance and Manufacturing and Allied Health Bridge
- Institutionalization and refinement of Participant Recruiting Framework for Logistics, Industrial Maintenance and Manufacturing Bridge and Allied Health Bridge
- Institutionalization and refinement of Braided Funding Model for Logistics, Industrial Maintenance and Manufacturing and Allied Health Bridge
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)
- 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 |
---|
LIMM Pathway Bridge
Objective that Applies to this Activity
Address Educational Needs
To address the educational needs of the service area, DSAEA will continue to develop a system of pathways and bridges for adults to achieve their goals and succeed in postsecondary education, livable wage careers, and immigrant integration.
- Pathway Bridge Pilot Implementation
- Full Pathway Bridge Development
- Bridge Refinement Based on Feedback
- Implementation of Logistics, Industrial Maintenance and Manufacturing Bootcamp at Manteca Adult with Delta College participation
- Implementation plan for full Logistics, Industrial Maintenance and Manufacturing bridge
- Consistent engagement of Logistics, Industrial Maintenance and Manufacturing employers to support pathway-bridge design and to provide Work-Based Learning Opportunities
Pilot full Logistics, Industrial Maintenance and Manufacturing Bridge Fall 2023 including:
- Delta dual enrollment for credit
- Contextualized Math and English
- Work-based learning
- Embedded navigation and transition support
- Refined and scaled bridge programs based on participant, instructor, administrator and employer feedback
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- 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)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Allied Health Pathway Bridge
Objective that Applies to this Activity
Address Educational Needs
To address the educational needs of the service area, DSAEA will continue to Collaborate with industry and community groups to design a bridge for the Allied Health pathways using dual enrollment, work-based learning, career development, and contextualized math and English
- Pathway Bridge Pilot Implementation
- Full Pathway Bridge Development
- Bridge Refinement Based on Feedback
- Implementation Plan for Allied Health bridge. Coordinate with CNA program. Build on lessons learned from Logistics/Industrial Maintenance/Manufacturing Bridge pilot
- Consistent engagement of Allied Health employers to support pathway-bridge design and to provide Work-Based Learning Opportunities (in collaboration with HealthForce Partners North San Joaquin Valley). Coordination with related grants: Economic Development Administration, CERF, K16 alignment, etc.
Pilot test Allied Health bridge with following elements:
- Delta dual enrollment for credit
- Contextualized Math and English
- Work-based learning
- Embedded navigation and transition support
- Refined and scaled bridge programs based on participant, instructor, administrator and employer feedback
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- 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)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
English Learner Advancement
Objective that Applies to this Activity
Improve Integration of Services & Transitions
- Infuse regionally relevant career development in all levels of ESL
- Create the Delta-AE Bridge - Build on best practices to develop an English Learner Advancement bridge program of a co-located Delta College ESL 82 writing course at the Adult Schools. (Delta 82 at AS, align prior levels, coordinated transition/counseling, etc.)
- Provide immigrant integration services - e.g., EL Civics, immigration services Co-AAP from Austin, referrals to Delta immigrant services, etc.)
- Increase English Language Learner to DSAEA programs and services
- Support Professional Learning Communities
- Implementation Plan for ELA Bridge program: Delivery of Delta College ESL 82 at Stockton School for Adults (in-person) and a second adult school (remotely, in coordination with in-person site)
- Identification of strategies for full ELA Framework
- Pilot ESL 82 in-person at one Adult School and virtually at a second Adult School
- Implement priority projects under the ELA Framework
- Refined and scaled programs based on participant, instructor and administrator feedback
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
DARTE Learning Community
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Maintain a Delta College learning community for transitioning adult school students and provide integrated student supports and instruction including career development.
- DARTE Recruiting
- DARTE Transition Services
- Integrated Resources Team to support DARTE participants
- 1-2 DARTE Cohorts per semester
- DARTE enrollments from all adult schools
- Expanded DARTE program offerings and coordination with pathway bridges
- Increased DARTE enrollments
- Refined Implementation
- DSAEA Pathway maps for use and reference by administrators and student support staff
- Refined and scaled DARTE program based on participant, instructor and administrator feedback
- Ongoing sustainable system and approach to DARTE
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)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Career Dev, Integ. Transition and Support Services
Objective that Applies to this Activity
Improve Integration of Services & Transitions
- Develop DSAEA Career Development Framework and tools: Clarification of personal foundations (values, strengths, interests, skills); exploration of regionally significant careers; individualized plan
- Provide member and Partner Trainings on career development framework. Support partners in conducting some or all of the career development process while enrolled in partner programs
- Refine the framework by assessing feedback from students and staff in implementing the tools
- Professional Development to support Transition Specialists
- Ongoing peer learning and support through the Transitions Team in tandem and coordination with partner organizations
- Leveraging of Partner Services
- Consistent Career Development Framework aligned to regional economy and pathway bridges
- Tools and modules
- Approach customized for implementation in the community by partners
- Piloted Integrated Navigation Service approach in tandem with the LIMM Pathway Bridge Bootcamp and Pilot project
- Identification of key roles and needs to support ongoing Integrated Navigation Support
- Evaluation of the Integrated Resources Team approach and possible implementation strategies
- Trainings and materials for instructional faculty to embed career development in ABE/ESL/HSE
- Training of Partner staff on using the DSAEA Career Development approach onsite before participants arrive at Adult Schools
- Refined Integrated Navigation Service approach based on learnings from the Logistics, Industrial Maintenance and Manufacturing Pathway Bridge Bootcamp and Pilot project
- Established roles and processes for Integrated Navigation Support
- Ongoing Integrated Resources Team
- Ongoing refinement of CD to reflect changes in pathway programs
- Institutionalization of DSAEA career development
- Improved student educational and employment outcomes (Transitions and wage gains)
- Increased program enrollments due to success of local students and broader community awareness of DSAEA member programs and opportunities
- Enhanced community partnerships, service alignment and integration
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - 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)
- 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 |
---|
Student Data and Accountability
Objective that Applies to this Activity
Improve Effectiveness of Services
- Monitor and support member Data Quality
- Support Continuous Improvement through regular and consistent Data Analysis
- Compliance - Quarterly Reporting
- DSAEA Steering Committee input and ownership to organization and work plan
- Identify an organizational and planning structure to engage relevant staff at each adult school in the data improvement process (e.g., consortium-wide process leadership team; site representatives; periodic consortium meetings to build a shared understanding of data definitions, etc.)
- Develop a work plan to improve the consistency, quality and use of data for program improvement
- Quarterly review of data reports
- Data system quality-progress on achieving consistent and valid data processes
- Student data trends and patterns
- Maintain organizational structure and processes to support all members to sustain and implement the 3 Year Plan vision
- Ongoing sustainable system and approach to Student Data & Accountability
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- 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)
- 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 |
---|
Consortium Management and Learning
Objective that Applies to this Activity
Improve Effectiveness of Services
- Steering Committee Facilitation
- Reporting (quarterly, annual plans, etc.)
- Oversight of 3YP implementation
- Delta Strategy Coordination and Implementation
- Community Needs Assessment
- Steering Committee Facilitation
- Consistent member participation at Steering Committee meetings
- On-time submission of all CAEP reports
- Periodic Steering Committee assessment of 3YP
- Regular coordination meetings of Delta College administrators with DSAEA implementation roles
- Public/Community Engagement Workshop
- Adult Ed Needs
- Trends and Opportunities
- Assets: programs, grants, current collaborations
- Potential Changes-program improvements, new programs)
- Strategic assessment and review of Consortium Management and Learning processes
- Steering Committee Facilitation
- Consistent member participation at Steering Committee meetings
- On-time submission of all CAEP reports
- Periodic Steering Committee assessment of 3YP
- Regular coordination meetings of Delta College administrators with DSAEA implementation roles
- Public/Community Engagement Workshop
- Ongoing sustainable system and approach to Consortium Management and Learning
- Update of 3-Year Plan
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 |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Calaveras Co. Office of Education | $48,552 | Certified |
Lincoln Unified | $134,381 | Certified |
Lodi Unified | $1,832,630 | Certified |
Manteca Unified | $1,220,359 | Certified |
River Delta Joint Unified | $78,513 | Certified |
San Joaquin Co. Office of Education | $599,278 | Certified |
San Joaquin Delta CCD | $0 | Certified |
Stockton Unified | $4,861,551 | Certified |
Tracy Joint Unified | $973,771 | Certified |
Totals | $9,749,035 | 9/9 Certified |
The DSAEA Steering Committee determines allocations in the Spring of each year in accordance with the Three-Year Plan approved by the DSAEA members. Adjustments will be made as needed to reflect consortium and member initiatives and programs. Members self-report additional fund sources and leveraging opportunities are identified and explored through ongoing program planning discussions. Current pathway bridge development efforts are highly aligned with other funding sources and policies including Strong Workforce, Guided Pathways, CalWORKSs for supportive services and WIOA Title I for tuition and supportive services. The opportunity to braid and leverage funds is a priority for members and partners. Members will use any carryover funds to meet their agency’s responsibilities to deliver programs and services supported by the Three-Year Plan.
Certification
Calaveras Co. Office of Education - Member Representative
Karen Vail - Assistant Superintendent Instructional Support Services
- kvail@ccoe.k12.ca.us
- (209) 736-6030
Claudia Davis - Associate Superintendent, Administrative Services
- cdavis@ccoe.k12.ca.us
- (209) 736-6026
Jared Hungerford - Coordinator of Adult Education
- jhungerford@ccoe.k12.ca.us
- (209) 736-6046
Lincoln Unified - Member Representative
Lance Morrow - Coordinator Adult Education
- lmorrow@lusd.net
- (209) 888-1055
Lodi Unified - Member Representative
Julie Jansen - CTE Director
- jjansen@lodiusd.net
- (209) 331-7617
Dao Xiong - Accounting Supervisor
- dxiong@lodiusd.net
- (209) 331-7129
Mark Troutner - mtroutner@lodiusd.net
Manteca Unified - Member Representative
Mr. Brad Harrison - Principal
- bharrison@musd.net
- (209) 858-7330
River Delta Joint Unified - Member Representative
Chandra Drury - Secretary
- cdrury@rdusd.org
- (707) 374-1719
San Joaquin Co. Office of Education - Member Representative
Tony Damele - Coordinator
- tdamele@sjcoe.net
- (209) 468-9068
San Joaquin Delta CCD - Member Representative
Dr. Heather Maloy - CAEP Coordinator/Project Director for DSAEA Regional Transitions
- hmaloy@deltacollege.edu
- (209) 954-5012
Danell Hepworth - Dean, CTE and Workforce Development
- danell.hepworth@deltacollege.edu
- (209) 954-5079
Lisa Lucchesi - Director of Health Sciences
- lisa.lucchesi@deltacollege.edu
- (209) 954-5409
Stockton Unified - Member Representative
Jeff Dundas School For Adults - Principal
- jdundas@stocktonusd.net
- (209) 933-7455 ext: 1403
Brian Wright - bwright@stocktonusd.net
Tracy Joint Unified - Member Representative
Sam Strube - sstrube@tusd.net
- (209) 830-3384